Setting a Benchmark for the Test of Essential Academic Skills (TEAS) V: Striving for First-Semester Success in Nursing School

Bremner, Marie N.; Blake, Barbara J.; Long, Janice; Yanosky, Daniel J.

doi:10.3928/01484834-20140821-12

Cited by 9 publications

(16 citation statements)

References 3 publications

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“…The results of this study showed that the cognitive-academic abilities of applicants are assessed mainly through academic records or standardized tests (38,47). Research evidence suggests that standardized tests and academic records are more relevant to future academic performance of nursing students than other methods (interview and non-standardized tests) (6,31,37,52,56,58,60,62), and are better predictors of nursing students' academic success (31,40). In their model for selecting medical students, Bore et al cited academic records of applicants as a prerequisite for entering the cognitive-academic ability assessment phase (71).…”

Section: Discussionmentioning

confidence: 99%

“…Based on the review results, the TEAS was the most commonly used test, yet reliability of test was only con rmed in one study (NDRT test: Nelson-Denny Reading Test) (51). The reliability or validity of other selection tests reported based on previous assessments by instrument developers in the studies (37,40,48,52,56,60,62). In other studies, the reliability and validity of the test used was not reported (31,32,35,41,42,44,50,57,58,61).…”

Section: Non-cognitive Abilitiesmentioning

confidence: 96%

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A scoping review of admission criteria and selection methods in nursing education

Zamanzadeh

Ghahramanian

Valizadeh

et al. 2020

Preprint

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Background: Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field.Methods: Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved.Results: Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language and communication, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions: This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Non-cognitive Abilitiesmentioning

confidence: 96%

A scoping review of admission criteria and selection methods in nursing education

Zamanzadeh

Ghahramanian

Valizadeh

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…The results of this study showed that the cognitive-academic abilities of applicants are assessed mainly through academic records or standardized tests (37,46). In order to evaluate this ability, the research evidence suggests that the standardized tests and academic records are more relevant to the future academic performance of the nursing students than the other methods (interview and non-standardized tests) (6,30,36,51,55,57,59,61), and are better predictors of nursing students' academic success (30,39). However, the ndings of this study indicated that none of the standardized tests evaluate all of the four cognitive-academic skills in one test.…”

Section: Discussionmentioning

confidence: 99%

“…Based on the review results, the TEAS was the most commonly used test, yet reliability of test was only con rmed in one study (NDRT test: Nelson-Denny Reading Test) (50). The reliability or validity of other selection tests reported based on previous assessments by instrument developers in the studies (36,39,47,51,55,59,61). In other studies, the reliability and validity of the test used was not reported (30,31,34,40,41,43,49,56,57,60).…”

Section: Academic Achievement Recordsmentioning

confidence: 99%

A scoping review of admission criteria and selection methods in nursing education

Zamanzadeh

Ghahramanian

Valizadeh

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field.Methods: Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved.Results: Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions: This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

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“…Research article To identify potential attributes and key skills for entering the field of nursing and midwifery 502 participants survey Consensus in the top seven ranked attributes: honesty and trustworthiness, communication skills, being a good listener, patience and tactfulness, sensitivity and compassion, good team worker and the ability to seek and act on guidance. Bremner et al 2014, USA [ 55 ] Research article To identify students most likely to succeed in nursing studies using TEAS 511 first semester students enrolled from fall 2011 to fall 2013 A cross-sectional, descriptive study Test of Essential Academic Skills (TEAS) scores predicted first semester ATI proficiency Harner 2014, USA [ 56 ]. Doctoral dissertation To examine the relationship between TEAS scores and early academic success in a BSN program 218 nursing students.…”

Section: Methodsmentioning

confidence: 99%

A scoping review of admission criteria and selection methods in nursing education

et al. 2020

View full text Add to dashboard Cite

Background Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field. Methods Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved. Results Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

show abstract

Setting a Benchmark for the Test of Essential Academic Skills (TEAS) V: Striving for First-Semester Success in Nursing School

Cited by 9 publications

References 3 publications

A scoping review of admission criteria and selection methods in nursing education

A scoping review of admission criteria and selection methods in nursing education

A scoping review of admission criteria and selection methods in nursing education

A scoping review of admission criteria and selection methods in nursing education

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