• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >THE RELATIONSHIP BETWEEN ACT SCORES, SCIENCE GRADES, NELSON-DENNY READING TEST SCORES, AND ACADEMIC SUCCESS IN AN ASSOCIATE DEGREE NURSING PROGRAM.
【24h】

THE RELATIONSHIP BETWEEN ACT SCORES, SCIENCE GRADES, NELSON-DENNY READING TEST SCORES, AND ACADEMIC SUCCESS IN AN ASSOCIATE DEGREE NURSING PROGRAM.

机译：在相关学位护理计划中，行为评分，科学评分，纳尔逊·丹尼阅读测试评分和学业成绩之间的关系。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The Problem. The study focused on the problem of predicting academic success in an associate degree nursing program, and was concerned with the relationship between grades achieved in basic science courses, the ACT Composite score, reading level of the student, and success in a nursing program, as measured by cumulative grade point average in nursing. The study sought to determine if there was a difference between generic students, advanced standing students, and those students who withdrew from the nursing program in regard to those academic variables and to what extent the academic variables, in combination with certain demographic variables gleaned from the review of the literature, could predict academic success in an associate degree nursing program.;Method. Students in the last five graduating classes (N = 220) were stratified according to curriculum track, i.e., generic and advanced standing. An analysis of variance was performed to determine if generic students differed from advanced standing students and from students who withdrew from the program in regard to ACT Composite score, Nelson-Denny Reading Test score, grades achieved in anatomy/physiology and microbiology, and cumulative grade point average in nursing. Multiple regression analysis was done to determine the extent to which academic success--the single criterion variable--could be predicted from the independent variables related to academic achievement/potential and the independent demographic categorical variables.;Results. Analysis of data resulted in fourteen statistically significant determinations. The analysis of variance yielded significant differences on all variables at p < .01. The multiple regression analysis produced five variables, grade achieved in microbiology, ACT Composite score, ethnicity, grade achieved in anatomy/physiology, and marital status, with significance at p < .05. They accounted for 53 percent of the variance in grade point average in nursing. On the basis of the findings and considering the assumptions and limitations of the study, the following conclusions were drawn relative to the questions which were addressed: (1)Generic students have higher grades in the basic sciences, higher ACT Composite scores and Nelson-Denny Reading Test scores, and a higher cumulative grade point average in nursing than advanced standing (transfer/challenge) students and students who withdrew from the nursing program. (2)Ethnic minority students have a lower grade point average in nursing, achieve lower grades in anatomy/physiology and microbiology, have lower ACT scores and Nelson-Denny Reading Test scores than majority culture students. (3)Married students achieve higher grades in basic sciences and in nursing than single, divorced, widowed, or separated students. (4)Grades achieved in microbiology and the ACT Composite score are strong predictors of academic success in this nursing program. (5)Grade achieved in anatomy/physiology, although significant, is a weaker predictor of success in this nursing program.
机译：问题。该研究集中于预测副学士学位护理课程的学业成功的问题，并关注基础科学课程中取得的成绩，ACT综合评分，学生的阅读水平以及护理课程的成功之间的关系。通过护理中的累积平均成绩平均值来衡量。该研究试图确定普通学生，高级进修生与那些退出护理计划的学生之间在学业变数和学术变数以及从学历中收集到的某些人口学变数之间是否存在差异。文献复习，可以预测副学士学位护理课程的学术成功。最后五个即将毕业的班级（N = 220）中的学生根据课程轨迹（即普通和高级成绩）进行分层。进行了方差分析，以确定在ACT综合评分，Nelson-Denny Reading考试成绩，解剖学/生理学和微生物学成绩以及累积成绩方面，普通学生与高级进修生和退出计划的学生是否有所不同护理平均分。进行了多元回归分析，以确定可以从与学业成就/潜力相关的独立变量和独立人口统计学分类变量中预测学术成功的程度（单一标准变量）。数据分析得出14个具有统计学意义的确定。方差分析得出所有变量的显着性差异为p <.01。多元回归分析产生了五个变量，微生物学等级，ACT综合评分，种族，解剖学/生理学等级以及婚姻状况，其显着性为p <.05。他们占护理学业平均成绩方差的53％。根据调查结果并考虑研究的假设和局限性，针对所解决的问题得出以下结论：（1）普通学生的基础科学成绩较高，ACT综合评分较高，Nelson-Denny阅读考试成绩，并且在护理方面的平均累积平均分比高级成绩（转移/挑战）学生和退出护理计划的学生要高。 （2）少数民族学生的护理平均分较低，在解剖/生理学和微生物学方面的分数较低，ACT得分和Nelson-Denny Reading Test得分均低于多数文化程度的学生。 （3）已婚学生在基础科学和护理方面的成绩要比单身，离婚，丧偶或分开的学生更高。 （4）微生物学的成绩和ACT综合评分是该护理课程学术成功的有力预测指标。 （5）在解剖学/生理学上取得的成绩虽然显着，但在该护理项目中成功的预测因素较弱。

著录项

  • 作者

    SCHMIDT, PATRICIA FAIN.;

  • 作者单位

    United States International University.;

  • 授予单位 United States International University.;
  • 学科 Health Sciences Education.
  • 学位 Educat.D.
  • 年度 1981
  • 页码 106 p.
  • 总页数 106
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 R-4;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号