ERIC Number: EJ1129841
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Introductory Anatomy and Physiology in an Undergraduate Nursing Curriculum
Brown, S. J.; White, S.; Power, N.
Advances in Physiology Education, v41 n1 p56-61 Mar 2017
Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 (n = 105) and one that graduated in 2015 (n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being "high achievers" (HIGH) and "low achievers" (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.
Descriptors: Introductory Courses, Anatomy, Nursing Education, Physiology, Science Instruction, High Achievement, Low Achievement, Scores, Graduates, College Freshmen, Transitional Programs, Predictor Variables, Multivariate Analysis, Grades (Scholastic), Prediction, Foreign Countries, Data Analysis, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A