Entry requirements in nursing: Results from a national survey of nurse academics on entry requirements in Australian bachelor of nursing programs

Ralph, N; Graham, C; Beccaria, L; Rogers, C

Entry requirements in nursing: Results from a national survey of nurse academics on entry requirements in Australian bachelor of nursing programs

Ralph, N

Graham, C Beccaria, L Rogers, C

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Publisher:: ELSEVIER SCIENCE BV
Publication Type:: Journal Article
Citation:: Collegian, 2019, 26, (1), pp. 140-145
Issue Date:: 2019-02-01

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Field	Value	Language
dc.contributor.author	Ralph, N https://orcid.org/0000-0002-7404-9996
dc.contributor.author	Graham, C
dc.contributor.author	Beccaria, L
dc.contributor.author	Rogers, C
dc.date.accessioned	2022-09-14T00:45:32Z
dc.date.available	2022-09-14T00:45:32Z
dc.date.issued	2019-02-01
dc.identifier.citation	Collegian, 2019, 26, (1), pp. 140-145
dc.identifier.issn	1322-7696
dc.identifier.issn	1876-7575
dc.identifier.uri	http://hdl.handle.net/10453/161810
dc.description.abstract	Background: Entrance requirements for undergraduate nursing programs have been under government scrutiny in recent times. To date, no Australia studies have reported nurse academics’ perspectives of entry requirements for Bachelor of Nursing programs. Study aim: The aim of this study is to examine nursing academics’ perceptions of entry requirements for Australian Bachelor of Nursing Programs. Methods: A total of 223 nurse academics responded to questions in an online national survey on pre-requisite subject areas, minimum tertiary entrance scores, English proficiency, and inherent requirements for clinical practice. Findings: English, Maths and Science were seen as important pre-requisite subject areas for students commencing a Bachelor of Nursing Program. Nurse academics believed that increasing the tertiary entrance score and English proficiency, was necessary to increase entrance standards and that a minimum score be consistently applied across universities. There were mixed views as to the disclosure of inherent requirements by students. Conclusion: Nationally, dialogue needs to occur about how universities can apply a consistent approach to ensure that the necessary foundation skills, knowledge and abilities are in place prior to admission into programs.
dc.language	English
dc.publisher	ELSEVIER SCIENCE BV
dc.relation.ispartof	Collegian
dc.relation.isbasedon	10.1016/j.colegn.2018.06.005
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing
dc.subject.classification	Nursing
dc.title	Entry requirements in nursing: Results from a national survey of nurse academics on entry requirements in Australian bachelor of nursing programs
dc.type	Journal Article
utslib.citation.volume	26
utslib.for	1110 Nursing
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-09-14T00:45:29Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	26
utslib.citation.issue	1

Abstract:

Background: Entrance requirements for undergraduate nursing programs have been under government scrutiny in recent times. To date, no Australia studies have reported nurse academics’ perspectives of entry requirements for Bachelor of Nursing programs. Study aim: The aim of this study is to examine nursing academics’ perceptions of entry requirements for Australian Bachelor of Nursing Programs. Methods: A total of 223 nurse academics responded to questions in an online national survey on pre-requisite subject areas, minimum tertiary entrance scores, English proficiency, and inherent requirements for clinical practice. Findings: English, Maths and Science were seen as important pre-requisite subject areas for students commencing a Bachelor of Nursing Program. Nurse academics believed that increasing the tertiary entrance score and English proficiency, was necessary to increase entrance standards and that a minimum score be consistently applied across universities. There were mixed views as to the disclosure of inherent requirements by students. Conclusion: Nationally, dialogue needs to occur about how universities can apply a consistent approach to ensure that the necessary foundation skills, knowledge and abilities are in place prior to admission into programs.

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http://hdl.handle.net/10453/161810