INVESTIGATION OF MULTIPLE VARIABLES TO MEASURE SUCCESS IN A BACCALAUREATE NURSING PROGRAM (NURSING).
Contributors: University of Wyoming.
Published: 1989
Number of pages: 94
Subjects: Education, Educational Psychology.; Health Sciences, Nursing.
Description: This study was conducted to determine what measures or combinations of measures could predict success in nursing in an integrated nursing curriculum. Success was defined in two ways. Students were deemed successful if they graduated. Graduates were divided into two groups on the basis of whether they passed or failed the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Discriminant analysis revealed that graduates who passed the NCLEX-RN on the initial attempt did differ from graduates who failed. Entry grade point average, age, non-nursing and nursing course grades were all different in the graduate who passed the NCLEX-RN and grades in Pharmacology, pathophysiology, nursing research, nursing care of families and nursing leadership were substantially and directly related to performance on the examination. Grades earned in other nursing theory courses had significant positive correlations with the discriminant function. A classification procedure permitted correct classification in 74 percent of the students who passed the NCLEX-RN (26 percent of the students who passed the examination were incorrectly classified as failing). The classification procedure permitted correct classification in 58.8 percent of the students who failed the NCLEX-RN the first time and 41.2 percent of the students were incorrectly classified. For students who withdrew, a discriminant analysis procedure was not possible. Personality elements as measured by the Embedded Figures Test, the 16PF and the Myers-Briggs Type Indicator were evaluated. Tentative conclusions were drawn suggesting that the Embedded Figures Test and the Myers-Briggs Type Indicator may assist in the identification of students who will drop out. In addition, grades in required non-nursing courses were generally lower for students who withdrew, as was the entry grade point average. The students who withdrew were also younger than students who continued to graduation.
Notes: Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0458.

Thesis (PH.D.)--UNIVERSITY OF WYOMING, 1989.

School code: 0264.