A Retrospective Study

Abstract

Background: The available literature suggests that diverse factors, including sociodemographic, academic, psychological , and occupational, can have impacts on nursing students' academic performance. Therefore, it follows that the institutional environment can mediate on these influences. Objective: Based on a 10-years student performance follow-up information reservoir, to analyze the relationships between student performance and a set of sociodemographic and academic characteristics of students enrolled in the programs of Bachelor of Nursing (LE), and Bachelor of Nursing and Obstetrics (LEO), in the National School of Nursing and Obstetrics (ENEO) of the National Autonomous University of Mexico (UNAM). Methodology: The registers (n = 3984) from the Academic Control Integral System of the ENEO-UNAM were used. The students' main sociodemographic and academic characteristics were described, and multiple-regression models were estimated in order to identify predictors of school performance. Results: Sustained increments in the enrolment of LE and LEO students during the study period. Changes were noticed regarding the sex distribution and the enrolment age. More students chose the LE program during this period. School performance was higher among female students, among students in their last semesters, and among students who had been granted a scholarship. In contrast, students who had previously failed a subject performed lower. Conclusion: The identified school performance predictors suggest the need to strengthen institutional policies aimed at promoting the achievement of academic excellence so that graduate students become better prepared to enter the labor markets and address the nursing demands of society.