Baccalaureate nursing programs select students likely to graduate, become licensed, and contribute to a diverse workforce, and admissions criteria need to support those goals. This study assessed five criteria: pre-admit science GPA; TEAS score; healthcare experience; previous baccalaureate degree; and pre-admission university enrollment vs. college transfer as predictors of three desired outcomes: graduation; nursing program GPA; and passing NCLEX-RN. Results found TEAS and pre-admit science GPA predicted nursing program outcomes. Students with TEAS≥82 had 8 % greater probability of graduating, 13 % greater probability of a GPA≥3.25, and 9 % greater probability of passing NCLEX-RN, compared to students with TEAS < 82. Students with pre-admit science GPAs≥3.8 had 11 % greater probability of passing NCLEX-RN and 14 % greater probability of a GPA≥3.25 compared to students with pre-admit science GPAs < 3.8. Further discussions regarding factors important for training a diverse nursing workforce and effective ways to implement non-academic admission criteria are warranted.
Agresti, A. (2007). An introduction to categorical data analysis. New York, NY: Wiley.
Ahmed, I., Bin Wan Ismail, W. K., Amin, S. M., Riaz, S., Ramzan, M., & Husain, M. (2012). In the quest of excellence: Significance of quality for students, teachers and institution. International Journal of Academic Research, 4(1), 148–153.
Alfano, H., & Eduljee, N. B. (2013). Differences in work, levels of involvement, and academic performance between residential and commuter students. College Student Journal, 47(2), 334–342.
Beeson, A., & Kissling, G. (2001). Predicting success for baccalaureate graduates on the NCLEX-RN. Journal of Professional Nursing, 17, 121–127.
Bloom, B. S. (1956). Taxonomy of educational objectives. The classification of educational goals. New York, NY: McKay. Handbook I: Cognitive Domain.
Carty, R. M., Moss, M. M., Al-Zayyer, W., & Arietti, L. (2007). Predictors of success of Saudi Arabian students enrolled in an accelerated baccalaureate degree program in nursing in the United States. Journal of Professional Nursing, 23(5), 301–308.
Childs, G., Jones, R., Nugent, K. E., & Cook, P. (2004). Retention of African-American students in baccalaureate nursing programs: Are we doing enough? Journal of Professional Nursing, 20, 129–133.
DiBartolo, M. C., & Seldomridge, L. A. (2008). A review of intervention studies to promote NCLEX-RN success of baccalaureate students. Computers, Informatics, Nursing, 33, 785–835.
Elkins, N. (2015). Predictors of retention and passing the national council licensure examination for registered nurses. Open Journal of Nursing, 5, 218-225.
Fink, L. D. (2013). Creating significant learning experiences. An integrated approach to designing college success. San Francisco, CA: Jossey-Bass.
Fraser, W., & Killen, R. (2005). The perceptions of students and lecturers of factors influencing academic performance at two South African universities. Perspectives in Education, 23, 25–40.
Gardner, J. (2005). A successful minority retention project. Journal of Nursing Education, 44, 564–568.
Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., & Schlechter, A. (2011). An investigation of the relationship between students, motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373–385.
Hosmer, D. W., Lemeshow, S., & Sturdivant, R. X. (2013). Applied logistic regression. New York, NY: Wiley.
Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. National Academies Press. Retrieved from http://iom.nationalacademies.org/reports
Jannati, Y., Khaki, N., Sangtarashani, E. O., Peyrovi, H., & Nojadeh, N. A. (2012). The effect of supportive counseling program on the academic performance of nursing and midwifery students. Contemporary Nurse, 43(1), 113–120.
Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70(2), 101–113.
Malefo, V. (2000). Psycho-social factors and academic performance among African women students at a predominantly white university in South Africa. South African Journal of Psychology, 30, 40–45.
Meltzer, L., Katzir-Cohen, T., Miller, L., & Roditi, B. (2001). The impact of effort and strategy use on academic performance: Student and teacher perceptions. Learning Disability Quarterly, 24, 85–100.
Milem, J. F., Chang, M. J., & Antonio, A. L. (2005). Making diversity work on campus: A research-based perspective. Association of American Colleges and Universities. Retrieved from https://www.aacu.org/publications
Newton, S. E. (2008). The impact of community college transfer on entry-level baccalaureate nursing student retention. Nurse Educator, 33, 45–48.
Newton, S. E., & Moore, G. (2009). Use of aptitude to understand Bachelor of Science in nursing student attrition and readiness for the National Council Licensure Examination – Registered Nurse. Journal of Professional Nursing, 25(5), 273–278.
Newton, S. E., Smith, L. H., Moore, G., & Magnan, M. (2007). Predicting early academic achievement in a baccalaureate nursing program. Journal of Professional Nursing, 23(3), 144–149.
Schmidt, B., & MacWilliams, B. (2011). Admission criteria for undergraduate nursing programs. A systematic review. Nurse Educator, 36(4), 171–174.
Seldomridge, L. A., & DiBartolo, M. C. (2004). Can success and failure be predicted for baccalaureate graduates on the computerized NCLEX-RN? Journal of Professional Nursing, 20, 361–368.
Silvestri, L. A., Clark, M. C., & Moonie, S. A. (2012). Using logistic regression to investigate self-efficacy and the predictors for National Council Licensure Examination success for baccalaureate nursing students. Journal of Nursing Education and Practice, 3(6), 21–34.
Stuenkel, D. L. (2006). Do theory grades+standardized examinations=success? Nurse Educator, 31, 207–212.
Thatcher, A. (2007). The relationship between lecture attendance and academic performance in an undergraduate psychology class. South African Journal of Psychology, 37, 656–660.
Wambuguh, O. (2015). Predicting post-baccalaureate student’s GPA from cumulative undergraduate GPA using logistic regression analysis: A test of hypothesis. International Journal of Academic Research in Education and Review, 3(2), 35–44.
Wambuguh, O., & Yonn-Brown, T. (2013). Regular lecture quizzes scores as predictors of final examination performance: A test of hypothesis using logistic regression analysis. International Journal for the Scholarship of Teaching and Learning, 7(1), 1–10.
Urban Universities for Health. (2014). Holistic admissions in the health professions: Findings from a national study. Retrieved from http://urbanuniversitiesforhealth.org/knowledge-base/publications.
Zar, J. H. (2009). Biostatistical analysis (5th ed.). New York, NY: Pearson.
Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boerkaerts, P. Pintrich, & M. Seidner (Eds.), Self-regulation: Theory, research and applications (pp. 13–39). Orlando, FL: Academic Press.
Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome goals. Journal of Educational Psychology, 91(2), 241–250.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulated perspective. Educational Psychologist, 33, 73–86.
Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process to outcome goals. Journal of Educational Psychology, 89, 29–36.
The International Journal of Nursing Education Scholarship (IJNES) publishes significant research and scholarship in the broad field of nursing education. The mandate of the journal is to present high quality papers to advance nursing education through research, description of innovative methods, or introduction of novel approaches about all aspects of nursing education in a timely manner.
01 Jan 2004
Hendrika J. Maltby, Yolanda Babenko-Mould and Richard Garnet Booth