The problem with which this study is concerned is the identification of selected factors, prior to a student's admission into the nursing sequence, that may be related to the student's success in completing a baccalaureate nursing education. The purposes of the study were (1) to determine if there is a relationship between the reading ability of baccalaureate nursing students and their grades in their initial nursing course, (2) to determine if there are statistically significant differences in reading abilities among traditional groups and identified nontraditional nursing student subgroups (men, older students, blacks Hispanics, and others) of the population, and (3) to determine if prior educational experience (junior college, senior college, or a previous baccalaureate degree) is related to students' grades in the initial clinical course.

This study traces the development of the Baylor University School of Nursing from its beginning in 1909 through the establishment of the baccalaureate nursing program in 1950. Primary data including official records of the School of Nursing, minutes of the Baylor University Board of Trustees, reports of the School of Nursing to accrediting agencies, and interviews of former students and deans were examined using the historical research techniques of external and internal criticism. A review of the literature that is relevant to the development of nursing education is presented in Chapter II. Chapter III presents the events in the development of the Baylor University School of Nursing. Chapter IV discusses the accreditation criteria which influenced the development of the School of Nursing. Chapter V discusses the curriculum, teaching methods, and faculty qualifications. Chapter VI discusses the people who were the most influential in the development of the School of Nursing. Implications of the study include the recognition that nursing education and nursing service have differing priorities. Conflicts between the needs of patients for care and the needs of students for education arose when the Superintendent of Nurses was responsible for both areas. Usually the needs of patients for care took priority over the needs of students resulting in long hours and less than optimum learning conditions for students. External factors played a major role in the development of nursing education by determining the needs of society for nurses and thus for nursing education. Accreditation criteria established by state and national agencies determined the standards by which the School of Nursing was judged. National accreditation had more impact on the School since higher standards were required. The leadership of the School played a significant role in the development of the professional nursing program. Leaders who had educational preparation and vision for the future of nursing education with an educational institution rather than a service institution worked to establish an improved educational system in nursing.