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Admission academic predictors of student outcomes in two baccalaureate nursing programs

Cheryl A Roat, University of Nebraska - Lincoln


A major issue confronting most nursing programs is how to maximally utilize available resources for the preparation of the best candidates for the profession. Compounding this issue is the aging population of the United States, and the fact there is a growing world population. Admitting, educating, training, and graduating nursing students capable of being successful on the NCLEX-RN is critical for institutions preparing future nurses. ^ This study examined established admission data to determine if it was possible to identify selected indices that would best predict nursing student outcomes in two tracks (Traditional and Fast/year round) of two baccalaureate nursing programs, one a public and one a private postsecondary institution. The sample consisted of 243 graduates from two baccalaureate-nursing programs, each with two tracks (BSN Program 1 = 114 and BSN Program 2 = 129). ^ Common prerequisite courses consisted of: Anatomy and Physiology, Microbiology, Pathophysiology, Chemistry, English, Mathematics, Psychology, Nutrition, and Growth and Development. Additional information included: NET Mathematics and Reading Scores, number of transfer credits, and previous baccalaureate degree status. The objective was to learn if one or more variables were best predictors of: end of program RN Assessment results, Nursing Cumulative GPA, and the NCLEX-RN results. Also included in the regression analyses were program (public and private) and track (Traditional and Fast Track). ^ The admission best predictors for RN Assessment outcome were: Anatomy and Physiology, Pathophysiology, NET Math, NET Reading, and previous baccalaureate degree status. The admission best predictors for Nursing Cumulative GPA were Microbiology, Pathophysiology, Mathematics, Psychology, and NET Reading. Microbiology was the admission best predictor for NCLEX-RN. Importantly, there were no consistent best predictors, which were interpreted to mean that each nursing program, including track variations, should give careful consideration to their student composition and engage in their own research activities when seeking predictors of success. ^

Subject Area

Health Sciences, Education|Education, Administration

Recommended Citation

Roat, Cheryl A, "Admission academic predictors of student outcomes in two baccalaureate nursing programs" (2008). ETD collection for University of Nebraska - Lincoln. AAI3306681.