Association of mode of entry to a nursing programme and student success: A two-year retrospective multi-cohort study.

Abstract

The issue of the mode of entry to nursing programmes and its effect on student success is a key concern among researchers globally. Identifying the mode of entry, which has the potential to improve academic success, decrease the failure rate and lead to the successful completion of a degree, is crucial to increase the nursing workforce. The objectives of this study were to assess the association of mode of entry to a nursing programme on student success among undergraduate students. The study was conducted at a public nursing education institution (NEIs) in the northeast of Namibia. A retrospective multi-cohort study was conducted to assess the association of mode of entry on student success. Academic outcomes were analysed, observing two cohorts of nursing students. Results show that 76.2% (f = 16) of mature-age entry students and 53.7% (f = 29) of direct entry students completed their programme on time. However, 42.1% (f = 8) of access students were expected to return. Female students 56.8% (f = 25) and male students 56.0% (f = 28) completed on time. There was no significant relationship between the mode of entry and completion status with p > 0.05, respectively. A higher percentage of mature-age entry students was found to complete their studies on time than direct entry and English access entry students. These findings could be used in the revision of student recruitment strategies to select nursing students who are more likely to achieve the best academic outcomes.