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Document Type

Thesis - University Access Only

Award Date

1995

Degree Name

Master of Science (MS)

Department

Graduate Nursing

First Advisor

Margaret Hegge

Keywords

studying and teaching nursing, prediction of scholastic success, academic achievement

Abstract

Selection and retention of nursing students who are able to achieve academic success in their educational pursuits is a key concern for many faculty. This study looked at the relationship and differences of selected input, throughput, and output variables and academic success for a group of Midwestern associate degree nursing students. The independent variables Nelson Denny Reading Test Score, ACT Composite Score, High School Grade Point Average, and College Transfer Grade Point Average were found to have a significant, but weak, positive relationship to Cumulative Nursing Grade Point Average. High School Grade Point Average and College Transfer Grade Point Average were also found to have a significant relationship to Cumulative Nursing Grade Point Average. All nursing courses were found to have a significant relationship to the Cumulative Nursing Grade Point Average. Nursing Process I and Nursing Process II were found to have the highest correlation coefficients to the Cumulative Nursing Grade Point Average. No difference in the Cumulative Grade Point Average for students enrolled in are medial reading course and students not enrolled in are medial reading course was found. A difference was found in the Cumulative Grade Point Average for students enrolled in are medial vocabulary course and students not enrolled remedial vocabulary course.

Library of Congress Subject Headings

Nursing -- Study and teaching (Associate degree)
Prediction of scholastic success
Academic achievement

Format

application/pdf

Number of Pages

62

Publisher

South Dakota State University

Rights

Copyright © 1995 Susan L. Reinhart. All rights reserved

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