Applicants' success in the ethics entrance exam: A cross-sectional study
Vierula, Jonna; Karihtala, Tiina; Ervaala, Niina; Naamanka, Kati; Haavisto, Elina; Talman, Kirsi (2023)
SAGE Publications
2023
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe20231107143421
https://urn.fi/URN:NBN:fi-fe20231107143421
Tiivistelmä
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.
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.