Colleges of Nursing are attempting to identify and admit those students most likely to succeed and graduate. Multiple variables have been tested in various combinations to select students who will create the workforce to address the nursing needs of the 21st century. The purpose of this study was to answer the research question of whether a relationship exists between pre-admission metrics and post-graduation board exams. The conceptual orientation of the study originated from Systems Theory, and a new theoretical model was created to address the interdependencies of the variables. A retrospective, correlational study design with a sample size of 367 records baccalaureate nursing graduates from a College of Nursing was used. Data collection from student records spanned over a four-year period. Six hypotheses were tested using correlational analyses measured by point biserial correlations, Chi-square analysis, and logistic regression. Remediation and length of program were not significant predictors of student success. Significant findings were found between scores on ATI® Comprehensive Predictor and first time pass rates on the NCLEX RN® .
Recommendations were provided to inspire future research in MLA pedagogy to promote student success. Key words: nontraditional pedagogy, mastery learning approach, systems based theory, overall GPA score, TEAS score, interview score, ATI CARP, remediation
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Pedagogy, Nursing|
|Keywords:||ATI CARP, Block immersion, Interview score, Mastery learning, Mastery learning approach, Non-traditional pedagogy, Nursing BSN, Overall GPA score, Remediation, Student success, Systems based theory, TEAS score|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be