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Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students

Journal Article


Abstract


  • Background: Nursing students with English as an additional language (EAL) may underperform academically. The post-enrolment English language assessment (PELA) is used in literacy support, but its predictive validity in identifying those at risk of underperformance remains unknown. Objectives: To validate a PELA, as a predictor of academic performance. Design: Prospective survey design. Setting: The study was conducted at a university located in culturally and linguistically diverse areas of western Sydney, Australia. Participants: Commencing undergraduate nursing students who were Australian-born (n= 1323, 49.6%) and born outside of Australia (n= 1346, 50.4%) were recruited for this study. The 2669 (67% of 3957) participants provided consent and completed a first year nursing unit that focussed on developing literacy skills. Method: Between 2010 and 2013, commencing students completed the PELA and English language acculturation scale (ELAS), a previously validated instrument. The grading levels of the PELA tool were: Level 1 (proficient), Level 2 (borderline), and Level 3 (poor, and requiring additional support). Results: Participants with a PELA Level 2 or 3 were more likely to be: a) non-Australian-born (��2: 520.6, df: 2, p<0.001); b) spoke a language other than English at home (��2: 490.2, df: 2, p<0.001); and c) an international student (��2: 225.6, df: 2, p<0.001). There was an inverse relationship between participants' ELAS scores and PELA levels (r=-0.52, p<0.001), and those graded as 'proficient' with a PELA Level 1 were more likely to obtain higher scores in their: i) unit essay assessment (��2: 40.2, df: 2, p<0.001); ii) final unit mark (��2: 218.6, df: 2, p<0.001), and attain a higher GPA (��2: 100.8, df: 2, p<0.001). Conclusion: The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement.

Publication Date


  • 2015

Citation


  • Glew, P. J., Hillege, S. P., Salamonson, Y., Dixon, K., Good, A., & Lombardo, L. (2015). Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students. Nurse Education Today, 35(12), 1142-1147. doi:10.1016/j.nedt.2015.04.012

Scopus Eid


  • 2-s2.0-84946182983

Start Page


  • 1142

End Page


  • 1147

Volume


  • 35

Issue


  • 12

Place Of Publication


Abstract


  • Background: Nursing students with English as an additional language (EAL) may underperform academically. The post-enrolment English language assessment (PELA) is used in literacy support, but its predictive validity in identifying those at risk of underperformance remains unknown. Objectives: To validate a PELA, as a predictor of academic performance. Design: Prospective survey design. Setting: The study was conducted at a university located in culturally and linguistically diverse areas of western Sydney, Australia. Participants: Commencing undergraduate nursing students who were Australian-born (n= 1323, 49.6%) and born outside of Australia (n= 1346, 50.4%) were recruited for this study. The 2669 (67% of 3957) participants provided consent and completed a first year nursing unit that focussed on developing literacy skills. Method: Between 2010 and 2013, commencing students completed the PELA and English language acculturation scale (ELAS), a previously validated instrument. The grading levels of the PELA tool were: Level 1 (proficient), Level 2 (borderline), and Level 3 (poor, and requiring additional support). Results: Participants with a PELA Level 2 or 3 were more likely to be: a) non-Australian-born (��2: 520.6, df: 2, p<0.001); b) spoke a language other than English at home (��2: 490.2, df: 2, p<0.001); and c) an international student (��2: 225.6, df: 2, p<0.001). There was an inverse relationship between participants' ELAS scores and PELA levels (r=-0.52, p<0.001), and those graded as 'proficient' with a PELA Level 1 were more likely to obtain higher scores in their: i) unit essay assessment (��2: 40.2, df: 2, p<0.001); ii) final unit mark (��2: 218.6, df: 2, p<0.001), and attain a higher GPA (��2: 100.8, df: 2, p<0.001). Conclusion: The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement.

Publication Date


  • 2015

Citation


  • Glew, P. J., Hillege, S. P., Salamonson, Y., Dixon, K., Good, A., & Lombardo, L. (2015). Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students. Nurse Education Today, 35(12), 1142-1147. doi:10.1016/j.nedt.2015.04.012

Scopus Eid


  • 2-s2.0-84946182983

Start Page


  • 1142

End Page


  • 1147

Volume


  • 35

Issue


  • 12

Place Of Publication