Does Entry Route Really Affect Academic Outcome? Academic Achievement of Traditional versus Non Traditional Entrants to BN(Hons) Pre-Registration Nursing Programmes

Autor/in	Brimble, Mandy J.
Titel	Does Entry Route Really Affect Academic Outcome? Academic Achievement of Traditional versus Non Traditional Entrants to BN(Hons) Pre-Registration Nursing Programmes
Quelle	In: Journal of Further and Higher Education, 39 (2015) 3, S.379-398 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2013.858675
Schlagwörter	Academic Achievement; Nursing Education; Nursing Students; Bachelors Degrees; Nontraditional Students; Admission Criteria; College Admission; Cohort Analysis; Classification; Gender Differences; Age Differences; Student Attrition; College Students; Student Records; Academic Records; Data Analysis; Achievement Need; Performance Factors; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Pflegepädagogik; 'Bachelor''s degrees'; Bachelor-Studiengang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Kohortenanalyse; Classification system; Klassifikation; Klassifikationssystem; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schülerbeurlaubung; Collegestudent; Schülerakte; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Auswertung; Leistungsindikator; Ausland; Großbritannien
Abstract	International trends for pre-registration nurse education at degree level alongside "widening access" initiatives mean that academic achievement of students entering via different educational routes is of interest to both higher and further education institutions. This article examines the academic achievement of students undertaking a Bachelor of Nursing (Hons) pre-registration nursing programme, in a UK higher education institution, who hold comparable Universities and Colleges Admission Service (UCAS) points that have been secured via different avenues. Students in the sample entered the programme via three routes, one "traditional" and two "non-traditional". Those entering via one of the "non-traditional" routes (Business and Technology Education Council National Diploma) appear to achieve the highest degree classifications. Some findings corroborate previous research relating to equality of achievement between genders. However, it contradicts other literature in that outcomes are comparable across age ranges and social classes. Attrition was found to be more prevalent in those entering via the Access to Nursing/Healthcare route. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01