AI Article Synopsis
- The study aimed to identify cognitive and noncognitive factors that affect the academic success of prelicensure baccalaureate nursing students.
- Research focused on analyzing data from nearly 2,000 students across various campuses to explore these relationships.
- The findings revealed six contributing factors, with a refined model indicating that cognitive and noncognitive factors were not significantly correlated but both play a role in academic success and readiness for nursing practice.
Article Abstract
Aim: The study aim was to identify and explore relationships among cognitive and noncognitive factors that may contribute to prelicensure baccalaureate nursing students' academic success across their program of study.
Background: Nurse educators are challenged to improve students' academic success. With limited evidence, cognitive and noncognitive factors have been identified in the literature as potential factors that influence academic success and may support students' readiness for practice as new graduate nurses.
Method: Data sets from 1,937 BSN students at multiple campuses were analyzed using an exploratory design and structural equation modeling.
Conclusion: Six factors were conceptualized as contributing equally to the initial cognitive model. The final noncognitive model, with deletion of two factors, yielded the best fit for the four-factor model. Cognitive and noncognitive factors were not significantly correlated. This study provides a beginning understanding of cognitive and noncognitive factors associated with academic success that may support readiness for practice.
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| http://dx.doi.org/10.1097/01.NEP.0000000000001121 | DOI Listing |
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