Factors Related to Academic and Job Performance of Graduates of Practical Nursing Programs

1981 ◽  
Vol 49 (2) ◽  
pp. 367-371 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
Job Performance ◽  
Test Performance ◽  
Educational Level ◽  
Nursing Programs ◽  
Practical Nursing ◽  
Licensure Test ◽  
Course Grades ◽  
Practical Nurses ◽  
Test Pool ◽  
National Test

The predictive power of age, educational level, selected test scores, and theory and clinical course grades for predicting job satisfactoriness and test performance for licensure for 91 practical nurses was determined. The National Test Pool examination, a standardized licensure test, was clearly the best predictor of Job Performance, Conformance, and General Satisfactoriness. Age reliably predicted Dependability and Educational level was negatively related to Dependability and Personal Adjustment. Previous test performance during training reliably predicted performance on the licensure examination ( R2 = .66).

Dimensions of national test performance: A two-level approach

2006 ◽  
Vol 12 (5) ◽  
pp. 469-488 ◽  
Author(s):  
Lisbeth Åberg-Bengtsson ◽  
Gudrun Erickson
Keyword(s):  
Test Performance ◽  
National Test

scholarly journals Normative data for healthy elderly on the phonemic verbal fluency task - FAS

2009 ◽  
Vol 3 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Thais Helena Machado ◽  
Helenice Charchat Fichman ◽  
Etelvina Lucas Santos ◽  
Viviane Amaral Carvalho ◽  
Patrícia Paes Fialho ◽  
...  
Keyword(s):  
Test Performance ◽  
Educational Level ◽  
Verbal Fluency ◽  
Normative Data ◽  
Age Groups ◽  
The Elderly ◽  
Verbal Fluency Task ◽  
Healthy Elderly ◽  
Phonemic Verbal Fluency ◽  
Student’S T

Abstract Phonemic verbal fluency tests assess the production of words beginning with specific letters. Of these letters, the most frequently used are F, A and S. It is a sensitive test for assessing frontal lobe functions. Objective: To provide normative data for the elderly Brazilian population on the FAS test and to investigate the effects of age and schooling on test performance. Methods: The individuals were divided into three age groups (60-69, 70-79 and ³80 years), and into four groups according to education (1-3, 4-7, 8-11 and ³12 years). All subjects were assessed by the Mini Mental State Examination and the FAS. Data were analyzed with Student's t test, ANOVA, simple linear regression and Spearman's correlation. Results: We evaluated 345 cognitively healthy volunteers, 66.66% being female, aged 60 to 93 years, with an educational level ranging from one to 24 years. The average (number of items) ±SD for the whole sample was 28.28±11.53. No significant effect of gender was observed (p=0.5). Performance on the MMSE and education exerted a direct influence on FAS scores (p<0.001), with education being the most significant factor. A positive correlation was found between FAS and the MMSE (r=0.404; p<0.001). Conclusion: The performance of Brazilian elderly on the phonemic verbal fluency tests-FAS is significantly influenced by education, where individuals with higher educational level present better performance than those with fewer years of schooling. Age and gender did not prove significant with the FAS.

scholarly journals Student Attitude Towards And Use Of Powerpoint Slides As Study Guides In Undergraduate Introductory Financial Accounting

2010 ◽  
Vol 7 (3) ◽  
Author(s):  
Robert M. Kozub
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Business Students ◽  
Financial Accounting ◽  
Course Performance ◽  
Class Attendance ◽  
Study Guides ◽  
Traditional Course ◽  
Course Grades ◽  
On Line

This study examines undergraduate business students’ attitude towards and use of Powerpoint® slides provided as a supplement to class attendance, textbook reading, and other traditional course resources. A survey of students with six majors (accounting, finance, marketing, management, international business and management information systems) enrolled in the undergraduate introductory financial accounting class in which the instructor provided Powerpoint® slides in addition to traditional course lectures and materials for student use.  The students’ learning strategies, as self reported in a questionnaire, (Table 7) were compared against class attendance, test performance, and overall course performance.  Consistent with several prior studies, this study found little relationship between use of these resources and grades on exams or overall course grades.  Further, this study found that students do not view these supplemental on-line resources as a substitute for class attendance.

scholarly journals Profiling Leadership Performance of Fisheries Village’s Leaders in Terengganu, Malaysia

2018 ◽  
Author(s):  
Mohd Yusri Ibrahim ◽  
Mohammad Mahdi Abas ◽  
Noor Rohana Mansor ◽  
Nurul Ain Chua Abdullah ◽  
Roswati Abdul Rashid ◽  
...  
Keyword(s):  
Standard Deviation ◽  
Rural Communities ◽  
Job Performance ◽  
Educational Level ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Leadership Performance ◽  
Village Leader ◽  
Service Training ◽  
Village Organization

Leadership performance by village leaders is essential to promote sustainable life among rural communities, especially fisheries community who living along coastal villages. Otherwise, previous studies found that performance issues among village&rsquo;s leaders remain as serious problems, and need to find the best solution. This study was conducted to profile the job performance among village leaders based on demographic factors such as educational level, age and experiences as village leader. The data of this cross-sectional survey were collected by questionnaires on 300 respondents consist of members of village organization through stratified sampling&rsquo;s technique, while the data was analysed by SPSS using items of mean, standard deviation, independent-sample t-test and anova. The finding shown that there were differences in job performance among village leaders on educational level, age and experiences. Interestingly, the finding told the best on job performance among village leaders are (i) the age between 41 to 50 years old; (iii) the experience between 11 to 20 years; and (iii) the higher educational level the higher job performance among them. &nbsp;This result can be using by government or any responsible parties to improve job performance among village leaders, especially for recruitment selection and for in-service training.

scholarly journals A comparison of degree and diploma nursing students confidence of patient safety competency in Ontario, Canada

2017 ◽  
Vol 7 (8) ◽  
pp. 93 ◽  
Author(s):  
June Raymond
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Professional Education ◽  
Patient Survey ◽  
Practical Nursing ◽  
Confidence Levels ◽  
Practical Nurses ◽  
Academic Settings ◽  
Insight Into ◽  
Practical Nursing Students

In Ontario, Canada, Registered Nurses and Practical Nurses practice autonomously and safely in the healthcare system. Students who are aiming to become a Registered Nurse are enrolled in a four-year university baccalaureate degree program while students pursuing a practical nursing diploma are registered in a two or three-year college program. Exploring differences in confidence levels could provide insight into whether one type of nursing educational program is assisting students to develop higher confidence levels on patient safety topics. The Health Professional Education in Patient Survey was used for data collection in this research study. In total, 206 practical nursing students and 458 degree nursing students participated in this study from four different academic settings in Ontario, Canada. Overall, students in both types of educational programs expressed similar levels of confidence on the seven patient safety subscales.  Practical nursing students feel errors are viewed as individual mistakes and they fear repercussions when they make a mistake more so than degree students. Although the categories of students receive different education in terms of length of program, setting, and depth of content, students within either type of program appear to develop confidence levels that are similar for the most part.

scholarly journals The effect of team-based learning on content knowledge: A meta-analysis

2017 ◽  
Vol 20 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Elizabeth Swanson ◽  
Lisa V McCulley ◽  
David J Osman ◽  
Nancy Scammacca Lewis ◽  
Michael Solis
Keyword(s):  
Content Knowledge ◽  
Test Performance ◽  
Intervention Studies ◽  
Meta Analysis ◽  
Significant Degree ◽  
Classroom Engagement ◽  
Course Performance ◽  
Moderator Analysis ◽  
Course Grades ◽  
Team Based Learning

This article reports a synthesis and meta-analysis of intervention studies investigating the effects of team-based learning on content knowledge outcomes. Team-based learning is a particular set of instructional components most often used in higher education classrooms. Authors of team-based learning reviews report that team-based learning improves students’ end of course grades, test performance, and classroom engagement. Students report that team-based learning is interesting, allows for deeper understanding of content, and prepares them more effectively for assessment and course performance. A total of 30 studies were located and synthesized. In total, 17 studies met criteria for a meta-analysis, yielding a mean effect size estimate of 0.55, p < 0.001 across all measures. Moderator analysis indicated that group size moderated the magnitude of effect to a statistically significant degree, with smaller group sizes contributing to additional effects. The meta-analysis is followed by a confirmatory synthesis of the remaining 13 studies. Implications for instruction incorporating the use of team-based learning are described.

The Assessment and Evaluation of Job Performance Aid Formats Using Saint

1977 ◽  
Vol 21 (4) ◽  
pp. 311-315
Author(s):  
Robert J. Smillie ◽  
Mahmoud A. Ayoub
Keyword(s):  
Job Performance ◽  
Task Performance ◽  
Test Performance ◽  
Operational Model ◽  
Task Constraints ◽  
Assessment And Evaluation ◽  
Performance Time ◽  
Task Time ◽  
Speed And Accuracy ◽  
Accuracy Constraints

An operational model was developed for a series of five tasks and four job performance aids. The tasks were defined by both speed and accuracy constraints. Each aid was described in terms of its efficacy on task performance, i.e., time and errors. The developed model was transcribed into SAINT in order to simulate and to compare different combinations of each task's speed and accuracy constraints under various levels of speed stress. Mean task time was found to be a function of task constraints and the JPAs matched to those constraints. Performance time was found to decrease when JPAs were reassigned if initial JPA assignments failed an evaluation criterion test. Performance time continued to decrease when a state of organizing stress was induced by reducing the overall available task time to perform the task series. The continued reduction of the overall available time reached a point at which the stress became disorganizing and caused mean task time to increase.

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