Usman Mustapha Bin, Opoku Albert, Hafiz Burhanatu, Asafo Adjei Thomas A, Engmann Dorcas Aba, Dimongso Abu Tia, Owusu-Afriyie Bright, Adedzi Robert Kwabla
Department of Planning, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
Nursing and Midwifery Training College, Tepa-Ashanti, Ghana.
BMC Nurs. 2025 Aug 20;24(1):1093. doi: 10.1186/s12912-025-03757-8.
Academic referrals represent a significant challenge in nursing and midwifery education as they indicate student performance and retention weaknesses. However, the factors contributing to academic referrals have been underexplored, hampering efforts to develop effective interventions to support at-risk students.
The study examined the demographic, academic, and institutional factors associated with academic referrals among nursing and midwifery students.
A cross-sectional survey was conducted with 402 nursing and midwifery students. The data were collected for demographic characteristics, academic level, marital status, age, institutional support, language barrier and assessment difficulties. Chi-square tests, t-tests, and logistic regression analyses were utilised to identify predictors of academic referrals.
Academic level and age were the significant predictors of referrals, with third-year students being 3.38 times more likely to be referred than second-year students (OR = 3.377, < .001) and referred students were 0.6 years older than non-referred students (t = -2.157, = .032). Females (60.6%) and married students (87.5%) recorded higher referral rates descriptively, though insignificant. Referred students reported greater language barriers (mean = 3.00 vs. mean = 2.69, = .002), perceived the language used in exams as less clear (mean = 3.54 vs. mean = 3.79, = .003), and reported lower institutional support ( = .040 and less helpful feedback (χ² = 11.097, = .025). Referred students perceived written theory exams (30.6% vs. 18.7%) and multiple-choice assessments (6.8% vs. 6.0%) as more challenging than non-referred students (χ² = 15.130, = .010).
The findings emphasise the need for targeted interventions to support at-risk students, particularly those in advanced academic levels and older age groups. Strengthening institutional support, addressing language barriers, and improving assessment practices are important to reducing referrals and enhancing student success.
The online version contains supplementary material available at 10.1186/s12912-025-03757-8.
学业转介在护理和助产教育中是一项重大挑战，因为它们表明了学生的学习表现和留级方面的弱点。然而，导致学业转介的因素尚未得到充分探索，这阻碍了制定有效干预措施以支持有风险学生的努力。
本研究调查了与护理和助产专业学生学业转介相关的人口统计学、学业和院校因素。
对402名护理和助产专业学生进行了横断面调查。收集了有关人口统计学特征、学业水平、婚姻状况、年龄、院校支持、语言障碍和评估困难的数据。采用卡方检验、t检验和逻辑回归分析来确定学业转介的预测因素。
学业水平和年龄是转介的重要预测因素，三年级学生被转介的可能性是二年级学生的3.38倍（比值比=3.377，P<0.001），被转介的学生比未被转介的学生大0.6岁（t=-2.157，P=0.032）。从描述性数据来看，女生（60.6%）和已婚学生（87.5%）的转介率较高，尽管不显著。被转介的学生报告有更大的语言障碍（均值=3.00对均值=2.69，P=0.002），认为考试中使用的语言不太清晰（均值=3.54对均值=3.79，P=0.003），并报告院校支持较低（P=0.040）和反馈帮助较少（卡方=11.097，P=0.025）。被转介的学生认为书面理论考试（30.6%对18.7%）和多项选择题评估（6.8%对6.0%）比未被转介的学生更具挑战性（卡方=15.130，P=0.010）。
研究结果强调需要有针对性的干预措施来支持有风险的学生，特别是那些处于较高学业水平和年龄较大的学生群体。加强院校支持、解决语言障碍和改进评估方法对于减少转介和提高学生成功率很重要。
在线版本包含可在10.1186/s12912 - 025 - 03757 - 8获取的补充材料。
