TEAS-V and GPA as Indicators of Academic Success in a Baccalaureate Nursing Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/316803
Category:
Abstract
Type:
Presentation
Title:
TEAS-V and GPA as Indicators of Academic Success in a Baccalaureate Nursing Program
Author(s):
Hrelic, Debra A.
Lead Author STTI Affiliation:
Mu Epsilon
Author Details:
Debra A. Hrelic, PhD, RNC, email: debra.hrelic@msmc.edu
Abstract:

Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014

Abstract

The nursing shortage and attrition rates of baccalaureate nursing students in the United States is a priority for nursing educators, as they strive to identify indicators of nursing student success. The purpose of this retrospective study was to determine if the TEAS-V test and grade point averages of baccalaureate nursing students were early indicators’ of academic success. A retrospective correlational design was used in this study.  The study took place in a liberal arts college in the northeastern region of the United States.  A convenient sample of 125 baccalaureate students enrolled in the foundational nursing courses during the academic year 2009-2010. 

Academic records of 125 students were reviewed at a north eastern college to determine relationships between TEAS-V scores, course repeats, remedial history, pre-nursing grade point averages, and foundational grade point averages.  Multiple regression analysis revealed that both the TEAS-V scores and overall science grade point averages predicted the foundational nursing grade point average with the TEAS-V being the most important predictor.  Relationship between English and math remediation, and course repeats were also found to be directly related.

The goal of academia is to promote student success.  Having complete background data is critical for admission selection, for student advisement, and for decreasing attrition. The TEAS-V test is an important tool that may be used to identify students at risk, as is knowing their pre-admission and remediation history.  Early identification of students who are deficient in math, reading comprehension, and in required science courses should alert admissions and faculty to provide anticipatory guidance.

Keywords:
TEAS-V; GPA; foundational nursing courses
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleTEAS-V and GPA as Indicators of Academic Success in a Baccalaureate Nursing Programen_GB
dc.contributor.authorHrelic, Debra A.en_GB
dc.contributor.departmentMu Epsilonen_GB
dc.author.detailsDebra A. Hrelic, PhD, RNC, email: debra.hrelic@msmc.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316803-
dc.description.abstract<p>Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014</p>Abstract <p>The nursing shortage and attrition rates of baccalaureate nursing students in the United States is a priority for nursing educators, as they strive to identify indicators of nursing student success. The purpose of this retrospective study was to determine if the TEAS-V test and grade point averages of baccalaureate nursing students were early indicators’ of academic success. A retrospective correlational design was used in this study.  The study took place in a liberal arts college in the northeastern region of the United States.  A convenient sample of 125 baccalaureate students enrolled in the foundational nursing courses during the academic year 2009-2010.  <p>Academic records of 125 students were reviewed at a north eastern college to determine relationships between TEAS-V scores, course repeats, remedial history, pre-nursing grade point averages, and foundational grade point averages.  Multiple regression analysis revealed that both the TEAS-V scores and overall science grade point averages predicted the foundational nursing grade point average with the TEAS-V being the most important predictor.  Relationship between English and math remediation, and course repeats were also found to be directly related. <p>The goal of academia is to promote student success.  Having complete background data is critical for admission selection, for student advisement, and for decreasing attrition. The TEAS-V test is an important tool that may be used to identify students at risk, as is knowing their pre-admission and remediation history.  Early identification of students who are deficient in math, reading comprehension, and in required science courses should alert admissions and faculty to provide anticipatory guidance.en_GB
dc.subjectTEAS-Ven_GB
dc.subjectGPAen_GB
dc.subjectfoundational nursing coursesen_GB
dc.date.available2014-05-13T16:42:47Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:42:47Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article.en_GB
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