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The relationship of nursing student ...

Konrad, Cathy Jane.

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The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges./
作者:	Konrad, Cathy Jane.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3127.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064516
ISBN:	9780493836201

The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges.
Konrad, Cathy Jane.

The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges. - 127 p.

Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3127.

Thesis (Ph.D.)--Illinois State University, 2002.

One strategy toward promoting better student outcomes is that of increasing student involvement (Astin, 1984) and quality of student effort (Pace, 1984). This study was conducted to extend the research on involvement and quality of student effort to one particular nursing education environment, that of specialized nursing programs that lead to an associate's degree.

ISBN: 9780493836201Subjects--Topical Terms:

543175
Education, Higher.

The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges.
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245 1 4 $a The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3127.
500 $a Chair: James C. Palmer.
502 $a Thesis (Ph.D.)--Illinois State University, 2002.
520 $a One strategy toward promoting better student outcomes is that of increasing student involvement (Astin, 1984) and quality of student effort (Pace, 1984). This study was conducted to extend the research on involvement and quality of student effort to one particular nursing education environment, that of specialized nursing programs that lead to an associate's degree.
520 $a This study involved the administration of the Community College Student Experiences Questionnaire to associate degree nursing students in seven specialized colleges of nursing. Questionnaires were mailed to the institution and administered in one of three ways: college-wide assembly, in-class administration, or distribution to individual students. A sample of 505 questionnaires were returned, which represents an 83% return rate.
520 $a There were two overall research questions: (1) Is there a relationship between quality of effort and satisfaction. (2) Is there a relationship between quality of effort and self-reported perceptions of learning gains? Regression analysis was conducted to evaluate these relationships.
520 $a For the first research question with the dependent variable of satisfaction, regression analysis showed that quality of effort in course learning, faculty interactions, writing, science, and computer technology predicted student satisfaction over and above the back ground variables (age, ethnicity, time spent working on a job, affect of family on school work, total units taken this term, total units taken at this college, time spent studying, time spent on campus not in class, and remedial skills). Quality of effort in library use, student acquaintances, art-music-theater, and career/occupational skills did not significantly predict student satisfaction.
520 $a For the second research question with the dependent variable of learning gains, regression analysis showed every quality of effort scale (course learning, library activities, faculty interactions, student acquaintance interactions, art-music-theater, writing, science, career/occupational skills, and computer technology) predicted learning gains over and above the background variables.
520 $a These findings support quality of effort theory in general and the application to a specific sample of associate degree nursing students from specialized colleges. Implications for educational policy and practice are provided.
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