{"id":{"repo_id":"utmb","oai_identifier":"oai:utmb-ir.tdl.org:2152.3/12558"},"canonical_url":"https://search.dev.ndltd.org/etd/utmb/oai:utmb-ir.tdl.org:2152.3/12558","repository":{"repo_id":"utmb","name":"University of Texas Medical Branch","base_url":"https://utmb-ir.tdl.org/server/oai/request"},"display":{"title":"The Impact of Emergency Remote Learning during the COVID-19 Pandemic on Student Learning Outcomes in an Associate Degree in Nursing Program: A Retrospective Study using Secondary Data Analysis","abstract":"Purpose of this study. This exploratory, retrospective study examined the impact of emergency remote learning during the COVID-19 pandemic on three nursing student learning outcomes: (1) completing the program within the published time, (2) achieving a proficient ATI Comprehensive Predictor Assessment score, and (3) passing the NCLEX-RN on the first attempt. This study had two specific aims: (1) to determine the relationship between the time students spent in emergency remote learning during the pandemic and three student learning outcomes, and (2) to examine the relationship between the time students spent in emergency remote learning during the pandemic and student learning outcomes after controlling for demographic characteristics, pre-nursing preparation and training, and admission requirements. Methods. This study used de-identified secondary data for analysis. Data Analysis. To achieve Aim 1, binary logistic regression (method = entry) was performed. To achieve Aim 2, the researcher performed the chi-squared analysis. Results. The results related to Specific Aim 1 showed that students with any number of months in emergency remote learning had lower odds of meeting each of the three student learning outcomes than students without emergency remote learning. The findings related to Specific Aim 2 revealed that the strength of the odds ratio on the association between the emergency remote learning months and on-time graduation were comparable before and after controlling for potential confounding variables. Conclusion. This study concluded that prelicensure nursing students with any number of months in emergency remote learning had lower odds of on-time completion, having a proficient ATI Assessment score, and realizing a first-attempt NCLEX-RN pass than students without emergency remote learning.","abstract_html":"Purpose of this study. This exploratory, retrospective study examined the impact of emergency remote learning during the COVID-19 pandemic on three nursing student learning outcomes: (1) completing the program within the published time, (2) achieving a proficient ATI Comprehensive Predictor Assessment score, and (3) passing the NCLEX-RN on the first attempt. This study had two specific aims: (1) to determine the relationship between the time students spent in emergency remote learning during the pandemic and three student learning outcomes, and (2) to examine the relationship between the time students spent in emergency remote learning during the pandemic and student learning outcomes after controlling for demographic characteristics, pre-nursing preparation and training, and admission requirements. Methods. This study used de-identified secondary data for analysis. Data Analysis. To achieve Aim 1, binary logistic regression (method = entry) was performed. To achieve Aim 2, the researcher performed the chi-squared analysis. Results. The results related to Specific Aim 1 showed that students with any number of months in emergency remote learning had lower odds of meeting each of the three student learning outcomes than students without emergency remote learning. The findings related to Specific Aim 2 revealed that the strength of the odds ratio on the association between the emergency remote learning months and on-time graduation were comparable before and after controlling for potential confounding variables. Conclusion. This study concluded that prelicensure nursing students with any number of months in emergency remote learning had lower odds of on-time completion, having a proficient ATI Assessment score, and realizing a first-attempt NCLEX-RN pass than students without emergency remote learning.","abstract_has_math":false,"creators":["Bazemore, Kelley"],"institution":"The University of Texas Medical Branch at Galveston","degree_name":"PhD in Nursing (Doctoral)","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Tzeng, Huey-Ming"],"committee_chairs":[],"committee_members":["Irma L. Alvarado, Daniel Jupiter, Hoang, Nguyen, Ainslie Nibert, Mary E. O'Keefe"],"year":2024,"date_issued":"2024-12","date_published":"2024-12","updated_at":"2026-07-24T05:51:09Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2152.3/12558","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Tzeng, Huey-Ming"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Irma L. Alvarado, Daniel Jupiter, Hoang, Nguyen, Ainslie Nibert, Mary E. O'Keefe"]},{"key":"dc:creator","label":"Author","values":["Bazemore, Kelley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-01-06T15:02:13Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-01-06T15:02:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD in Nursing (Doctoral)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Texas Medical Branch at Galveston"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2152.3/12558"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Purpose of this study. This exploratory, retrospective study examined the impact of emergency remote learning during the COVID-19 pandemic on three nursing student learning outcomes: (1) completing the program within the published time, (2) achieving a proficient ATI Comprehensive Predictor Assessment score, and (3) passing the NCLEX-RN on the first attempt. This study had two specific aims: (1) to determine the relationship between the time students spent in emergency remote learning during the pandemic and three student learning outcomes, and (2) to examine the relationship between the time students spent in emergency remote learning during the pandemic and student learning outcomes after controlling for demographic characteristics, pre-nursing preparation and training, and admission requirements. Methods. This study used de-identified secondary data for analysis. Data Analysis. To achieve Aim 1, binary logistic regression (method = entry) was performed. To achieve Aim 2, the researcher performed the chi-squared analysis. Results. The results related to Specific Aim 1 showed that students with any number of months in emergency remote learning had lower odds of meeting each of the three student learning outcomes than students without emergency remote learning. The findings related to Specific Aim 2 revealed that the strength of the odds ratio on the association between the emergency remote learning months and on-time graduation were comparable before and after controlling for potential confounding variables. Conclusion. This study concluded that prelicensure nursing students with any number of months in emergency remote learning had lower odds of on-time completion, having a proficient ATI Assessment score, and realizing a first-attempt NCLEX-RN pass than students without emergency remote learning."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Impact of Emergency Remote Learning during the COVID-19 Pandemic on Student Learning Outcomes in an Associate Degree in Nursing Program: A Retrospective Study using Secondary Data Analysis"]}]}],"canonical_facts":{"dc:contributor.advisor":["Tzeng, Huey-Ming"],"dc:contributor.committeemember":["Irma L. Alvarado, Daniel Jupiter, Hoang, Nguyen, Ainslie Nibert, Mary E. O'Keefe"],"dc:creator":["Bazemore, Kelley"],"dc:date.accessioned":["2025-01-06T15:02:13Z"],"dc:date.available":["2025-01-06T15:02:13Z"],"dc:date.issued":["2024-12"],"dc:description.abstract":["Purpose of this study. This exploratory, retrospective study examined the impact of emergency remote learning during the COVID-19 pandemic on three nursing student learning outcomes: (1) completing the program within the published time, (2) achieving a proficient ATI Comprehensive Predictor Assessment score, and (3) passing the NCLEX-RN on the first attempt. This study had two specific aims: (1) to determine the relationship between the time students spent in emergency remote learning during the pandemic and three student learning outcomes, and (2) to examine the relationship between the time students spent in emergency remote learning during the pandemic and student learning outcomes after controlling for demographic characteristics, pre-nursing preparation and training, and admission requirements. Methods. This study used de-identified secondary data for analysis. Data Analysis. To achieve Aim 1, binary logistic regression (method = entry) was performed. To achieve Aim 2, the researcher performed the chi-squared analysis. Results. The results related to Specific Aim 1 showed that students with any number of months in emergency remote learning had lower odds of meeting each of the three student learning outcomes than students without emergency remote learning. The findings related to Specific Aim 2 revealed that the strength of the odds ratio on the association between the emergency remote learning months and on-time graduation were comparable before and after controlling for potential confounding variables. Conclusion. This study concluded that prelicensure nursing students with any number of months in emergency remote learning had lower odds of on-time completion, having a proficient ATI Assessment score, and realizing a first-attempt NCLEX-RN pass than students without emergency remote learning."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2152.3/12558"],"dc:title":["The Impact of Emergency Remote Learning during the COVID-19 Pandemic on Student Learning Outcomes in an Associate Degree in Nursing Program: A Retrospective Study using Secondary Data Analysis"],"dc:type":["Thesis"],"thesis:degree_name":["PhD in Nursing (Doctoral)"],"thesis:institution_name":["The University of Texas Medical Branch at Galveston"]},"updated_at":"2026-07-24T05:51:09Z"}