PDF(Pubmed)
Abstract：
UNASSIGNED: 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.
UNASSIGNED: The objectives of this study were to assess the association of mode of entry to a nursing programme on student success among undergraduate students.
UNASSIGNED: The study was conducted at a public nursing education institution (NEIs) in the northeast of Namibia.
UNASSIGNED: 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.
UNASSIGNED: 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 p > 0.05, respectively.
UNASSIGNED: A higher percentage of mature-age entry students was found to complete their studies on time than direct entry and English access entry students.
UNASSIGNED: 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.
UNASSIGNED: The objectives of this study were to assess the association of mode of entry to a nursing programme on student success among undergraduate students.
UNASSIGNED: The study was conducted at a public nursing education institution (NEIs) in the northeast of Namibia.
UNASSIGNED: 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.
UNASSIGNED: 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 p > 0.05, respectively.
UNASSIGNED: A higher percentage of mature-age entry students was found to complete their studies on time than direct entry and English access entry students.
UNASSIGNED: 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.
摘要：
■进入护理课程的模式及其对学生成功的影响是全球研究人员关注的重点。识别进入模式，这有可能提高学术成功，降低失败率并导致学位的成功完成，对增加护理人员至关重要。
■本研究的目的是评估本科学生进入护理课程的方式与学生成功的关系。
■这项研究是在纳米比亚东北部的一家公共护理教育机构（NEIs）进行的。
■进行了一项回顾性多队列研究，以评估进入模式对学生成功的关联。对学术成果进行了分析，观察两组护生。
■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,42.1%(f=8)的入学学生预计会返回。女学生56.8％（f=25）和男学生56.0％（f=28）按时完成。进入模式和完成状态之间没有显著关系,p>0.05。
■与直接入学和英语入学的学生相比，发现成年学生按时完成学业的比例更高。
■这些发现可用于修订学生招募策略，以选择更有可能取得最佳学业成绩的护理专业学生。
■本研究的目的是评估本科学生进入护理课程的方式与学生成功的关系。
■这项研究是在纳米比亚东北部的一家公共护理教育机构（NEIs）进行的。
■进行了一项回顾性多队列研究，以评估进入模式对学生成功的关联。对学术成果进行了分析，观察两组护生。
■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,42.1%(f=8)的入学学生预计会返回。女学生56.8％（f=25）和男学生56.0％（f=28）按时完成。进入模式和完成状态之间没有显著关系,p>0.05。
■与直接入学和英语入学的学生相比，发现成年学生按时完成学业的比例更高。
■这些发现可用于修订学生招募策略，以选择更有可能取得最佳学业成绩的护理专业学生。
