Entry Criteria versus Success in Undergraduate Nursing Courses

Autor/inn/en	Jacob, Elizabeth; Chapman, Ysanne; Birks, Melanie; Al-Motlaq, Mohammad A.
Titel	Entry Criteria versus Success in Undergraduate Nursing Courses
Quelle	In: Journal of Institutional Research, 16 (2011) 2, S.54-62 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-2110
Schlagwörter	Nursing Education; Undergraduate Students; Academic Achievement; Admission Criteria; Correlation; Academic Records; Student Surveys; College Preparation; Selection Criteria; Student Characteristics; Success; Foreign Countries; Questionnaires; Statistical Significance; Australia + Suchen Sie Ihr Suchwort? Pflegepädagogik; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Korrelation; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Schülerbefragung; Selection criterion; Auslesekriterium; Erfolg; Ausland; Fragebogen; Australien
Abstract	Students enter nursing degree programs through a variety of pathways. This article reports on a study that investigated the success and experience of these students. The aim was to determine any linkages between the pathway of entry in a preregistration nursing course and the academic achievements of these students. To achieve this aim, a descriptive correlational design was used to gather information from students enrolled in four different streams of a Bachelor of Nursing program over a 12-month period that were then compared with their academic records. Results suggest that students from different entry pathways can succeed at university provided they are supported and encouraged. (As Provided).
Anmerkungen	Australasian Association for Institutional Research. 546 Gallymont Road, Mandurama, NSW 2792, Australia. +61-2-6367-5347; e-mail: secretary@aair.org.au; Web site: http://www.aair.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01