PREDICTORS OF SUCCESS IN A BACCALAUREATE NURSING PROGRAM ON THE STATE LICENSING EXAMINATION (PROFESSIONALISM, ACCOUNTABILITY, HISTORICAL DEVELOPMENT).
Contributors: University of Pittsburgh.
Published: 1985
Number of pages: 120
Subjects: Education, Higher.
Description: This was a non-experimental, predictive study using a correlational design and multiple regression analysis to determine the best predictors of success on the State licensing examination in nursing. Further, an ANOVA was done to identify the relationship between learning style preferences and examination scores. The sample was 147 baccalaureate nursing students, 48 of whom took two learning style instruments.

Results indicated that SAT-Verbal scores and cumulative QPA were significant predictors and accounted for 43% of the variance on licensing examination scores. QPA was the better predictor of potential failure while SAT-Verbal score was a better predictor of success. The combination of junior year QPA, Anatomy and Physiology grade and pediatrics-obstetrics course grade yielded the highest accuracy of prediction at 84%.

Learning style data analysis indicated that students' perceived expectation of a grade was a significant predictor of success and those who perceived themselves as "C" students presented the only failing group mean on the licensing examination.

These results could assist in: (1) identifying appropriate admission criteria, (2) diagnosing areas of concern early in the educational process, (3) developing effective remedial and tutorial programs, and (4) instituting teaching strategies that meet individual learning needs. Frequency "loading" of scores, although not statistically significant, provided relevant data about the learning preferences of a sample group of nursing students.

These issues, if addressed, could impact on the professional status of nursing by increasing accountability to the public through successful achievement on the State licensing examination.
Notes: Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1624.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1985.

School code: 0178.