A comparative study examining factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students

Research output: Contribution to journalArticlepeer-review

Abstract

Background
Nursing programs have been flexible due to Covid-19, offering simulation to replace clinical hours and adjusting supervision and assessment. However, second-year students in two modules had lower results despite no changes to the material, team, or delivery.

Objectives
A retrospective cohort study was conducted on second-year adult nursing students who submitted written assignments to analyse recurring patterns that could explain the failure rate.

Methods
Data was analysed from 265 university students using IBM® SPSS® predictive analytics software. The analysis included cluster, bivariate and non-parametric testing to identify patterns of association in demographics, module results, and student engagement indicators.

Results
A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified 3 patterns of student engagement; students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (p<0.001). Students with disabled student support recommendations performed notably worse than those without (p=0.017). However, all sizable differences were resolved during Semester 2 results, following the return to campus and the implementation of additional writing support.

Discussion / Conclusion
Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how Higher Education Institutions drive and monitor engagement, as this study suggests that no part of a blended learning approach is compensable.
Original languageEnglish
JournalBritish Journal of Nursing
Publication statusAccepted/In press - 26 Jan 2024

Cite this