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The Effect of ATI TEAS on Admission Into Prelicensure Nursing Programs.

Background: Assessment Technologies Institute (ATI) Test of Essential Academic Skills (TEAS) and grade point average (GPA) are commonly used cognitive parameters to determine student admission and success in associate degree in nursing and Bachelor of Science in Nursing programs. The efficacy of suc...

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Publicado en:Journal of Nursing Education Vol. 64; no. 12; pp. 759 - 767
Formato: research tables/charts Journal Article
Publicado: SLACK Incorporated Dec2025
Acceso en línea:Ver este registro en EBSCOhost
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        01484834
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      jtl: Journal of Nursing Education
      issn: 01484834
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    pubinfo:
      dt: Dec2025
      vid: 64
      iid: 12
      pid: 1693
      pub: SLACK Incorporated
      place: Thorofare, New Jersey
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        189879736
        189879736
        189879736
        10.3928/01484834-20250731-01
        189879736
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        atl: The Effect of ATI TEAS on Admission Into Prelicensure Nursing Programs.
      aug:
      sug:
        subj:
          Education, Nursing, Baccalaureate
          Licensure
          School Admissions
          Students, Nursing, Baccalaureate
          NCLEX Examination
          Human
          Descriptive Statistics
          Retrospective Design
          Record Review
          Educational Measurement
          Exploratory Research
          Pearson's Correlation Coefficient
          Educational Technology
          Academic Achievement
          Correlational Studies
          Descriptive Research
          Confidence Intervals
          Data Analysis Software
      ab: Background: Assessment Technologies Institute (ATI) Test of Essential Academic Skills (TEAS) and grade point average (GPA) are commonly used cognitive parameters to determine student admission and success in associate degree in nursing and Bachelor of Science in Nursing programs. The efficacy of such parameters should be evaluated to promote an equitable admissions process. Method: Utilizing an exploratory research design, historical enrollment trends were analyzed to evaluate the effect on new student admission. Pearson's correlation was used to understand the correlation between ATI TEAS scores and extracted GPA. Results: The new admission standards resulted in a nearly 75% decrease in new student enrollment. No correlation was found between extracted GPA and ATI TEAS domain scores or extracted GPA and overall ATI TEAS success. Conclusion: Admissions standards should assess students' cognitive and non-cognitive abilities while striking a balance between concerns about enrollment, attrition, diversity, and program outcomes. Institutions should strive to establish mission-driven admission policies, fully acknowledging the barriers, potential implications, and predictability of each measure.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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