Reading Ability in Bachelor's and Non–Bachelor's Degree Students Enrolled in an Accelerated Baccalaureate Nursing Program: A Comparative-Descriptive Research Study

• In Event: 25.084 - MTCC Roundtable Session Seven
  In Roundtable Session: 25.084-3 - Career Decisions and Identity

Abstract

Few accelerated second-degree nursing programs admit non-bachelor’s degree students; therefore, research examining factors impacting retention in such programs is limited. This study examined the reading ability of students enrolled in these programs. It described new students’ grade-level reading comprehension, determined whether differences existed among comprehension abilities based on bachelor’s degree status and determined if students possessed reading abilities comparable to reading skill requirements of first term courses’ primary texts. Results showed that entry-level reading skills were like a student with 3.5 years of college. Bachelor’s degree students had higher reading abilities than non-bachelor’s degree students. Reading abilities of non-bachelor’s degree students were insufficient to completely comprehend their texts; therefore, non-bachelor's students may struggle with readings and subsequent retention.

Author

• Courtney M. Bell, University of Tennessee Health Science Center