ORGANIZATIONAL EFFECTIVENESS OF ASSOCIATE DEGREE NURSING PROGRAMS IN CALIFORNIA.
Contributors: Claremont Graduate School.
Published: 1988
Number of pages: 145
Subjects: Education, Administration.; Health Sciences, Nursing.
Description: This study examines differences in organizational effectiveness as measured by attrition rates and achievement rates on the R.N. state board examination among all of the Associate Degree Nursing programs in the State of California. It attempts to answer the research question of what role organizational variables play in influencing student success.

An input-output model was utilized. Simply stated, this systems theory indicates that inputs go through a process to become outputs. The effect of loosely coupled versus tightly coupled systems and other organizational factors (process) on the inputs of student ability, instructor ability, administrator ability, size of college and resource allocation was determined.

All sixty-eight Directors of Associate Degree Nursing programs in California were surveyed. Each Director was asked to complete a questionnaire containing sixty-five items, some of which were open-ended in nature. The data was analyzed by multiple regression.

The results indicate that eight variables, taken together, account for fifty percent of the variance in attrition. The predictor variables were full-time faculty with bachelor degrees, prerequisite courses not required, enrollment versus five years ago, percent of full-time faculty to F.T.E.'s, coupling--degrees of centralization, number of hospital beds in clinical facilities utilized, pre-entrance tests not required, and full-time faculty with Ph.D.'s.

Eighteen variables, taken together, account for seventy-one percent of the variance in mean percent of success rate and mean score on the state board examination. The predictor variables were part-time faculty with master's degrees, number of hospital beds in clinical facilities utilized, total college enrollment, minimum G.P.A. required in prerequisites, full-time faculty with Ph.D.'s, rigor of the first year of the program, amount of annual budget, percent of full-time faculty to F.T.E.'s, prerequisite courses not required, pre-entrance tests not required, faculty satisfaction, number of types of staff development, number of clinical hours per week, number of prerequisite courses, enrollment versus five years ago, part-time faculty with master's degrees, full-time faculty with master's degrees, coupling--degree of centralization, and coupling--degree of formalization.

Implications of these and other results are discussed in terms of their potential influence on policy in nursing education. Ideas for future research are also discussed.
Notes: Source: Dissertation Abstracts International, Volume: 49-11, Section: A, page: 3210.

Thesis (PH.D.)--THE CLAREMONT GRADUATE SCHOOL, 1988.

School code: 0047.