The primary purpose of this research was to determine whether terminal objectives of the associate degree program in nursing at Anderson College were being met by the first class of graduates--those who graduated in June, 1975. The study was done to determine if a difference existed between the ratings of competency by the graduate and by his/her supervisor. If there were areas of difference, what were the differences and what were the degrees of difference?The data were collected utilizing two rating scales consisting of fifteen statements of competencies for a beginning nurse practitioner graduate of Anderson College, Anderson, Indiana. Two questionnaires were used, one for the graduate and one for the supervisor, with identical rating scales. The rating scales were devised from a list of terminal objectives set up by the faculty of the department of nursing during the formative stages of the nursing program. These questionnaires were validated by two separate juries of nursing experts.The jury concerned with the questionnaire being sent to the graduate was made up of eight members of the department of nursing at Anderson College. Twenty head nurses from St. Johns Hospital, Anderson, Indiana, composed the jury that validated the questionnaire being sent to the employer. The employer was requested to have the graduate's immediate supervisor return the completed form to the department of nursing, Anderson College.A sample of seventy-five graduates of the first class of nursing students of the associate degree program, Anderson College and forty-three employers of various nursing services were used for the study population. Each graduate nurse was mailed a questionnaire with a request for permission to contact his/her employer. Of the seventy-five questionnaires sent to the graduate nurses, forty-five (sixty percent) of the forms were returned. Two graduates who responded would not give permission to contact their employers. The return of the questionnaires from the supervisors was ninety-nine percent. Of the forty-three forms sent out to the supervisors, only one form was not returned.The graduates responding to the questionnaire included forty-two females and three males, members of the first graduating class of the associate degree program in nursing, Anderson College, June, 1975.Results of the rating scale were evaluated by utilizing the t-test. Since the graduates rated themselves and were also rated by their supervisors, the groups were matched. Consequently, the results were analyzed with a t-test of matched samples.

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Thesis (M Nursing)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Charlene Winters. Includes bibliographical references (leaves 57-62).

Thesis (D. Min.)--Erskine Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 145-150).

Thesis (M.A.) in Liberal Studies--University of Maine, 2005. / Includes vita. Includes bibliographical references (leaf 56 ).

Thesis (D. Min.)--Erskine Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 145-150).

No description available.

<p> Different instructions for associating concrete nouns were given in a paired-associate learning situation. Material was varied to produce different types of interference against which to evaluate the effectiveness of the different instructions.</p> <p> The major findings were: (1) Specific instructions for association produced fewer errors than no specific instructions on the first list a subject learned. (2) After the first list, only the instructions which asked the learner to produce a logical scene from the nouns produced fewer errors than non-specific instructions. (3) Specific instructions did not interact with material.</p> <p> Little evidence was found that the significant instructional effects were due to the specific characteristics of the learners' mediations. These effects were more plausibly attributed to such general mechanisms as either giving the mediations during learning or having learning time occupied with irrelevant activity.</p> / Thesis / Master of Arts (MA)

Thesis (D. Min.)--Erskine Theological Seminary, 1994. / Includes bibliographical references (leaves lxi-lxx).

The purpose of this study was to examine the perceptions of students, administrators, and faculty of one community college on the factors that facilitate or inhibit collegiate student success toward associate degree completion. Degree completion was defined as graduating with an associate degree. The following research questions guided this study: 1) What support systems or resources are in place at the community college to assist students with degree completion? 2) What factors in the college student success course at this community college facilitate or inhibit successful degree completion? The case study was conducted in a single community college inNorth Carolina. Participants included 10 community college professionals and 5 students. Data were collected through face-to-face interviews and then transcribed. Pseudonyms were used to maintain participant anonymity. The data were analyzed through the process of coding. Findings identified eight themes in relation to facilitating and inhibiting degree completion at the community college level. These themes were: (a) curriculum, (b) advising, (c) support services, (d) relationships, (e) faculty status, (f) intrinsic motivation, (g) developmental courses, and (h) external factors. Conclusions of the research study and recommendations for further research were determined.