To address the healthcare needs of vulnerable populations, nursing educators should evaluate educational preparedness and identify which factors influence a successive academic trajectory in nursing school. A prospective design was used to determine the relationships and differences among the anatomy and physiology course grade, self-efficacy, linguistic diversity, language acculturation, and components of the National League for Nursing pre-admission exam for registered nurses and first semester nursing course grades of linguistically diverse and native English speaking associate degree nursing students.
A relationship exists between the PAX-RN composite score, anatomy mean grade, language diversity, and general self-efficacy score, the Nursing Pharmacology and Nursing Fundamentals course grades for associate degree nursing students. The PAX-RN composite score and the AP mean grade were related to all first semester courses for associate degree students. Differences existed in the academic success of linguistically diverse students and Native English speaking students on the PAX-RN composite scores and Nursing Fundamentals course grades.
Students may approach prerequisite courses and preadmission exams differently if the predictive nature of these factors were addressed. Nurse educators can further explore essential admission criteria which may be necessary for academic success among all students, inclusive of diverse populations.
|Commitee:||Lopez, Francesca, Pruszynski, Jessica, Wake, Madeline|
|School Location:||United States -- Wisconsin|
|Source:||DAI-B 74/04(E), Dissertation Abstracts International|
|Subjects:||Education, Nursing, Higher education|
|Keywords:||Academic success, Associate degree, Esl, Linguistically diverse, Minority, Native English speaking, Nursing students, Predictors of success|
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