EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Dr. Donald Good
Dr. Jill Channing, Dr. James Lampley, Dr. Donald Samples
The purpose of this study was to evaluate the relationship of pre-entrance factors and the success of students in an Associate of Applied Science (A.A.S.) degree nursing program at a community college in East Tennessee. The criterion variable was success in the nursing program. Success was defined as academic success in all nursing courses and completion of the nursing program to graduation. The predictor variables of pre-entrance factors were gender, age, Health Education Systems, Incorporated (HESI) A2 scores, Pell Grant eligibility, pre-nursing GPA, and prior licensure. The data for this non-experimental secondary analysis were derived from the electronic database in the community college Banner system. The population of the study consisted of all students accepted into the A.A.S. Nursing Program at a selected community college for academic years beginning 2013-14, 2014-15, and 2015-16. The population of the study was approximately 300 students. Analyses of the data were completed using independent samples t-test and chi-square cross tabs. Findings revealed that the mean HESI A2 scores were higher in those students that successfully completed the Nursing program than those that did not complete the program. Findings revealed a statistical significance between gender and program completion with females more likely to successfully complete the nursing program than male students. The factors that had no significant relationship to successful completion were age, high school GPA, Pre-nursing GPA and holding prior licensure. Findings also revealed students who are Pell eligible were not significantly more likely to complete the nursing program than those students who were not Pell eligible.
Dissertation - unrestricted
Marshall, Connie, "Pre-Entrance Factors and Student Success in an A.A.S. Nursing Program" (2020). Electronic Theses and Dissertations. Paper 3835. https://dc.etsu.edu/etd/3835
Copyright by the authors.