Document Type

Article

Publication Date

9-25-2025

Publication Title

Nurse Education Today

Abstract

Background: Accelerated second-degree Bachelor of Science in Nursing (BSN) programs attract students with diverse academic backgrounds and experiences. Understanding the factors that contribute to student success is essential for improving retention and program effectiveness. While prior research has explored predictors of success in traditional BSN programs, limited data exists on accelerated BSN students. Aim: This study aimed to describe the factors predicting the success of students enrolled in an accelerated second-degree BSN program. Methods: A retrospective analysis was conducted on 273 accelerated BSN students. Descriptive statistics summarized demographic and academic characteristics. Multiple logistic regression analyses were performed to assess predictors of on-time graduation. Independent variables included gender, age, ethnicity, overall pre-requisite GPA, science GPA, type of prior degree, and type of secondary institution. Results: Demographic variables (gender, age, ethnicity) were not significant predictors of on-time graduation. Students under 25 years of age showed a non-significant trend towards a higher likelihood of graduating on time. Among admission criteria, science GPA was a significant predictor of on-time graduation (p = .010), while overall pre-requisite GPA was not. The type of prior degree (science vs. non-science) did not influence on-time graduation. However, students who attended a university for their prior degree had significantly higher odds of on-time graduation compared to those who attended a college (Exp(B) = 0.544, p = .045). Conclusion: Even though this study was performed at a single institution, limiting its generalizability, science GPA and the type of secondary institution attended were significant predictors of on-time graduation in accelerated BSN students, while demographic characteristics and prior degree type were not. These findings highlight the importance of academic preparedness in science-related coursework and institutional factors in student success. Future research should explore non-cognitive factors and program structures to enhance retention and graduation rates.

PubMed ID

41033019

Volume

155

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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