Nursing applicants' reasoning skills and factors related to them: A cross-sectional study.
Cross sectional studies
Nursing education
Reasoning
Skills
Student selection
Students
Undergraduate
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Jun 2021
Jun 2021
Historique:
received:
24
11
2020
revised:
12
03
2021
accepted:
28
03
2021
pubmed:
18
4
2021
medline:
28
5
2021
entrez:
17
4
2021
Statut:
ppublish
Résumé
The assessment of reasoning skills is recommended in undergraduate nursing student selection. Reasoning skills are crucial for sound decision-making, improving patient safety and are necessary from the very beginning of studies. Nursing applicants' reasoning skills based on the reasoning process have not been previously measured. To assess undergraduate nursing applicants' reasoning skills and factors related to them. A cross-sectional study. Undergraduate nursing applicants (n = 1056, response rate 55.4%), who consented to the study and performed a joint electronic entrance examination to six Finnish Universities of Applied Sciences in spring 2019, participated in the study. The Reasoning Skills (ReSki) test, based on the steps of the reasoning process, was used, comprising three question sections (collecting information, processing information, and identifying the problem and establishing goals). Background variables were collected through a questionnaire and the Positive System Usability Scale (P-SUS). The data were analysed with descriptive statistics, Pearson correlation coefficients and analysis of covariance with Tukey's test in post-hoc multiple group comparisons. Applicants' total reasoning skills mean scores were above the centre of the range of possible scores (2.72/4.5, SD = 0.80). The applicants scored higher in collecting and processing information than in identifying the problem and establishing goals. Standard deviations demonstrated variance between the applicants' ability. Age, gender, and previous education were statistically significantly related to applicants' reasoning skills. Previous work experience was statistically significantly related to success only in the step of identifying the problem and establishing goals. Nursing applicants' reasoning skills vary in the student selection phase. Applicants are less able to identify the problem and establish goals than to collect and process information. Vocational education does not necessarily develop adequate reasoning skills and thus prepare students for higher education studies. The results have implications for educational institutions and further research.
Sections du résumé
BACKGROUND
BACKGROUND
The assessment of reasoning skills is recommended in undergraduate nursing student selection. Reasoning skills are crucial for sound decision-making, improving patient safety and are necessary from the very beginning of studies. Nursing applicants' reasoning skills based on the reasoning process have not been previously measured.
OBJECTIVES
OBJECTIVE
To assess undergraduate nursing applicants' reasoning skills and factors related to them.
DESIGN
METHODS
A cross-sectional study.
SETTING AND PARTICIPANTS
METHODS
Undergraduate nursing applicants (n = 1056, response rate 55.4%), who consented to the study and performed a joint electronic entrance examination to six Finnish Universities of Applied Sciences in spring 2019, participated in the study.
METHODS
METHODS
The Reasoning Skills (ReSki) test, based on the steps of the reasoning process, was used, comprising three question sections (collecting information, processing information, and identifying the problem and establishing goals). Background variables were collected through a questionnaire and the Positive System Usability Scale (P-SUS). The data were analysed with descriptive statistics, Pearson correlation coefficients and analysis of covariance with Tukey's test in post-hoc multiple group comparisons.
RESULTS
RESULTS
Applicants' total reasoning skills mean scores were above the centre of the range of possible scores (2.72/4.5, SD = 0.80). The applicants scored higher in collecting and processing information than in identifying the problem and establishing goals. Standard deviations demonstrated variance between the applicants' ability. Age, gender, and previous education were statistically significantly related to applicants' reasoning skills. Previous work experience was statistically significantly related to success only in the step of identifying the problem and establishing goals.
CONCLUSIONS
CONCLUSIONS
Nursing applicants' reasoning skills vary in the student selection phase. Applicants are less able to identify the problem and establish goals than to collect and process information. Vocational education does not necessarily develop adequate reasoning skills and thus prepare students for higher education studies. The results have implications for educational institutions and further research.
Identifiants
pubmed: 33865188
pii: S0260-6917(21)00147-7
doi: 10.1016/j.nedt.2021.104890
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104890Informations de copyright
Copyright © 2021 The Authors. Published by Elsevier Ltd.. All rights reserved.