THE RELATIONSHIP OF INFORMAL FACULTY-STUDENT INTERACTION TO THE SUCCESS OF NURSING STUDENTS.
Contributors: University of Mississippi.
Published: 1988
Number of pages: 199
Subjects: Health Sciences, Nursing.; Education, Higher.
Description: It is imperative that nursing students are successful in the programs they attend. The purpose of this study was to contribute information relevant to an understanding of the relationship of age, sex, race, marital status, composite score on American College Test, and informal faculty-student interaction to student success in two types of nursing programs in the State of Mississippi.

Part I utilizing the descriptive and analytical survey methods provided descriptive information and tested seven hypotheses. Part II utilizing the experimental method answered the research question: Will students who have had three faculty-planned and faculty-initiated interactions within one term rate significantly higher on the elements of success (grade point average and degree of satisfaction) than will students who have not had the interactions?.

In part I there were 318 respondents with 148 being associate degree nursing students and 170 being baccalaureate nursing students. Data were collected from the students' records and the questionnaire developed for this study.

In part I descriptive statistical techniques were used to present the information. Multivariate analysis of variance (MANOVA) was used to test the hypotheses with the level of significance set at.05.

Age, frequency of informal interaction, and role of faculty within the interaction were not found to be significantly related to success. Race and the composite score on ACT were found to be significantly related to the success of all nursing students. Marital status was found to be significantly related to the success of associate degree students, and race was found to be significantly related to the success of baccalaureate students.

In part II twenty randomly selected participants were assigned to each group. Following the experimental treatment usable responses were received from twenty of the control group and sixteen of the experimental group. Data from the groups were compared using the t test for independent samples with the level of significance set at.05. The experimental group did not rate significantly higher than the control group on the elements of success.

Recommendations were made for further study and to strengthen existing programs to facilitate student success.
Notes: Source: Dissertation Abstracts International, Volume: 50-03, Section: B, page: 0906.

Thesis (ED.D.)--THE UNIVERSITY OF MISSISSIPPI, 1988.

School code: 0131.