Applicants' success in the ethics entrance exam: A cross-sectional study.

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  • Additional Information
    • Source:
      Publisher: SAGE Publications Country of Publication: England NLM ID: 9433357 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1477-0989 (Electronic) Linking ISSN: 09697330 NLM ISO Abbreviation: Nurs Ethics Subsets: MEDLINE
    • Publication Information:
      Publication: London : SAGE Publications
      Original Publication: London, U.K. : Edward Arnold, c1994-
    • Subject Terms:
      School Admission Criteria*/statistics & numerical data; Humans ; Cross-Sectional Studies ; Male ; Female ; Adult ; Finland ; Educational Measurement/methods ; Educational Measurement/statistics & numerical data ; College Admission Test/statistics & numerical data
    • Abstract:
      Background: Student selection is the first step in recruiting future social and healthcare professionals. Ethically competent professionals are needed in social and healthcare. It is important to select applicants who have the best possible abilities to develop their ethical competence in the future. Values-based recruitment has been used to inform the recruitment and selection of higher education applicants. However, objective and valid tests in student selection are needed.
      Aim: To assess social and healthcare applicants' success and related factors in the ethics section of the universities of applied sciences digital entrance examination (UAS Exam) to undergraduate degree programmes.
      Research Design: A cross-sectional design was used.
      Participants and Research Context: Social and healthcare applicants needed to identify ethical situations in the ethics section of a national digital entrance examination (UAS Exam) in autumn 2019 (between 29 October and 1 November) in 20 Finnish universities of applied sciences.
      Ethical Considerations: The process for the responsible conduct of research was followed in the study. Ethics committee approval was obtained from the Human Sciences Ethics Committee in the Satakunta region (27 September 2019). Approval to undertake the study was obtained from the participating universities of applied sciences. Participation to the study was voluntary and based on informed consent.
      Results: The applicants' ( n = 8971) mean scores were 7.1/20 (standard deviation 6.5), and 22.7% of the applicants failed the ethics section. Age, previous education, and place of birth (own/parent) explained the applicants' success in the ethics section (total score and failed exam results).
      Conclusion(s): Applicants' success in the ethics section varied indicating that future students may have a different basis to develop their ethical competence. This may impact on (new) students' learning, especially in practical studies.
      Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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    • Contributed Indexing:
      Keywords: Ethical competence; ethical awareness; higher education; social and healthcare; student selection; values-based recruitment
    • Publication Date:
      Date Created: 20231030 Date Completed: 20240903 Latest Revision: 20240905
    • Publication Date:
      20240905
    • Accession Number:
      PMC11370179
    • Accession Number:
      10.1177/09697330231204999
    • Accession Number:
      37899712