Rethinking the Science-Stream Advantage in Early Nursing Education: Academic Background and Psychosocial Predictors of Bioscience Examination Performance

Aim This study aimed to examine whether academic background and selected psychosocial learning factors predict academic achievement in a foundational bioscience course among first-semester nursing students. Background Bioscience subjects such as anatomy and physiology are fundamental components of nursing education, yet many students experience difficulty mastering these concepts. It is commonly assumed that students with a science-stream background have an academic advantage in bioscience learning, although empirical evidence remains limited. Design: A cross-sectional study design was employed. Methods Data were collected from a cohort of 108 first-semester nursing students enrolled in the Human Structure and Function course at a training institute in Malaysia. Academic achievement was measured using institutional examination scores. Psychosocial variables including study habits, academic motivation, and perceived support systems were assessed using a structured questionnaire. Independent samples t-tests, Pearson correlation, and multiple regression analyses were conducted using SPSS. Results The findings indicated that science-stream background was not significantly associated with examination performance. Similarly, study habits, academic motivation, and perceived support systems did not significantly predict academic achievement. Regression analysis showed that the examined variables explained only a small proportion of the variance in examination scores. Conclusions The findings suggest that prior science education and selected psychosocial factors may not be strong predictors of early bioscience academic performance in nursing education. These findings highlight the need to reconsider traditional assumptions regarding academic preparedness and emphasise the role of instructional design in bioscience education. Greater emphasis on instructional design and supportive learning environments may be important in enhancing students’ bioscience learning outcomes.