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Ian
Blackman
School of Nursing and Midwifery, Flinders University
ian.blackman@flinders.edu.au
Margaret
Hall
School of Nursing and Midwifery, Flinders University
I
Gusti Ngurah. Darmawan
School of Education, Adelaide University
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Abstract
A hypothetical model was formulated to explore factors that
influenced academic and clinical achievement for undergraduate nursing
students. Sixteen latent variables were considered including the
students' background, gender, type of first language, age, their
previous successes with their undergraduate nursing studies and status
given for previous studies. The academic and clinical achievement of
179 undergraduate nursing students were estimated by measuring their
performance using two separate assessment parameters, their completing
grade point average scores and outcomes of their final clinical
assessment. Models identifying pathways leading to academic and
clinical achievement were tested using Partial Least Square Path
Analysis (PLSPATH). The study's results suggest that undergraduate
nursing student achievement can be predicted by four variables, which
account for 72 per cent of the variance of scores that assess academic
and clinical performance at the completion of the third year level of
nursing studies. The most significant predictors and those that had
direct influence on undergraduate nursing student achievement were:
(a) grades achieved in topics undertaken at the beginning of their
last year of study and (b) those achieved just prior to course
completion (c) where the undergraduate nursing students had undertaken
their final allocation for clinical experience, and (d) students'
self rated need for clinical supervision at course completion.
Measures of performance according the grade point average scores,
student gender, age and type of first language used were not directly
related to the performance outcomes.
Partial least squares path analysis, undergraduate
nurses, predictor variables, achievement
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