Student “success” in the RPN to BScN bridging program is most easily defined through 4 indicators. Two indicators relate to the bridge term: a) completion of the bridge term with a passing grade of C or higher in each course (the requirement to continue into the rest of the degree), b) GPA in the bridge courses. Two additional indicators relate to completion of the program: c) whether a student graduates from the program or not, and d) cumulative GPA at graduation.
While we will continue, over the next several months, to apply statistical analyses to the data that we have gathered, some important findings have already been uncovered. These findings are summarized in the following sections. In moving beyond descriptive analysis of our data, it is important to determine, where possible, where relationships exist between student
characteristics and performance in the program. To this end, we will provide analysis here of the first 5 of many research questions that we will continue to explore in the days ahead.
PREDICTORS OF SUCCESS IN THE BRIDGE TERM
Students are admitted to the bridging program based solely on meeting basic program requirements (e.g., current RPN registration with the College of Nurses of Ontario, successful completion of an RPN diploma from a Canadian college, minimum entrance GPA of 2.7). Preference is given to applicants based on GPA.
Given the process for student admission that favours admission of students with higher PN program cumulative GPAs, it is important to determine if this indicator (PN program GPA) is predictive of success. We also examined whether “years out” and amount of transfer credit awarded upon admission might be predictors of success in the bridge.
QUESTION 1: IS THERE A RELATIONSHIP BETWEEN ENTRANCE GPA AND BRIDGE TERM GPA? Statistical analysis was conducted using 413 observations. These observations were based on 29 incomplete data sets, accounted for by students who failed to complete all three bridge courses when they were spread over two terms and where admission GPAs were not
obtainable. Linear regression analysis conducted with admission GPA converted to percentage and bridge term(s) GPA converted to percentage showed a weak positive relationship with an R2 of 0.0763. From the acquired data, we are able to say that there is a statistically significant weak positive relationship between admission GPA and bridge term(s) GPA. While the fact that there is only a weak relationship may indicate to us that we might want to look for other
factors, it remains reasonable that we continue to use PN program cumulative GPA as part of a process for determining eligibility for admission into this program. Figure 6 provides a
41 Figure 6: Entrance GPA as Percentage and Bridge Term(s) GPA
QUESTION 2: IS THERE A RELATIONSHIP BETWEEN ‘YEARS OUT’ (FROM A STUDENT’S GRADUATION FROM HIS/HER PN DIPLOMA) AND TERM GPA?
Statistical analysis was conducted using 417 observations. The observations included incomplete data sets resulting from students who failed to enrol in all three bridge courses when they were spread over two terms. Linear regression between the number of years out and bridge term(s) GPA converted to percentage showed a weak negative relationship with an R2 of 0.0225. From the acquired data, we are able to say that there is a statistically significant weak negative relationship between number of years out and bridge term(s) GPA.
Figure 7 provides a scatterplot of data points in the analysis. While the intent of this analysis was not to add “years out” as an admission factor, it provides important insight in terms of both advising and supporting students. Making students aware that the number of years between completion of a previous PN diploma and starting the RPN to BScN program may be one of several factors that impact their success may be helpful in supporting them to prepare more fully for the transition. Greater exploration of the challenges faced by students who have been out of school for longer periods of time will also enable the program to develop more tailored approaches to support learning for non-traditional students.
40 50 60 70 80 90 100 60 70 80 90 100 B ri d ge Te rm Per ce n tage Entrance Percentage Entance and Bridge Percentages
42 Figure 7: Years Out and Bridge Term Percentage
QUESTION 3: IS THERE A RELATIONSHIP BETWEEN THE AMOUNT OF ADDITIONAL TRANSFER CREDIT THAT A STUDENT IS AWARDED (BEYOND THE BASIC BLOCK TRANSFER CREDIT
AMOUNT) AND BRIDGE TERM GPA?
Statistical analysis was conducted using 417 observations. These observations also contained incomplete data sets from students who failed to enrol in all three bridge courses when they were spread over two terms). Linear regression between amount of additional transfer credit awarded upon admission calculated as whole numbers (where 1 = one 3-credit course
equivalent) and bridge term(s) GPA converted to percentage showed a significant weak positive relationship with an R2 of 0.0415. From the acquired data, we are able to say that there is a statistically significant positive relationship between the amount of additional transfer credit awarded upon admission (and hence the amount of previous relevant post-secondary
education) and bridge term(s) GPA. The scatterplot for these findings is presented in Figure 8. Figure 8: Additional Transfer Credit and Bridge Term(s) GPA
y = -0.2485x + 79.014 R² = 0.0225 40 50 60 70 80 90 100 0 5 10 15 20 25 30 35 B ri d ge Te rm Per ce n tage