An exploration of the predictive validity of selection criteria on progress outcomes for pre-registration nursing programmes-A systematic review

Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence

AIM

To assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students.

DESIGN

This study employed a quantitative cross-sectional research design.

METHODS

The study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model.

RESULTS

The results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution.

Bridging Validity Frameworks in Assessment: Beyond Traditional Approaches in Health Professions Education

Construct: High-stakes assessments measure several constructs, such as knowledge, competencies, and skills. In this case, validity evidence for test scores' uses and interpretations is of utmost importance, because of the consequences for everyone involved in their development and implementation. Background: Educational assessment requires an appropriate understanding and use of validity frameworks; however, health professions educators still struggle with the conceptual challenges of validity, and frequently validity analyses have a narrow focus. Important obstacles are the plurality of validity frameworks and the difficulty of grounding these abstract concepts in practice. Approach: We reviewed the validity frameworks literature to identify the main elements of frequently used models (Messick and Kane's) and proposed linking frameworks including Russell's recent overarching proposal. Examples are provided with commonly used assessment instruments in health professions education. Findings: Several elements in these frameworks can be integrated into a common approach, matching and aligning Messick's sources of validity with Kane's four inference types. Conclusions: This proposal to contribute evidence for assessment inferences may provide guidance to understanding the use of validity evidence in applied settings. The evolving field of validity research provides opportunities for its integration and practical use in health professions education.

Do GPAs, Entrance Exams, or Course Grades Predict Outcomes in First Semester Nursing Students?

BACKGROUND

Previous studies employed varying methods, predictors, and endpoints to determine how to best predict student success.

PURPOSE

This study examined current admission criteria in predicting nursing students' success during two first semester courses.

METHODS

Grade point averages and Health Education Systems Incorporated entrance exam scores were extracted from student files while pre-nursing pathophysiology grades from electronic gradebooks were used as independent variables. A principal component analysis confirmed three components: Academic performance, logical/mathematical intelligence, and verbal/linguistic intelligence. Multiple regressions were performed using first semester nursing course grades as dependent variables.

RESULTS

A multiple regression using Pharmacology course grades as the dependent variable (R2 = 0.268, p ≤0.001) was more predictive than a regression using Concepts course grades as the dependent variable (R2 = 0.177, p ≤0.001). Bivariate analyses revealed that each independent variable significantly predicted Concepts course grades and all except math and reading scores predicted Pharmacology course grades.

CONCLUSIONS

Pathophysiology was a better predictor of both dependent variables. A high degree of shared variance necessitated bivariate analyses to elucidate the importance of each independent variable. Pharmacology course grades proved better predictors of success by the independent variables than Concepts course grades.

Selection process for admission to an academic nursing programme - A meta-synthesis

BACKGROUND

Student nurse selection has been a topic of debate for years. Poor nursing care has been attributed to uncaring attitudes, lack of motivation and poor training and mentoring. Student nurse selection requirements and the steps involved in the process have been a revolving debate. Internationally, the recruitment and selection process are being refined to align with recommendations from the Francis Inquiry to include a values assessment.

OBJECTIVE

To select, review and interpret evidence-based studies on student nurse selection; and develop and provide recommendations for nurse educators when selecting first-year student nurses as a holistic, integrative process fitting with caring and providing quality care.

DESIGN

Qualitative meta-synthesis.

DATA SOURCES

Electronic databases were used during data collection: Ebscohost, ScienceDirect, SAGE, Cinahl and Sabinet (SAePublications). Qualitative articles published in English or Afrikaans reporting on student selection processes and experiences were included in the data collection process.

REVIEW METHODS

Qualitative articles were systematically identified using the STARLITE principles. The articles were critically appraised for quality by employing the CASP method.

RESULTS

Fourteen articles were included. Thirteen of the articles were published in English. One PhD thesis was included, a seminal work conducted on student nurse selection in South Africa. Data analysis revealed three main themes: a reliance on the interview, alternative selection methods, and attributes as criteria for nursing selection. Within these themes, many different methods of student selection emerged. The benefits and challenges of these methods were identified, and a holistic admission process was ultimately most successful in selecting the correct student nurse.

CONCLUSIONS

The findings indicate there are many different student nurse selection processes. A holistic admission process is needed to select the best student nurse that displays caring attributes and provides quality nursing care.

Personal statement versus psychological test as admission to the nursing degree: an evaluation

BACKGROUND

A review of admissions to nursing in Northern Ireland was prompted by the growing number of applications and a desire to ensure that the applicants had the right values for a career in nursing. Concerns regarding authorship, plagiarism and reliability of personal statements used to select applicants to interview was the focus of this research. This study evaluates the psychometric properties of a Personal Statement (PS) as a method for admission to a nursing programme and a values-based psychological screening tool, Nurse Match (NM).

METHODS

A self-selecting, purposive sample (n = 228; 9.7%) was drawn from applicants to Schools of Nursing in the United Kingdom (n = 2350). Participants all of whom had completed a Personal Statement were asked to complete a psychological tool and the scoring outcomes and psychometric properties of both tests were investigated. Statistical analysis was conducted using Minitab 17.

RESULTS

Applicants from 18 schools and five colleges responded. The majority (72.4%) were aged 18-19. Findings provide practical, theoretical, statistical, and qualitative reasons for concluding that the Personal Statement has substantial limitations as a measure of suitability. It does not compare well with international test standards for psychometric tests. In contrast, NM is a valid and reliable measure with good discriminatory power, standardised administration and consistent marking.

CONCLUSION

NM is a viable alternative to the PS for shortlisting applicants for nursing interviews.