Thesis (Ph. D.)--Illinois State University, 1989. / Title from title page screen, viewed October 25, 2005. Dissertation Committee: Edward R. Hines (chair), Felissa Cohen, Ronald S. Halinski, Thomas W. Nelson, William Stimeling. Includes bibliographical references (leaves 101-104) and abstract. Also available in print.

This study was designed to provide data pertaining to factors affecting pass/fail performance of associate degree graduate nurses on the licensing examination. The problem was to determine if age, cumulative grade index of nursing courses, university cumulative grade index upon completion of the program, continuous enrollment in nursing courses, previous college enrollment, and the average grade of three required science courses could be predictors of pass/fail performance of associate degree graduate nurses on the licensing examination.The population of the study were graduates of an associate degree nursing program offered by a small, private liberal arts university in the midwest. The representative sample of the population consisted of 253 associate degree graduate nurses completing the associate degree nursing program and writing the licensing examination during the years 1977 through 1979.One instrument was employed to collect the data. This instrument was constructed by the investigator to record the data pertaining to each factor under investigation.The statistical analysis of the data was performed by using difference in proportion of large samples test, difference in large sample means test following the application of the F test to sample variance, the non-parametric rank sum test, Kruskal-Wallis Test, and two-way analysis of co-variance test. Data pertaining to each factor was organized into two groups, the number of associate degree graduate nurses passing the licensing examination and the number of associate degree graduate nurses failing the licensing examination.Analysis of the data revealed that the mean cumulative grade point index upon completion of the nursing program and the mean cumulative grade index of nursing courses for the group of graduate nurses passing the licensing examination was found to be higher than the mean cumulative grade point index upon completion of the nursing program and the mean cumulative grade index of nursing courses for the group of graduate nurses failing the licensing examination. Mastery of content of nursing courses affected pass/fail performance of associate degree graduate nurses on the licensing examination.Partitioning of graduate nurses into age groups, continuous enrollment in nursing courses, previous college enrollment prior to admission to the nursing program and the average grade of three required science courses did not influence the pass/fail performance of associate degree graduate nurses on the licensing examination.As the result of the findings of the study, it may be concluded that age of the associate degree graduate is not an influencing factor upon pass/fail performance on the licensing examination. Previous college experience, continuous enrollment in nursing courses and high academic performance in science courses do not influence successful performance on the licensing examination.Cumulative grade index of nursing courses as well as university cumulative grade index upon completion of the nursing program, may be the best predictors as to whether or not the associate degree graduate nurse will pass the licensing examination.The results of the study suggest: (1) replicate study in same setting using a second representative sample of the population to determine if the findings of the study were unique to the first representative sample of the population. (2) Replicate study in another institution offering an associate degree nursing program to determine if findings of study would be the same or unique to the representative sample of the population. (3) Investigate how required science courses in an associate degree nursing curriculum support nursing courses if academic performance in the science courses are not a significant factor influencing pass/fail performance on the licensing examination. (4) Investigate the test taking skills of the group of graduate nurses failing the licensing examination in the representative sample of the population of this study. (5) And, using the same population investigate the methods of study of the group passing the licensing examination and the group failing the licensing examination.

Thesis--Brigham Young University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-179).

The purpose of the study was to compare the relationship between educational preparation, clinical experience, and the nurses’ self-perceived decision making characteristics. The characteristics analyzed were frequency of making decisions, difficulty in making decisions, influential factors in decision making, and process used in decision making. The retrospective correlational design used a convenience sample of 93 associate and baccalaureate degree nurses from hospitals within Midwestern United States. Informed consent for the study was assumed by the completion and return of the demographic data form and the two questionnaires: Clinical Decision Making in Nursing (Jenkins, 1985) and the Decision Making Questionnaire (Pardue, 1987). Confidentiality of the subjects was maintained through the use of coding. There were no foreseeable risks or discomforts.Eight hypotheses were developed and analyzed by multivariate analysis of variance and post-hoc univariate analysis. The results indicated no significant differences in frequency of making decisions, difficulty in making decisions or process used in decision making between baccalaureate and associate degree nurses. The only significant difference in influential factors was in the factor of “stress”. No significant differences existed for frequency, difficulty, or process used between experienced and inexperienced nurses. However, a significant difference was found in the influential factors of decision making between the two groups. The areas of difference were “experience” and “role-modeling”. / School of Nursing

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.

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

This study was designed to determine attitudes of administrators, faculty, and students toward educational mobility for registered nurses. A second purpose was to determine if curriculum designs acknowledge previous learning for advanced placement in RN/BSN programs; and to determine if perceived needs of learners were met.Following the review of selected literature a questionnaire was designed to collect data from 45 RN/BSN programs accredited by the National League for Nursing in Indiana and the four contiguous states. A total of 214 responses from administrators, faculty, and students were obtained. Factor analysis of the instrument determined the five factors of curriculum, program need, learning, previous experience and function/role. The mean, standard deviation, and oneway analysis of variance was determined for the total and the five sub-scores individual and by group from the five participating states. Six null hypotheses were tested using a one-way analysis of variance (ANOVA).Results based on the ANOVA, mean, and standard deviations of total group score indicated no significant difference in attitudes of administrators, faculty, and students involved in RN/BSN programs toward acknowledgment of previous learning. Total group sub-scores for the five factors were found to be different for curriculum and function/role.The ANOVA of each state by sub-scores indicated differences for Indiana as function/role, Illinois Michigan as curriculum, and Ohio as previous experience/practice.A variety of mobility programs have emerged over the past fifteen years, however administrators, faculty, and students differ in the perception of acknowledgment of previous learning, curriculum designs, and function/role for RN/BSN education.Major conclusions were: 1) There is agreement among administrators, faculty, and students for program need but the degree of flexibility in design does not meet learner need and the recognition of previous learning; 2) students do not agree with administrators and faculty in the perception of function/role; and 3) administrators and faculty do not agree with students in perceptions of curricular needs.

Thesis--Utrecht. / Summary in Dutch. Vita. Errata slip inserted. Includes bibliographical references (p. 95-100).

Thesis--Utrecht. / Summary in Dutch. Vita. Errata slip inserted. Includes bibliographical references (p. 95-100).

Thesis--Arizona State University. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1976. -- 21 cm. On spine: Success of college nursing students. Includes bibliographical references (leaves [70]-79).