This study examined the relationships between quantifiable cognitive preadmission variables and nursing student program outcomes in a population of baccalaureate nursing students at a Midwestern university. Preadmission GPAs and TEAS standardized test results were used as predictive preadmission variables. Outcome variables included benchmarks on ATI Fundamentals of Nursing and RN Comprehensive Predictor tests. Additional outcome variables included failure of nursing coursework, persistence, academic dismissal, graduation, and passing NCLEX-RN on the first try. Correlations, regressions, ANOVA and t tests were used to analyze data collected over six years. Results indicated that GPA and TEAS scores both correlated with student outcomes. TEAS Composite and section scores correlated more strongly than GPA in this population. The TEAS Composite and Science section were especially strong predictors of student success.
These findings contribute to the nursing education literature and help fill the gaps in knowledge about relationships between quantitative preadmission variables and nursing student program outcomes. This information will inform the development of evidence-based nursing education admission practices.
|Commitee:||House, Dan, Jeris, Laurel, Rossetti, Jeanette|
|School:||Northern Illinois University|
|Department:||Counseling, Adult and Higher Education|
|School Location:||United States -- Illinois|
|Source:||DAI-A 72/12, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Nursing, Health education|
|Keywords:||Nursing schools, Preadmission variables, School admission practices, Standardized test results|
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