Does entry route really affect academic outcome? Academic achievement of traditional versus non traditional entrants to BN(Hons) pre-registration nursing programmes

Brimble, Mandy ORCID: https://orcid.org/0000-0003-3782-0291 2015. Does entry route really affect academic outcome? Academic achievement of traditional versus non traditional entrants to BN(Hons) pre-registration nursing programmes. Journal of Further and Higher Education 39 (3) , pp. 379-398. 10.1080/0309877X.2013.858675

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Abstract

International trends for pre-registration nurse education at degree level alongside ‘widening access’ initiatives mean that academic achievement of students entering via different educational routes is of interest to both higher and further education institutions. This article examines the academic achievement of students undertaking a Bachelor of Nursing (Hons) pre-registration nursing programme, in a UK higher education institution, who hold comparable Universities and Colleges Admission Service (UCAS) points that have been secured via different avenues. Students in the sample entered the programme via three routes, one ‘traditional’ and two ‘non- traditional’. Those entering via one of the ‘non-traditional’ routes (Business and Technology Education Council National Diploma) appear to achieve the highest degree classifications. Some findings corroborate previous research relating to equality of achievement between genders. However, it contradicts other literature in that outcomes are comparable across age ranges and social classes. Attrition was found to be more prevalent in those entering via the Access to Nursing/Healthcare route.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Healthcare Sciences
Subjects:	R Medicine > RT Nursing
Publisher:	Taylor & Francis
ISSN:	0309-877X
Date of Acceptance:	30 July 2013
Last Modified:	28 Oct 2022 10:23
URI:	https://orca.cardiff.ac.uk/id/eprint/78121

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