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At least 127 records · Page 7Linked to original sources
PubMed1989

Predicting and fostering success of American Indians in medical school.

Underrepresentation of minorities continues to be a significant problem for medical schools. Although schools are considering nontraditional selection factors in an attempt to redress imbalances in admissions, little is known about the criteria that predict success for minority students who enroll. American Indian medical students at the University of North Dakota School of Medicine were surveyed concerning quantitative and qualitative variables. They scored significantly lower than non-Indian students, but there was no difference in terms of traditional admissions criteria between the Indian students who withdrew and those who graduated. Students who withdrew were slightly younger, had more siblings, and had attended reservation schools. Problems noted by students included poor academic preparation, excessive family responsibilities, and encountering cultural misperceptions. An overview of these problems and recommendations for solving them are presented.

Educational Status↗
PubMed1991

A model of a microcomputer database system to assist medical schools in recruiting and retaining students.

A model for a microcomputer database to aid a school's efforts to recruit and retain students is presented. The model is based upon a working system developed by the author at the University of Colorado Health Sciences Center. The article discusses data needs for adequate records of the recruitment and retention efforts, especially those concerning minority students, and how these records can be used to administer and evaluate programs. The model provides a framework for microcomputer data files, record fields, relationships, and system development and maintenance considerations.

Colorado↗
PubMed1999

When are students most at risk of encountering academic difficulty? A study of the 1992 matriculants to U.S. medical schools.

The authors carried out the study reported here to assess which variables are most predictive of the risk of medical students' experiencing academic difficulties and to assess when these students are most susceptible to encountering those difficulties. The entering class of 1992 was chosen as the study population because it was the first matriculating class in which the majority of students (88%) applied to medical school with scores from the revised Medical College Admission Test (MCAT), first implemented in 1991. The primary event of interest in this study was the first occurrence of one of the following events because of academic difficulty: withdrawal, leave of absence, dismissal, or delay of graduation date. The variables examined were MCAT scores undergraduate science GPA, undergraduate institutional selectivity, undergraduate major, racial-ethnic background, sex, and age upon entering medical school. Survival analysis was used to assess which variables were most predictive of the risk of academic difficulty and when students with different characteristics were most at risk. The results of the survival analysis indicated that (1) while the risk and timing of academic difficulty varied across the groups studied, a majority of the students who experienced academic difficulty eventually graduated from medical school and (2) students with non-science undergraduate majors did not have a greater risk of academic difficulty. The results confirm previous findings that increased risk of academic difficulty is associated with low MCAT scores, low science GPA, low undergraduate institutional selectivity, being a woman, being a member of a racial-ethnic underrepresented minority, or being older. The study findings can be generalized to help in early identification of students who are more likely to be at risk of experiencing academic difficulty. Knowing when these students are more likely to be at risk can help medical schools develop targeted remedial and enrichment programs. Further studies are needed to investigate school-related factors associated with risk.

Adult↗
PubMedDate not supplied

Prediction of freshman students' success in a baccalaureate nursing program.

The best predictor of achievement in college when cognitive and noncognitive variables were tested in two classes of freshmen nursing students (1975 and 1976) at Wilkes College, Wilkes-Barre, Pennsylvania, was the Aptitude Test for Nursing. Cognitive variables significant in 1975 were mathematics Scholastic Aptitude Test scores and high school rank, while in 1976 arithmetic formulation entered into the regression equations as did the noncognitive variable of conformity. A discrepancy was found between 1975 and 1976 predictor variables of dropping out of nursing. For the 1975 freshman class, science grade point average and the support scale of the Gordon Survey of Interpersonal Values were the best predictors of dropping out of the nursing program; in the 1976 class, nursing GPA alone was the best predictor of dropping out. Although an intercorrelation was noted between science GPA and nursing GPA, the success of predicting dropping out of nursing in relationship to science GPA and nursing GPA appeared to be unstable.

Achievement↗
PubMedDate not supplied

Dismissal for clinical deficiencies.

Students may challenge decisions of academic dismissal through local grievance procedures and the court system. When public safety and security are at issue, however, nursing faculty have the responsibility of dismissing students based on clinical performance. When due process is adequately served and students' civil rights protected, the courts have repeatedly upheld decisions made by higher education faculty and grievance committees. The author discusses several precedent-setting cases.

Clinical Competence↗
PubMedDate not supplied

Evaluation of a comprehensive advisement program designed to enhance student retention.

Nursing schools are experiencing an increase in enrollment. However, students are done a disservice when there are no strategies to retain them. A primary strategy for enhancing student retention is the implementation of an effective advisement program. The authors describe the implementation and evaluation of a comprehensive advisement system that was a major component of a special project grant from the division of nursing designed to enhance student retention.

Counseling↗
PubMedDate not supplied

Predicting nontraditional student retention and academic achievement.

Early identification of factors that restrict or support academic achievement and retention is a priority concern for nurse educators. Guided by the Bean and Metzner model of nontraditional undergraduate student attrition, the author examines the influence of self-efficacy and select academic and environmental variables on academic achievement and retention among nontraditional nursing students.

Adult↗
PubMedDate not supplied

Predictors of successful completion of a baccalaureate nursing program.

Reliable admission and progression criteria are important because limited clinical slots, qualified faculty, and financial resources restrict the enrollment capability. The increased emphasis on outcome criteria in nursing education gives added importance to determining predictors of success in baccalaureate nursing programs. The authors discuss a study that explored demographic variables and admission and progression criteria that were predictive of 278 students' completion or failure in a baccalaureate nursing program.

Adult↗