Institutional Type and Academic Outcomes in Nursing Education: A Retrospective Cohort Study of Colleges in Punjab
https://doi.org/10.5281/zenodo.19224331
Keywords:
Nursing Education, Academic Performance, Institutional Type, Public Vs Private, University Of Health Sciences Lahore, Retrospective Study, Pakistan.Abstract
Background: Academic outcomes in nursing education are essential indicators of educational quality and professional preparedness. In Pakistan, both public and private nursing colleges affiliated with University of Health Sciences Lahore contribute to workforce development; however, variations in institutional characteristics may influence student performance.
Objective: To assess the impact of institutional type on academic outcomes among nursing colleges and to compare performance across different professional levels.
Methodology: A retrospective cohort study was conducted using examination data from First, Third, and Final Professional B.Sc. Nursing (4Year) annual examinations 2024. A total of 108 colleges were included. Institutional type (public vs. private) was considered the independent variable, while academic outcome was measured using result percentage. Data were analyzed using IBM SPSS Statistics. Independent samples t-test, chi square test, one way ANOVA, and linear regression were applied to determine associations and differences.
Results: Public sector colleges demonstrated significantly higher mean result percentages (85.22 ± 27.48) compared to private colleges (69.67 ± 28.63) (p = 0.007). A significant association was found between institutional type and performance categories (χ² = 11.27, p = 0.004), with 82.1% of public colleges classified as high performing versus 49.3% of private colleges. One way ANOVA revealed significant differences across professional levels (F = 14.92, p < 0.001), with performance improving from First Professional (53.92%) to Third (82.51%) and Final Professional (85.47%). Regression analysis indicated that institutional type significantly predicted academic outcomes (β = 0.258, p = 0.007), explaining 6.7% of the variance.
Conclusion: Institutional type significantly influences academic performance in nursing education, with public sector colleges demonstrating superior outcomes. These findings highlight the need for standardization and quality enhancement across institutions to ensure equitable nursing education.
