Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Debra A. Schulte
Committee Member
Thomas J. Thompson
Committee Member
Don Busche
Keywords
algebra, anatomy, Associate Degree Nursing, California, Chancellor's Office, chemistry, college administrators, content analysis, content validity, course prerequisites, criterion validity, cumulative grade point average, developmental psychology, English, evaluation methodology, executive summary, interview, literature review, mandate, meaningful predictors, microbiology, nursing, nursing courses, nursing faculty, physiology, predictive validity, preadmission interview, prerequisite courses, prerequisites, program evaluation, program success, research methodology, state mandate, statistical validity, student success, validation
Abstract
The problem under investigation was that the nursing program was not in compliance with the mandate from the Chancellor's Office of the California Community Colleges that each mandatory prerequisite be a valid predictor of student success in the program. The purpose of this study was to determine the validity of each course and non-course prerequisite as meaningful predictors of success for Associate Degree Nursing students.
Four research questions were under consideration. The first is "Which course prerequisites have content validity as prerequisites for the Associate Degree Nursing program?" The second was "Is each of the course prerequisites for the Associate Degree Nursing Program a meaningful predictor of student success in the program?" The third was "Is cumulative grade point average in prerequisite courses a meaningful predictor of success in the nursing program?" The fourth was "Is student performance in the pre-admission interview a meaningful predictor of success in the nursing program?"
A separate null hypothesis was formulated for each of the nine course and non-course prerequisites. Each hypothesis stated that there is no relationship between the success of students measured by their cumulative grade point averages in four required program nursing courses based on student performance with respect to the prerequisites. The first seven null hypotheses related to the seven course prerequisites: algebra, English, chemistry, anatomy lecture/lab, physiology lecture/lab, microbiology lecture/lab, and developmental psychology. The last two null hypotheses stated that there were no relationships between success of students measured by their cumulative grade point averages in four nursing courses based on their performance in the two non-course prerequisites: a) cumulative grade point average in prerequisite courses and b) performance in the preadmission interview. Nine alternative hypotheses stated there is a relationship between each course and non-course prerequisite and success of students in the nursing program. Procedures used to answer the research questions included extensive review of the literature, evaluation problem solving methodology to conduct a content analysis of each existing course prerequisite, and research methodology to determine statistical validity of the course and non-course prerequisites.
The evaluation methodology confirmed the content validity of all seven prerequisite courses. That is, successful completion of each prerequisite course provided presumptive evidence of having at least one requisite skill needed for successful completion of the first nursing course.
The research methodology confirmed the predictive (criterion) validity of five of the seven prerequisite courses, English and Algebra being the exceptions. GPA in prerequisite courses also had strong predictive validity. The interviews, on the other hand, had no predictive utility.
Based on the results of the study, it was concluded that the majority of course prerequisites and the grade point average in prerequisite courses are valid predictors of success. It is recommended that nursing faculty carefully review the results of the study to make decisions regarding program prerequisites that will enhance student success while eliminating unnecessary barriers to entry.
The final step in the study was to prepare an executive summary to report the purpose, rationale, results, and recommendations to key college administrators. Results of the study will be used to modify program prerequisites in order to satisfy the State of California mandate that each program prerequisite be statistically validated as a predictor of student success in the program.