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Using a Holistic Preadmission Assessment to Help Predict Second-Degree Nursing Student Success
Lisette Barton1, Angela Willis, Hsin-Hui Lin
1Author Affiliations: Assistant Professor (Dr Barton), School of Nursing, University of Houston, Sugar Land; Manager for the SIMCARE Center (Ms Willis), Chamberlain College of Nursing, Houston; and Associate Professor (Dr Lin), School of Education, Health Professions, and Human Development, University of Houston-Victoria, Texas.
Nurse Educator
|December 3, 2016
Summary
Identifying noncognitive traits linked to academic failure can help nursing schools improve student success. Holistic admissions criteria can better predict which nursing candidates will thrive in demanding academic settings.
Area of Science:
- Nursing Education
- Student Admissions
- Academic Performance
Background:
- Academic failure poses challenges in nursing programs.
- Identifying predictors of attrition is crucial for student support.
- Second-degree nursing students face unique academic pressures.
Purpose of the Study:
- To identify noncognitive preadmission characteristics associated with academic failure.
- To analyze predictors of attrition in second-degree nursing students.
- To inform admissions strategies for improved student retention.
Main Methods:
- Analysis of preadmission testing data from 86 second-degree nursing students.
- Utilized a suite of assessments designed to predict performance in high-stress environments.
- Correlated noncognitive characteristics with academic failure and attrition.
Main Results:
- Unique noncognitive characteristics were identified as vulnerabilities to attrition.
- Specific preadmission traits were significantly associated with academic failure.
- The study identified a distinct profile of students at risk for attrition.
Conclusions:
- Noncognitive factors are important predictors of success in nursing school.
- Holistic admissions criteria can enhance the prediction of student success.
- Admissions processes should consider a broader range of student attributes.
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