title: Academic performance of nursing students: do prerequisite grades and tutoring make a difference?
abstract: The purpose of this study was to evaluate the relationship of prerequisite science course performance and tutoring services with academic performance of first semester nursing students. Quantitative data were gathered from student records after a semester in which tutoring services were offered. The convenience sample consisted of 37 students enrolled in first semester nursing courses. Influence on academic performance was determined by comparing the academic performance of two groups, students who attended four or fewer tutorial sessions and students who attended five or more tutorial sessions. Previous academic performance was shown to have a statistically significant relationship with first semester nursing school performance. Recommendations for nursing faculty are offered.
authors.affiliation: El Camino Hospital, Mountain View, School of Nursing, San Jose State University, San Jose, California, USA.
authors.forename: Alicia
authors.initials: A
authors.lastname: Potolsky
authors.forename: Jayne
authors.initials: J
authors.lastname: Cohen
authors.forename: Coleen
authors.initials: C
authors.lastname: Saylor
mesh_terms: D004508:Education, Nursing, Baccalaureate / Q000379:methods / Q000592:standards*; D004521:Educational Measurement / Q000379:methods; D004522:Educational Status; D006801:Humans; D017145:Models, Educational; D015402:Nursing Education Research; D011237:Predictive Value of Tests; D012570:School Admission Criteria; D012586:Science / Q000193:education*; D013338:Students, Nursing; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods / Q000592:standards*