护理学生理学学士学位速成的预测因素：一项回顾性研究。

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-09-25 DOI:10.1016/j.nedt.2025.106882

Alison H. Davis, Jennifer Manning, Todd Tartavoulle, Adele Harrell, Kathleen Brennan, Mickey Pigg, Mary Dioise Ramos

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引用次数: 0

摘要

背景：加速护理学学士学位（BSN）课程吸引了具有不同学术背景和经验的学生。了解影响学生成功的因素对于提高留校率和项目效率至关重要。虽然先前的研究已经探索了传统BSN课程成功的预测因素，但关于加速BSN学生的数据有限。目的：本研究旨在描述预测入读BSN二学位速成课程学生成功的因素。方法：对273名BSN速成生进行回顾性分析。描述性统计总结了人口统计学和学术统计学的特点。采用多元逻辑回归分析评估准时毕业的预测因素。独立变量包括性别、年龄、种族、总体预要求GPA、理科GPA、先前学位类型和中学院校类型。结果：人口统计变量（性别、年龄、种族）不是准时毕业的显著预测因子。25岁以下的学生按时毕业的可能性呈不显著趋势。在录取标准中，理科GPA是按时毕业的显著预测因子（p = 0.010），而总体先决条件GPA则不是。先前的学位类型（理科与非理科）对准时毕业没有影响。然而，与那些上过大学的学生相比，上过大学的学生准时毕业的几率明显更高（Exp(B) = 0.544, p = 0.045）。结论：尽管本研究是在一个单一的机构进行的，限制了其普遍性，但科学GPA和所就读的中学类型是加速BSN学生按时毕业的显著预测因子，而人口统计学特征和先前的学位类型则不是。这些发现强调了科学相关课程的学术准备和学生成功的制度因素的重要性。未来的研究应探索非认知因素和项目结构，以提高保留率和毕业率。

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Predictors of success among accelerated bachelor of science in nursing students: A retrospective study

Background

Accelerated second-degree Bachelor of Science in Nursing (BSN) programs attract students with diverse academic backgrounds and experiences. Understanding the factors that contribute to student success is essential for improving retention and program effectiveness. While prior research has explored predictors of success in traditional BSN programs, limited data exists on accelerated BSN students.

Aim

This study aimed to describe the factors predicting the success of students enrolled in an accelerated second-degree BSN program.

Methods

A retrospective analysis was conducted on 273 accelerated BSN students. Descriptive statistics summarized demographic and academic characteristics. Multiple logistic regression analyses were performed to assess predictors of on-time graduation. Independent variables included gender, age, ethnicity, overall pre-requisite GPA, science GPA, type of prior degree, and type of secondary institution.

Results

Demographic variables (gender, age, ethnicity) were not significant predictors of on-time graduation. Students under 25 years of age showed a non-significant trend towards a higher likelihood of graduating on time. Among admission criteria, science GPA was a significant predictor of on-time graduation (p = .010), while overall pre-requisite GPA was not. The type of prior degree (science vs. non-science) did not influence on-time graduation. However, students who attended a university for their prior degree had significantly higher odds of on-time graduation compared to those who attended a college (Exp(B) = 0.544, p = .045).

Conclusion

Even though this study was performed at a single institution, limiting its generalizability, science GPA and the type of secondary institution attended were significant predictors of on-time graduation in accelerated BSN students, while demographic characteristics and prior degree type were not. These findings highlight the importance of academic preparedness in science-related coursework and institutional factors in student success. Future research should explore non-cognitive factors and program structures to enhance retention and graduation rates.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.