Grace Jeanne T, D'Aoust Rita
University of Rochester School of Nursing, New York, USA.
Nurs Educ Perspect. 2006 Jan-Feb;27(1):28-33.
A retrospective student record review was conducted to determine how achievement in a prerequisite statistics course related to achievement in nursing research courses and the overall program for undergraduate and graduate nursing students. For undergraduate students (n=218 generic, n=111 RN/BS), the statistics grade was associated with 4.3 percent of the variance in research course grades and 6.8 percent of the variance in graduating grade point average (GPA), controlling for entering GPA. For students in accelerated second-degree programs (n=33), there were minimal differences in mean research course grades and graduating GPA between students with and without prior statistics courses. For master's degree students (n=160), higher statistics grades were not associated with graduate research course grades. At best, the amount of prediction associated with statistics course grades was found to be small and not educationally meaningful. The value of statistics as a program requirement for undergraduate or graduate nursing students cannot be supported by these analyses.
进行了一项回顾性学生记录审查，以确定先修统计学课程的成绩与护理研究课程成绩以及本科和研究生护理专业学生的整体课程成绩之间的关系。对于本科生（普通本科218人，护理学学士后护理学学士111人），在控制入学平均绩点的情况下，统计学成绩与研究课程成绩方差的4.3%以及毕业平均绩点（GPA）方差的6.8%相关。对于加速第二学位项目的学生（33人），有统计学先修课程和没有统计学先修课程的学生在研究课程平均成绩和毕业GPA方面差异极小。对于硕士学位学生（160人），较高的统计学成绩与研究生研究课程成绩无关。充其量，发现与统计学课程成绩相关的预测量很小，且在教育上没有意义。这些分析无法支持将统计学作为本科或研究生护理专业学生的课程要求的价值。
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