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The Use of Preprogram and Within-Program Cognitive Attributes to Predict Midprogram Outcomes in Baccalaureate Nursing Education

Bishop, Patricia Jean
http://rave.ohiolink.edu/etdc/view?acc_num=akron1374966045

Abstract Details

2013, Doctor of Philosophy, University of Akron, Nursing.
Academic progression through the midprogram period in baccalaureate nursing education programs must meet the future demands of healthcare without wasting academic resources. Using an ex post facto, non-experimental design, a study of 302 students enrolled in one nine-semester baccalaureate nursing program located on eight campuses across the U.S. was conducted to identify predictors of midprogram academic success, as measured by (a) passing grades in the Adult Health II course, and (b) the Adult Health Evolve Specialty Exam HESI scores > 850 as the final exam. Preprogram cognitive attributes included seven individual Evolve Admission Assessment (A2) exam scores, age, and gender. Only the Anatomy and Physiology exam was statistically significant (p < .001), but weakly correlated (r =.282) with the Adult Health II ESE; no relationships found with midprogram grades questioning the usefulness of A2 examinations in admission criteria at this program. Based on Constructivist theory, knowledge building and mastery of domain-specific prior content, logistic regression found that course grades in Health Assessment II and Adult Health I (p < .05) predicted success in Adult Health II grades. The Fundamentals II ESE (p = .001) and the Adult Health I ESE (p = .006) significantly predicted success on the Adult Health II ESE. Significant relationships were identified between the grades between Fundamentals II, Adult Health I and Adult Health II grades (p < .05). Customized ESE had higher mean scores and percentages of passing than standardized ESE. Although significant (p < .001), no perfect correlation was found between HESI scores and conversion scores (n = 35; p = .998). Independent t-tests found the Adult Health II ESE (p =.001) and 4th semester GPA (p = .005) were significant in differentiating success and failure with Adult Health II grades. Suggested future research would: a) expand data collection to include qualitative measurements of socio-cultural factors in the educational experience of today&#x2019;s students, b) explore the comparison of conversion and standardized exam scores used in student assessment, and c) investigate the role of standardized exams for course credit as compared to self-evaluation, end of program assessment, or simply practice and remediation.
Elaine Fisher, Dr. (Advisor)
Diana Biordi, Dr. (Committee Member)
Stephanie Dykes, Dr. (Committee Member)
Marlene Huff, Dr. (Committee Member)
Linda Shanks, Dr. (Committee Member)
Richard Steiner, Dr. (Committee Member)
194 p.
Education; Nursing
nursing education; baccalaureate; standardized examinations; Constructivist theory; midprogram academic outcomes; preprogram predictors; within-program predictors; logistic regression; academic success; Evolve testing; HESI scores; cognitive attributes

Recommended Citations

Citations

  • Bishop, P. J. (2013). The Use of Preprogram and Within-Program Cognitive Attributes to Predict Midprogram Outcomes in Baccalaureate Nursing Education [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374966045

    APA Style (7th edition)

  • Bishop, Patricia. The Use of Preprogram and Within-Program Cognitive Attributes to Predict Midprogram Outcomes in Baccalaureate Nursing Education. 2013. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1374966045.

    MLA Style (8th edition)

  • Bishop, Patricia. "The Use of Preprogram and Within-Program Cognitive Attributes to Predict Midprogram Outcomes in Baccalaureate Nursing Education." Doctoral dissertation, University of Akron, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374966045

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Akron and OhioLINK.