护理专业入学模式与学生学业成就的关联：一项为期两年的回顾性多队列研究。
Association of mode of entry to a nursing programme and student success: A two-year retrospective multi-cohort study.
作者信息
Ntjamba Fransisco C, Ashipala Daniel O, Jafaru Yahaya
机构信息
Department of General Nursing Sciences, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Rundu, Namibia.
Department of Nursing Science, College of Health Sciences, Federal University Birnin-Kebbi, Kebbi State, Nigeria.
出版信息
Health SA. 2024 Apr 23;29:2560. doi: 10.4102/hsag.v29i0.2560. eCollection 2024.
BACKGROUND
The issue of the mode of entry to nursing programmes and its effect on student success is a key concern among researchers globally. Identifying the mode of entry, which has the potential to improve academic success, decrease the failure rate and lead to the successful completion of a degree, is crucial to increase the nursing workforce.
AIM
The objectives of this study were to assess the association of mode of entry to a nursing programme on student success among undergraduate students.
SETTING
The study was conducted at a public nursing education institution (NEIs) in the northeast of Namibia.
METHOD
A retrospective multi-cohort study was conducted to assess the association of mode of entry on student success. Academic outcomes were analysed, observing two cohorts of nursing students.
RESULTS
Results show that 76.2% (f = 16) of mature-age entry students and 53.7% (f = 29) of direct entry students completed their programme on time. However, 42.1% (f = 8) of access students were expected to return. Female students 56.8% (f = 25) and male students 56.0% (f = 28) completed on time. There was no significant relationship between the mode of entry and completion status with > 0.05, respectively.
CONCLUSION
A higher percentage of mature-age entry students was found to complete their studies on time than direct entry and English access entry students.
CONTRIBUTION
These findings could be used in the revision of student recruitment strategies to select nursing students who are more likely to achieve the best academic outcomes.
背景
护理专业课程的入学模式及其对学生学业成就的影响是全球研究人员关注的关键问题。确定有可能提高学业成绩、降低辍学率并导致学位顺利完成的入学模式，对于增加护理人员数量至关重要。
目的
本研究的目的是评估护理专业课程的入学模式与本科生学业成就之间的关联。
背景
该研究在纳米比亚东北部的一所公立护理教育机构进行。
方法
进行了一项回顾性多队列研究，以评估入学模式与学生学业成就之间的关联。分析了两个护理学生队列的学业成果。
结果
结果显示，76.2%（f = 16）的成年入学学生和53.7%（f = 29）的直接入学学生按时完成了课程。然而，预计42.1%（f = 8）的衔接课程学生将返回。女生按时完成课程的比例为56.8%（f = 25），男生为56.0%（f = 28）。入学模式与完成状态之间没有显著关系，分别为> 0.05。
结论
发现成年入学学生按时完成学业的比例高于直接入学和英语衔接入学的学生。
贡献
这些研究结果可用于修订学生招生策略，以选拔更有可能取得最佳学业成绩的护理专业学生。
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