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The Relationship Between Admission Requirements, Academic Performance Measures and Undergraduate Nursing Student Success.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Relationship Between Admission Requirements, Academic Performance Measures and Undergraduate Nursing Student Success./
Author:	Snyder, Torrie LeShawn.
Description:	1 online resource (137 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: B.
Contained By:	Dissertation Abstracts International79-11B(E).
Subject:	Nursing. -
Online resource:	click for full text (PQDT)
ISBN:	9780438157576

The Relationship Between Admission Requirements, Academic Performance Measures and Undergraduate Nursing Student Success.
Snyder, Torrie LeShawn.

The Relationship Between Admission Requirements, Academic Performance Measures and Undergraduate Nursing Student Success. - 1 online resource (137 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: B.

Thesis (Ph.D.)--Robert Morris University, 2018.

Includes bibliographical references

This retrospective correlational study was conducted to examine the relationship between admissions criteria and performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) for undergraduate nursing students at one institution. The study also investigated factors from the existing data set that could be used to predict student attrition and failure. Data for all graduates over two years of the program were included in the study. Altogether, the retrospective data was collected from 500 graduates of a baccalaureate program who completed either the traditional four-year baccalaureate nursing program or an accelerated second-degree track. The selected variables included admission criteria such as high school grade point averages (GPA), standardized test scores, post-secondary GPAs, and prerequisite course grades. Other selected variables included Elsevier's Health Education Systems Incorporated (HESI) standardized examination scores that were administered throughout the student's progression in the nursing program, nursing GPAs, overall university GPAs, and HESI exit examination scores. The relationships between NCLEX-RN performance and these variables, including student demographics, were examined. The data showed that the vast majority of students successfully passed the certification exam and that attrition rates at the university where the research was conducted were also low. The research did not result in discriminatory indicators from the data set that would identify an unsuccessful student prior to dismissal or attrition from the program. The HESI examinations administered throughout the nursing program were indicative of student success; however, they also did not adequately discriminate between students who passed and failed the NCLEX-RN. For the current data set, the admissions criteria were high and appropriate in terms of resulting in successful certification of nurses; but neither these criteria nor other academic variables discriminated adequately between the students who passed and failed the NCLEX-RN.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438157576Subjects--Topical Terms:

563081
Nursing.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Admission Requirements, Academic Performance Measures and Undergraduate Nursing Student Success.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: B.
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520 $a This retrospective correlational study was conducted to examine the relationship between admissions criteria and performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) for undergraduate nursing students at one institution. The study also investigated factors from the existing data set that could be used to predict student attrition and failure. Data for all graduates over two years of the program were included in the study. Altogether, the retrospective data was collected from 500 graduates of a baccalaureate program who completed either the traditional four-year baccalaureate nursing program or an accelerated second-degree track. The selected variables included admission criteria such as high school grade point averages (GPA), standardized test scores, post-secondary GPAs, and prerequisite course grades. Other selected variables included Elsevier's Health Education Systems Incorporated (HESI) standardized examination scores that were administered throughout the student's progression in the nursing program, nursing GPAs, overall university GPAs, and HESI exit examination scores. The relationships between NCLEX-RN performance and these variables, including student demographics, were examined. The data showed that the vast majority of students successfully passed the certification exam and that attrition rates at the university where the research was conducted were also low. The research did not result in discriminatory indicators from the data set that would identify an unsuccessful student prior to dismissal or attrition from the program. The HESI examinations administered throughout the nursing program were indicative of student success; however, they also did not adequately discriminate between students who passed and failed the NCLEX-RN. For the current data set, the admissions criteria were high and appropriate in terms of resulting in successful certification of nurses; but neither these criteria nor other academic variables discriminated adequately between the students who passed and failed the NCLEX-RN.
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