Perceptions of the Nursing Students and Academic Staff on College Recruitment Policies in the UAE
Bibliographic record
Abstract
Background: Higher education in field of Nursing in the United Arab Emirates faces many challenges regarding the increasing number of nursing students at the Baccalaureate level in nursing programs, which in fact, is a similar situation in all parts of the world (Saifan et al., 2021; Wollin & Fairweather, 2012 & Torregosa et al., 2015). Method: This qualitative research is intended to discover the perceptions of UAE nursing undergraduate students, along with their teaching faculty, regarding the recruitment policies within the nursing colleges of the UAE. The grounded theory constructivist approach was followed. In addition, the “Conceptual Model of Academic Performance” has explained the data analysis of the responses. A focus group interview has been conducted with ten nursing students who were in their third year and five nursing lecturers. These students are attending nursing colleges in Abu Dhabi. In order to gain a clear understanding of their impressions, an open-ended interview has been conducted about current recruitment policy (in general), with a focus on the IELTS and GAP (tests) requirements, ie: minimum scores. Conclusion: The findings indicate that students were dissatisfied with the requirement of “Band (6)” for the IELTS test score. They suggested decreasing this requirement to a band of 5 - 5.5 for accepted college admission requirements. They were, however, happy with the high school GPA policy whereby more consideration was given to some students, which minimizes the expectations while simultaneously increasing their chances of becoming Emirati qualified nurses. Furthermore, by easing the requirements, the UAE has helped in reducing the current nursing shortage.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".