Rethinking the science-stream advantage in early nursing education. Academic background and psychosocial factors...

This study aimed to examine whether academic background and selected psychosocial learning factors were associated with academic achievement in a foundational bioscience course among first-semester nursing students, and to critically re-evaluate the commonly assumed advantage of science-stream education.

Bioscience subjects are essential yet challenging components of nursing education. Although students from science-stream backgrounds are often assumed to possess an academic advantage, emerging evidence suggests that learning outcomes may be influenced by more complex and context-dependent factors beyond prior academic preparation.

A cross-sectional study design was employed.

Data were collected from 108 first-semester nursing students enrolled in a Human Structure and Function course at a public nursing training institute in Malaysia. Academic achievement was measured using first-attempt institutional course scores obtained from official examination records. Psychosocial learning factors, including academic motivation, study habits, and perceived support systems, were assessed using a structured questionnaire. Independent samples t-tests, Pearson correlation, and multiple linear regression analyses were conducted.

No significant differences in academic achievement were observed between students from science-stream and non-science-stream backgrounds. Furthermore, academic motivation, study habits, and perceived support systems were not significantly associated with bioscience achievement. The regression model explained only a small proportion of variance in academic achievement (R² = .008), indicating limited explanatory power of the examined variables.

These findings challenge the assumption that prior academic background and commonly cited psychosocial factors are key determinants of bioscience achievement in early nursing education. The results suggest that academic achievement may be shaped by more complex and context-dependent factors, particularly those related to instructional design and learning environments. Greater emphasis on pedagogical strategies that promote active and meaningful learning may be required to enhance student outcomes. These findings contribute to a growing body of evidence questioning the explanatory value of traditional academic and psychosocial indicators in nursing education.

Science-stream background and psychosocial learning factors were not significantly associated with bioscience achievement among nursing students, highlighting the potential importance of instructional design and learning environments in shaping learning outcomes.