The Effects of Learning Assistance on a Selected Group of Nursing Students

<p>The purpose of this study was to assess the effectiveness of learning assistance on the success of provisionally admitted students in an associate degree nursing program as evaluated by nursing course grades and State Board Test Pool Examination results. Knowles'• Theory of Aridxagogy and a construct, of • Bloom's Mastery Learning served as the conceptual framework for the study.<br /> The sample was 20 students provisionally admitted to an associate degree program in a state supported college in the Pacific Northwest. A quasi-experimental research design, using both non-equivalent control groups and a matched group, was utilized.<br /> The study posed 15 null hypotheses regarding the use of the variables: learning assistance, informal learning assistance and formal learning assistance. Statistical computations utilized were percentage calculation, t test for non-independent samples and chi square. The study indicated no significant difference on State Board scores and mixed results on course grades. A serendipitous finding was the retention of 23 percent more provisionally admitted students when they received learning assistance.</p>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Thesis - Open Access

Discipline thesis:degree_discipline

Graduate Nursing

Year

1983

Author dc:creator

• Metcalf, Bernice R.

Contributors dc:contributor

• Evelyn T. Peterson

• Nursing

Statement dc:rights

• <p>In Copyright - Non-Commercial Use Permitted<br /><a href="http://rightsstatements.org/vocab/InC-NC/1.0/">http://rightsstatements.org/vocab/InC-NC/1.0/</a></p>

Language dc:language

en

Repository record dc:identifier

https://openprairie.sdstate.edu/etd/669

OAI identifier oai:identifier

oai:openprairie.sdstate.edu:etd-1669