Nursing applicants' reasoning skills and factors related to them: A cross-sectional study

Vierula, Jonna; Hupli, Maija; Engblom, Janne; Laakkonen, Eero; Talman, Kirsi; Haavisto, Elina

doi:10.1016/j.nedt.2021.104890

Cited by 8 publications

(6 citation statements)

References 20 publications

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“…SUS scores are ranged 0–100, where 100 is the best possible score (Brooke, 2013 ). In this study, Finnish positive version of the SUS was used (Jokela, 2013 ; Strandell‐Laine, 2019 ; Vierula et al, 2021 ). The interview was pilot tested with one graduating nursing student and no changes were made based on the test.…”

Section: Methodsmentioning

confidence: 99%

Graduating nursing students' user experiences of the immersive virtual reality simulation in learning – A qualitative descriptive study

et al. 2023

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Aim To describe nursing students' user experiences' (UX) regarding highly immersive virtual reality (VR) simulation with head mounted display used for learning. Design Qualitative descriptive study. Methods Graduating nursing students (n = 41). Individual interviews were held right after VR simulation. The usability was assessed using System Usability Scale (SUS). Results User experiences emphasized three themes about the highly immersive VR simulation: nursing care in the immersive VR simulation, technology in the immersive VR simulation, and learning nursing in the immersive VR simulation. Usability was evaluated as fair (SUS score 62.3 out of 100). Scores revealed that the VR simulation was easy to use. The support of a technical person was highlighted. Conclusions This study supports strongly the use of highly immersive VR simulation for nursing education. VR simulations should replicate the most authentic nursing care. Technical assistance is crucial when adopting new technologies in education. The results highlighted the importance of UX in an education context.

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Section: Methodsmentioning

confidence: 99%

Graduating nursing students' user experiences of the immersive virtual reality simulation in learning – A qualitative descriptive study

et al. 2023

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“…[4,13] Assessing cognitive skills is recommended in selecting nursing students to admit applicants with a high level of readiness for both clinical and academic success. [14,15] Reasoning skills have become increasingly important in an expanded set of cognitive abilities that are required for competent, responsive nursing care in highly complex and technology-enhanced healthcare environments. While research evidence in this domain is scant but developing, there are growing calls for assessing reasoning skills during admission processes.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While research evidence in this domain is scant but developing, there are growing calls for assessing reasoning skills during admission processes. [15,16] Different tests are used to select applicants who have the greatest potential for success in the study of nursing, hence, their suitability for the profession. Although achieving a certain level of academic achievement prior to commencing university education is a necessary criterion, it is insu cient on its own.…”

Section: Literature Reviewmentioning

confidence: 99%

Selection tests and their predictive value in university nursing students’ success in the first year of study

Bruce

Mabizela

Tshabalala

2022

Preprint

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Background Academic performance factors such as school-leaving grades and other academic indicators for selection, play a significant role in student success. Purpose The study aimed to determine the predictors of academic success based on selection criteria for nursing studies at a South African university. Methods This retrospective study involves seven cohorts of first-time nursing students (n = 317). Hierarchical regression was used to explore important variables predicting success in the first year of study. The Chi-square tests were used to determine the association between progression outcome, NBT domains, and school quintiles. Results All predicting variables explained 35% of the variance in the first year of study. Most students’ entry-level skills according to the National Benchmark Test (NBT) were at Intermediate Lower level; the NBT MAT (Mathematics) and NBT AL (Academic Literacy) domains, and the National Senior Certificate (NSC) subject, Life Sciences are significant predictors of students passing the first year. Conclusion Selection test results predict areas where students are likely to encounter difficulties and inform the interventions needed to achieve academic success.

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“…In Finland, there is a national digital entrance examination (UAS Exam), which purpose is to measure undergraduate social care and healthcare applicants' reasoning, language, mathematical, ethical and EI skills (Vierula, Karihtala, et al, 2021 ). The purpose of the EI domain is to assess applicants EI and to rank order applicants according to their EI score.…”

Section: Introductionmentioning

confidence: 99%

“…The purpose of the EI domain is to assess applicants EI and to rank order applicants according to their EI score. The selection decisions are based on overall test performance, but applicant will need to achieve a minimum score from each domain (Vierula, Karihtala, et al, 2021 ). In Finland, undergraduate (bachelor's degree) social care and healthcare education is provided in Universities of Applied Sciences and the length of degrees varies from 210 to 270 ECTS credits.…”

Section: Introductionmentioning

confidence: 99%

Development and psychometric evaluation of the Emotional Intelligence Test (EMI‐T) for social care and healthcare student selection

Pienimaa

Talman

Vierula

et al. 2022

Journal of Advanced Nursing

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Aim To develop an emotional intelligence (EI) test and evaluate its psychometrics for social and healthcare student selection. Design A cross‐sectional methodological design. Methods The test was developed based on a systematic review and focus group interviews. Content validity was evaluated with expert panels, and preliminary psychometrics with two pilot studies. Descriptive statistics, correlations and item response theory were used. Data Sources Search was conducted in six databases 2018. Focus group interviews were conducted with educators and professionals in 2019. Expert panels with doctoral students, researchers and educators were conducted in 2020. Pilot tests with students were conducted 2020–2021. The developed test was administered to 4808 applicants 2021. Results The test included four subscales. Correlations support the test's theoretical structure. The items were mainly easy. Conclusion The test assesses EI objectively and comprehensively. The item‐level distractor analysis can be used for further test development. Impacts Social care and healthcare students engage in clinical practice early in their studies, and these environments can be emotionally challenging. Assessing EI in student selection with adequate test can help the institutions of higher education to select the students with required abilities to succeed in the studies. The assessment of EI during student selection also provides information higher education institutions could use to develop and provide support interventions. The results may also encourage practice placements to include EI elements as learning objective. The results of this study and especially the use of IRT and detailed distractor analysis to evaluate the psychometric properties of EMI‐T can benefit researchers and educators that develop or evaluate objective assessment tools with multiple choice questions. Implications for the profession and/or patient care Emotional intelligence is important for students to enable professional interaction.

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Nursing applicants' reasoning skills and factors related to them: A cross-sectional study

Cited by 8 publications

References 20 publications

Graduating nursing students' user experiences of the immersive virtual reality simulation in learning – A qualitative descriptive study

Graduating nursing students' user experiences of the immersive virtual reality simulation in learning – A qualitative descriptive study

Selection tests and their predictive value in university nursing students’ success in the first year of study

Development and psychometric evaluation of the Emotional Intelligence Test (EMI‐T) for social care and healthcare student selection

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