Caponnetto Valeria, Dante Angelo, Masotta Vittorio, La Cerra Carmen, Petrucci Cristina, Alfes Celeste Marie, Lancia Loreto
Department of Health, Life and Environmental Sciences, University of L'Aquila, Edificio Delta 6 - Via San Salvatore, 67010 Coppito, L'Aquila, Italy; Neuroscience Section, Department of Applied Clinical Sciences and Biotechnology, University of L'Aquila, Via Vetoio, 67100 L'Aquila, Italy.
Department of Health, Life and Environmental Sciences, University of L'Aquila, Edificio Delta 6 - Via San Salvatore, 67010 Coppito, L'Aquila, Italy.
Nurse Educ Today. 2021 May;100:104823. doi: 10.1016/j.nedt.2021.104823. Epub 2021 Feb 23.
To synthesize the definitions of nursing students' academic outcomes and provide a quantitative synthesis of their associated and predictive factors.
Systematic review and meta-analysis.
Four scientific databases were searched until January 2020.
Observational studies describing undergraduate nursing students' academic outcomes were included. Studies were analytically synthesized and meta-analyses were performed utilizing the Odds Ratio or Cohen's d as effect sizes.
Eighteen studies, published from 1979 to 2018, were included in the review, nine were meta-analyzed. Studies involved 10,024 undergraduate nursing students and were mostly retrospective cohort (55.6%). Students were mostly female (75.4%) with a mean age ranging from 21.3 to 27.0 years. Meta-analysis revealed that being female (OR = 1.65, 95% CI = 1.26 to 2.12), having attended a Classical, Scientific or Academic high school (OR = 1.30, 95% IC = 1.16 to 1.46), and having reported higher final grades at the upper-secondary high school (Cohen's d = 0.42, 95% CI = 0.18 to 0.65) was significantly associated with student's ability to graduate within the regular duration of the program. Sensitivity analyses confirmed meta-analytic results and meta-analyses heterogeneity depended on study design. Contrasting and limited evidence were found for other investigated factors, and for academic outcomes different from graduation within the regular duration of the program.
Despite meta-analytic results, gender and upper-secondary school would be unethical students' entry selection criteria. Final upper-secondary school grades should be considered for this scope and purpose. Conflicting and limited evidence found for other factors, such as students' background, suggested the influence of local contexts on the phenomenon and its investigation. Investigating the role of modifiable individual variables, such as empathy and critical thinking, could contribute to the open debate about students' entry selection strategies. An improvement in methodological quality of future studies is recommended and expected.
综合护理专业学生学业成果的定义，并对其相关因素和预测因素进行定量综合分析。
系统评价和荟萃分析。
检索了四个科学数据库，直至2020年1月。
纳入描述本科护理专业学生学业成果的观察性研究。对研究进行分析性综合，并以优势比或科恩d值作为效应量进行荟萃分析。
该综述纳入了1979年至2018年发表的18项研究，其中9项进行了荟萃分析。研究涉及10024名本科护理专业学生，大多为回顾性队列研究（55.6%）。学生大多为女性（75.4%），平均年龄在21.3至27.0岁之间。荟萃分析显示，女性（优势比=1.65，95%置信区间=1.26至2.12）、上过古典、科学或学术高中（优势比=1.30，95%置信区间=1.16至1.46）以及在高中阶段报告的期末成绩较高（科恩d值=0.42，95%置信区间=0.18至0.65）与学生在课程规定时间内毕业的能力显著相关。敏感性分析证实了荟萃分析结果，荟萃分析的异质性取决于研究设计。对于其他调查因素以及与课程规定时间内毕业不同的学业成果，发现了相互矛盾且有限的证据。
尽管有荟萃分析结果，但性别和高中情况作为学生入学选拔标准是不道德的。在此范围内和目的下，应考虑高中期末成绩。对于其他因素，如学生背景，发现了相互矛盾且有限的证据，这表明当地背景对该现象及其研究有影响。研究可改变的个体变量，如同理心和批判性思维的作用，可能有助于关于学生入学选拔策略的公开辩论。建议并期望未来研究的方法质量有所提高。
