The purpose of this study was to examine variables identified in the literature as predictors of academic achievement and their relationship to performance of baccalaureate graduate nurses on the National Council Licensure Examination (NCLEX). A second concern was that of developing an equation which could be used to predict successful performance of the baccalaureate graduate on the NCLEX. / The specific variables examined included both preprogram and program variables. There were SAT scores, GPA in prerequisite science courses, GPA in mathematics courses, GPA upon admission to a program of nursing, GPA in nursing courses, the number of semesters enrolled in nursing, student faculty ratio, class size and the number of hours spent in the clinical area. / The population consisted of 406 graduates of nine baccalaureate nursing programs in Florida. These subjects sat for the NCLEX for the first time in July 1982 and February 1983. / Statistical operations performed included Pearson Product-Moment Correlations and Discriminant Analysis. The highest correlation coefficients, ranging from 0.46 to 0.53, were for nursing GPA and SAT scores. The number of semesters in nursing correlated negatively with NCLEX performance (r = -0.21). All correlations were significant beyond the 0.05 level. / The discriminant analysis identified five variables which contributed significantly to the discrimination between those subjects who passed the NCLEX and those who failed. They were GPA in nursing, SAT Quantitative, GPA prior to admission to a nursing program, GPA in anatomy and physiology and the number of clinical laboratory hours. A multivariate equation was developed which accurately predicted from 81% to 85% of the subjects' performance on the NCLEX. / Recommendation for further study included further examination of predictor variables and conduction of a longitudinal study. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3294. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to investigate the influence of individual and family background factors in the formation of family size orientations of youth. It places a special focus on the effects of schooling and other forms of learning on family size desires of adolescents. It was postulated that, parental education and number of siblings influenced adolescent's family size desires both directly and through the intevening variables, i.e., respondents' education, modern-traditional orientations and media exposure. / Data from a survey of young people conducted in Kenya between 1979 and 1980 were utilized in explaining family size desires among the youth. / The methods of analysis applied included: factor, regression and path techniques. / A path model developed to estimate the extent to which these factors were instrumental in the formation of family size desires among youth revealed that, family background factors had no substantial direct influences on family size desires of youth, but rather impacted indirectly through the adolescents' education, modern-traditional orientations and mass media exposure. Adolescents' age and education had the strongest inverse relationship with desired family size, i.e., both the older youth and the more educated desired a smaller family than the others. After controlling for gender, however, the strong negative influence of age and education on desired family size held for females only. Both the youth with modern orientations and with high media exposure desired a small family, although this observation was significant for youth with secondary education. / To further understand the effects of schooling and other forms of learning on family size desires of youth, there is need to develop population and other related programs in both in-school and out of school educational institutions. In order to improve on this study future investigations may benefit by inclusion of additional variables. For example, youths' perceptions on the value of children, age of marriage, educational and career aspirations, and their knowledge about population and other related matters. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3817. / Thesis (Ph.D.)--The Florida State University, 1983.

The primary purpose of this research was to determine the relationship of sexual knowledge to sexual permissiveness. Secondarily, the purpose was to see how variables such as race, sex, age, and measures of religiosity related to sexual knowledge, sexual permissiveness, and sexual standards. / Data was collected from 142 students in grades 9-12 and 134 useable questionnaires resulted. The population included 72 males and 62 females. There were 18 blacks, 113 whites, 2 others, and 1 undesignated questionnaire. There were 33 9th-graders, 41 10th-graders, 28 11th-graders, and 32 12th-graders. / Data was collected by means of an anonymous three-part questionnaire: first, demographic data was collected on a Student Information Sheet designed by the researcher; second, sexual permissiveness was measured using Reiss' Scales for Premarital Sexual Permissiveness; and third, 14 questions abstracted from McHugh's Sex Knowledge Inventory--Form X (1979) were used to evaluate sexual knowledge. / Statistical treatment included the use of chi-square and gamma. Chi-square was used to test for the independence of various factors, while gamma indicated the strength of the relationship. When the hypotheses were analyzed in terms of the data collected, the following conclusions were generated: (1) An inverse relationship significant at the .05 level was found to exist between sexual knowledge and sexual permissiveness. (2) Sexual knowledge was significantly related to both racial and sexual variables at the .01 level. (3) Sexual permissiveness was found to be related significantly to the variable of sex at the .001 level; it was also related significantly to measures of religiosity which included self-rated devoutness, significant at the .01 level, and church attendance, significant at the .05 level. (4) General sexual permissiveness standard was related only to the variable of sex at the .01 level. / When the variables of sex, race, age, and measures of religiosity were examined by sexual knowledge, sexual permissiveness, and sexual standards, the strength of the variables becomes visible. Sex was the only variable that related significantly to sexual knowledge, permissiveness, and standards. Race was significantly related to sexual knowledge but did not relate significantly to sexual permissiveness or standards. Age groupings or grade levels were not significantly related to sexual knowledge, permissiveness, or standards. Regarding measures of religiosity, both church attendance and devoutness related significantly to sexual permissiveness. While neither related significantly to sexual standards, a moderately strong relationship was generated. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0954. / Thesis (Ph.D.)--The Florida State University, 1980.

The overall purpose of the study was to determine the association of a group of factors with the performance of selected family planning nurse practitioner job tasks. The objectives of this study were: (1) to identify a comprehensive list of job tasks which are performed by family planning nurse practitioners and to determine the frequency with which these tasks are performed, (2) to determine the associations between frequency of task performance and selected personal factors related to family planning nurse practitioners, (3) to determine the associations between frequency of task performance and selected agency factors, and (4) to determine the associations between frequency of performing clusters of tasks and selected personal and agency related factors. The personal and agency related factors tested were: years of experience in family planning, years of experience as a family planning nurse practitioner, educational level, perceived importance, perceived level of physician acceptance, source of training, hours worked in family planning each week, and job title. / Questionnaires were mailed to 59 family planning nurse practitioners. Fifty-four responses were received and analyzed (93.2%). Chi-square and Spearman Rank Order Correlations were used to test the hypotheses. / Twenty tasks critical to successful job performance were identified. It was concluded that the skills to perform most of the critical tasks are being learned in the family planning nurse practitioner training programs and that these skills are being used in the work setting. / Perceived importance of task performance was found to be associated with frequency of performing certain task clusters. The task clusters were related to history taking, referral, record maintenance, and administrative support tasks. / Educational level was not found to be associated with frequency of task performance. It was concluded that imposition of educational level requirements for family planning nurse practitioners does not assure that the frequency with which tasks are performed on the job will increase. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4309. / Thesis (Ph.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3132. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 38-11, Section: A, page: 6553. / Thesis (Ph.D.)--The Florida State University, 1977.

The purpose of this study was to determine whether educational programs using peer-developed interventions produce changes in knowledge and attitudes about AIDS among teenage students and among their teachers. The study compared changes in knowledge and attitude among students and teachers in a school using peer-developed interventions with changes among students and teachers in a school using conventional instruction methods for their AIDS education program. / Site selection was available in one of two school districts which currently provide for AIDS education by using peer facilitators. Two schools from the selected district were included in this study. One of these schools was selected because it used a peer facilitation approach within its AIDS education program whereas the other school used a traditional instructional framework. AIDS instruction in both schools is incorporated in the required course of Life Management Skills which is offered in grades nine or ten in all Florida high schools. / A survey questionnaire was used to collect data from all students enrolled in the Life Management Skills course in each of the two selected schools, and from all teachers in each school. The questionnaire was administered prior to, and following the AIDS education unit in the course. / Data analysis was accomplished by utilizing the t-test for two groups on data obtained through the pre-post questionnaires. Some positive change was found in both knowledge and attitudes among students from the peer-intervention school and the conventional school. Some positive change was also found in knowledge among teachers from the conventional school and in attitudes among teachers from the peer-intervention school. Overall, no significant differences were found between the peer-facilitation and the conventional approaches to instruction in the amount of knowledge and attitude change for both students and teachers. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0813. / Major Professor: Irwin Jahns. / Thesis (Ph.D.)--The Florida State University, 1991.

Source: Dissertation Abstracts International, Volume: 39-05, Section: A, page: 2767. / Thesis (Ph.D.)--The Florida State University, 1977.

No description available.

Thesis (Ph. D.)--University OF MICHIGAN.