The Impact of Remedial Education on Nursing Student Success
dc.contributor.author | Peters, Laurie F. | |
dc.date.accessioned | 2015-10-05T20:28:02Z | |
dc.date.available | 2015-10-05T20:28:02Z | |
dc.identifier.uri | http://hdl.handle.net/10484/8074 | |
dc.description.abstract | The purpose of this study was to examine the impact of remedial education on nursing student success. This quantitative, retrospective study utilized Alexander Astin’s (1993) Input-Environment-Outcomes (I-E-O) model to explore the relationship between demographic variables (inputs) and the number and type of remedial courses taken (environmental variables) on final cumulative grade point average (GPA) and first-time pass rates on the NCLEX-RN state licensure examination (outcomes). The study examined 1,678 associate degree nursing (ADN) graduates between 2004 and 2007 in a state-wide community college system. The analysis identified MAT 050/Basic Algebra as the only remedial course to have the statistical power to be included in the model as a predictor of final cumulative GPA. However, the model only accounted for .4% of the variance indicating there are other factors influencing students’ GPA besides the MAT 050 course. Results suggest that female students are less likely to need remediation in ENG 032/Reading Strategies for College II and more likely to need remediation in MAT 050/Basic Algebra. Ethnicity and age were found to be weak predictors of final cumulative GPA and pass/fail performance on the NCLEX-RN examination. Number and type of remedial courses showed no statistically significant, predictive relationships with pass/fail rates on the NCLEX-RN examination. Understanding the impact of remedial education on nursing student success can ultimately influence the number of nurses available to meet the needs of an aging population. | |
dc.description.statementofresponsibility | Laurie F. Peters | |
dc.language.iso | en_US | |
dc.subject.lcsh | Nursing students. | |
dc.subject.lcsh | Remedial teaching. | |
dc.subject.lcsh | Academic achievement. | |
dc.subject.mesh | Nursing--Education. | |
dc.subject.other | Remedial education. | |
dc.subject.other | Educational success. | |
dc.subject.other | Outcomes. | |
dc.title | The Impact of Remedial Education on Nursing Student Success | |
dc.type | Dissertation | |
dc.date.graduationmonth | May | |
dc.date.published | 2010 | |
dc.description.committeechair | Barratt, Will | |
dc.description.committeemembers | Marcia Miller | |
dc.description.committeemembers | Denise Collins | |
dc.description.degree | Doctor of Philosophy | |
dc.description.department | Department of Educational Leadership, Administration, and Foundations | |
dc.description.imprint | Cunningham Memorial library, Terre Haute,Indiana State University | |
dc.description.itemidetd | GS071610-201001 | |
dc.description.level | Doctoral | |
dc.description.note | Title from document title page. Document formatted into pages: contains 171 p.: ill. Includes abstract and appendix. | |
refterms.dateFOA | 2021-06-02T12:26:07Z |