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

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. To validate a PELA, as a predi...

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Bibliographic Details
Published in:Nurse education today 2015-12, Vol.35 (12), p.1142-1147
Main Authors: Glew, Paul J., Hillege, Sharon P., Salamonson, Yenna, Dixon, Kathleen, Good, Anthony, Lombardo, Lien
Format: Article
Language:English
Subjects:
Academic achievement
Academic performance
Academic underachievement
Acculturation
Adolescent
Adult
Aged
Assessment methods
At risk
Australia
Clinical assessment
College students
Consent
Education, Nursing, Baccalaureate
Educational Measurement
English
English as an additional language
English language
Evaluation
Female
First year
Humans
Literacy
Literacy skills
Male
Medical screening
Middle Aged
Multilingualism
Nursing
Nursing education
Nursing Students
PELA
Predictive validity
Prospective Studies
Psychometrics
Reliability
Risk assessment
Students, Nursing
Underachievement
Validity
Young Adult
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Summary: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. To validate a PELA, as a predictor of academic performance. Prospective survey design. The study was conducted at a university located in culturally and linguistically diverse areas of western Sydney, Australia. 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. 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). Participants with a PELA Level 2 or 3 were more likely to be: a) non-Australian-born (χ2: 520.6, df: 2, p
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2015.04.012