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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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| Published in: | Nurse education today 2015-12, Vol.35 (12), p.1142-1147 |
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| creator | Glew, Paul J. Hillege, Sharon P. Salamonson, Yenna Dixon, Kathleen Good, Anthony Lombardo, Lien |
| description | 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 |
| doi_str_mv | 10.1016/j.nedt.2015.04.012 |
| format | article |
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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<0.001); b) spoke a language other than English at home (χ2: 490.2, df: 2, p<0.001); and c) an international student (χ2: 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 (χ2: 40.2, df: 2, p<0.001); ii) final unit mark (χ2: 218.6, df: 2, p<0.001), and attain a higher GPA (χ2: 100.8, df: 2, p<0.001).
The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement.
•A brief post-enrolment assessment provides early identification of student literacy needs.•A validated writing task used en masse is effective for post-enrolment literacy screening.•Less than two-thirds of the English only students had proficient post-enrolment screening grades.•More than half the students requiring literacy support had lived only up to 6year in Australia.•Post-enrolment proficiency in writing can predict higher grades by the end of first semester.]]></description><identifier>ISSN: 0260-6917</identifier><identifier>EISSN: 1532-2793</identifier><identifier>DOI: 10.1016/j.nedt.2015.04.012</identifier><identifier>PMID: 25956857</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>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</subject><ispartof>Nurse education today, 2015-12, Vol.35 (12), p.1142-1147</ispartof><rights>2015</rights><rights>Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. Dec 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c417t-c299ca3e9244187dbd00550a63fd5e583ffba32e508bd82b27b26625978aa5683</citedby><cites>FETCH-LOGICAL-c417t-c299ca3e9244187dbd00550a63fd5e583ffba32e508bd82b27b26625978aa5683</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25956857$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Glew, Paul J.</creatorcontrib><creatorcontrib>Hillege, Sharon P.</creatorcontrib><creatorcontrib>Salamonson, Yenna</creatorcontrib><creatorcontrib>Dixon, Kathleen</creatorcontrib><creatorcontrib>Good, Anthony</creatorcontrib><creatorcontrib>Lombardo, Lien</creatorcontrib><title>Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students</title><title>Nurse education today</title><addtitle>Nurse Educ Today</addtitle><description><![CDATA[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<0.001); b) spoke a language other than English at home (χ2: 490.2, df: 2, p<0.001); and c) an international student (χ2: 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 (χ2: 40.2, df: 2, p<0.001); ii) final unit mark (χ2: 218.6, df: 2, p<0.001), and attain a higher GPA (χ2: 100.8, df: 2, p<0.001).
The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement.
•A brief post-enrolment assessment provides early identification of student literacy needs.•A validated writing task used en masse is effective for post-enrolment literacy screening.•Less than two-thirds of the English only students had proficient post-enrolment screening grades.•More than half the students requiring literacy support had lived only up to 6year in Australia.•Post-enrolment proficiency in writing can predict higher grades by the end of first semester.]]></description><subject>Academic achievement</subject><subject>Academic performance</subject><subject>Academic underachievement</subject><subject>Acculturation</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Aged</subject><subject>Assessment methods</subject><subject>At risk</subject><subject>Australia</subject><subject>Clinical assessment</subject><subject>College students</subject><subject>Consent</subject><subject>Education, Nursing, Baccalaureate</subject><subject>Educational Measurement</subject><subject>English</subject><subject>English as an additional language</subject><subject>English language</subject><subject>Evaluation</subject><subject>Female</subject><subject>First year</subject><subject>Humans</subject><subject>Literacy</subject><subject>Literacy skills</subject><subject>Male</subject><subject>Medical screening</subject><subject>Middle Aged</subject><subject>Multilingualism</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Nursing Students</subject><subject>PELA</subject><subject>Predictive validity</subject><subject>Prospective Studies</subject><subject>Psychometrics</subject><subject>Reliability</subject><subject>Risk assessment</subject><subject>Students, Nursing</subject><subject>Underachievement</subject><subject>Validity</subject><subject>Young Adult</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqNkc1u1DAUhS0EokPhBVggS2zYJPVPHMcSG1SVH6lSWbRry7FvUo-SeLCdEX17nE5hwQKxsnT9nSud-yH0lpKaEtpe7OsFXK4ZoaImTU0oe4Z2VHBWMan4c7QjrCVVq6g8Q69S2hNCOsn4S3TGhBJtJ-QO_fwewXmb_RHw0Uze-fyAw4DzPeBDSLmCJYZphiXjq2WcfLrHk1nG1YyATUqQ0uNfDmHCQ4jYhrkMrF9GvC4O4hiNW00GvKwxbdOUV1cS6TV6MZgpwZun9xzdfb66vfxaXd98-Xb56bqyDZW5skwpazgo1jS0k653hAhBTMsHJ0B0fBh6wxkI0vWuYz2TPWvb0k92xpSO_Bx9OO09xPBjhZT17JOFqbSAsCZNZdvQRjRC_QfKGScdVbKg7_9C92GNSynySCneCbZR7ETZGFKKMOhD9LOJD5oSvSnUe70p1JtCTRpdFJbQu6fVaz-D-xP57awAH08AlLMdPUSdrC83Lx4j2Kxd8P_a_ws7vK5f</recordid><startdate>201512</startdate><enddate>201512</enddate><creator>Glew, Paul J.</creator><creator>Hillege, Sharon P.</creator><creator>Salamonson, Yenna</creator><creator>Dixon, Kathleen</creator><creator>Good, Anthony</creator><creator>Lombardo, Lien</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201512</creationdate><title>Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students</title><author>Glew, Paul J. ; Hillege, Sharon P. ; Salamonson, Yenna ; Dixon, Kathleen ; Good, Anthony ; Lombardo, Lien</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c417t-c299ca3e9244187dbd00550a63fd5e583ffba32e508bd82b27b26625978aa5683</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Academic achievement</topic><topic>Academic performance</topic><topic>Academic underachievement</topic><topic>Acculturation</topic><topic>Adolescent</topic><topic>Adult</topic><topic>Aged</topic><topic>Assessment methods</topic><topic>At risk</topic><topic>Australia</topic><topic>Clinical assessment</topic><topic>College students</topic><topic>Consent</topic><topic>Education, Nursing, Baccalaureate</topic><topic>Educational Measurement</topic><topic>English</topic><topic>English as an additional language</topic><topic>English language</topic><topic>Evaluation</topic><topic>Female</topic><topic>First year</topic><topic>Humans</topic><topic>Literacy</topic><topic>Literacy skills</topic><topic>Male</topic><topic>Medical screening</topic><topic>Middle Aged</topic><topic>Multilingualism</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Nursing Students</topic><topic>PELA</topic><topic>Predictive validity</topic><topic>Prospective Studies</topic><topic>Psychometrics</topic><topic>Reliability</topic><topic>Risk assessment</topic><topic>Students, Nursing</topic><topic>Underachievement</topic><topic>Validity</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Glew, Paul J.</creatorcontrib><creatorcontrib>Hillege, Sharon P.</creatorcontrib><creatorcontrib>Salamonson, Yenna</creatorcontrib><creatorcontrib>Dixon, Kathleen</creatorcontrib><creatorcontrib>Good, Anthony</creatorcontrib><creatorcontrib>Lombardo, Lien</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education today</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Glew, Paul J.</au><au>Hillege, Sharon P.</au><au>Salamonson, Yenna</au><au>Dixon, Kathleen</au><au>Good, Anthony</au><au>Lombardo, Lien</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students</atitle><jtitle>Nurse education today</jtitle><addtitle>Nurse Educ Today</addtitle><date>2015-12</date><risdate>2015</risdate><volume>35</volume><issue>12</issue><spage>1142</spage><epage>1147</epage><pages>1142-1147</pages><issn>0260-6917</issn><eissn>1532-2793</eissn><abstract><![CDATA[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<0.001); b) spoke a language other than English at home (χ2: 490.2, df: 2, p<0.001); and c) an international student (χ2: 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 (χ2: 40.2, df: 2, p<0.001); ii) final unit mark (χ2: 218.6, df: 2, p<0.001), and attain a higher GPA (χ2: 100.8, df: 2, p<0.001).
The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement.
•A brief post-enrolment assessment provides early identification of student literacy needs.•A validated writing task used en masse is effective for post-enrolment literacy screening.•Less than two-thirds of the English only students had proficient post-enrolment screening grades.•More than half the students requiring literacy support had lived only up to 6year in Australia.•Post-enrolment proficiency in writing can predict higher grades by the end of first semester.]]></abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>25956857</pmid><doi>10.1016/j.nedt.2015.04.012</doi><tpages>6</tpages></addata></record> |
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| ispartof | Nurse education today, 2015-12, Vol.35 (12), p.1142-1147 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Freedom Collection |
| 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 |
| title | Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students |
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