Russell Haney

The Prediction of Success of Three Ethnic Groups in the Academic Components of a Nursing-Training Program At a Large Metropolitan Hospital

Concerned with the prediction of success in the academic components of a nursing-training program conducted in a large metropolitan hospital, this study involved the determination of the relationship between each of 15 predictor variables (primarily reflecting cognitive abilities and studies skills) and each of 13 criterion measures representing course grades and scores on the National League for Nursing Achievement Tests. For each of 3 samples of 223 Caucasians, 73 Mexican-Americans, and 67 Negroes, validity coefficients of individual predictor variables and of composites of predictor variables were obtained along with an identification of rotated factors common to predictor variables and criterion measures. In general, higher validity coefficients both of individual predictor variables and of optimally weighted composites of these variables were obtained for the sample of Caucasians than for either one of the other two ethnic groups. A measure of reading vocabulary was the single most valid predictor variable for all three samples. For all three ethnic groups, similar factorial dimensions emerged to describe the interrelationships obtained among the predictor and criterion variables.

The Predictive Validities of Selected Aptitude and Achievement Measures and of Three Personality Inventories in Relation to Nursing Training Criteria

FOR a sample of one hundred freshman trainees in student nursing for the academic year of 1964-1965, the two-fold purpose of this investigation was (1) to obtain additional cross-validation data on a number of cognitive and non-cognitive predictor variables that had been employed during previous years in the selection of candidates for participation in a nursing training program at the Los Angeles County Hospital and (2) to derive new information concerning the predictive validities of scales in the Edwards Personal Preference Schedule (EPPS) and in Cattell’s Sixteen Personality Factor (16 PF) Questionnaire relative to both academic and clinically oriented criteria. In addition, it was also desired to check out the predictive validities of the previously employed Minnesota Multiphasic Personality Inventory (MMPI) scales with respect to certain items on the Ward Performance Scale that had been designed to represent operational statements of several of the constructs in the EPPS and in the 16 PF Questionnaire. The constructs selected were judged to reflect personal needs thought to be important by supervisory staff to success in day-to-day nursing activities in the wards of any large metropolitan hospital.

The Prediction of Success of Three Ethnic Samples on a State Board Certification Examination for Nurses from Performance on Academic Course Variables and on Standardized Achievement and Study Skills Measures

For each of three samples of 207 Caucasians, 61 Mexican-Americans, and 53 Negroes in a nursing training program at a very large metropolitan hospital, validity coefficients of 15 predictor variables available prior to training and of 13 predictor variables obtained concurrently with training were calculated relative to each of five subtests of a state board certification examination for nurses. In addition, stepwise multiple regression analyses relative to each of the same five criterion measures as well as with respect to an average score on the five subtests of the certification examination were carried out for selected sets of predictor variables in each of the three samples. Standardized test measures involving reading skills were the most valid of the predictor variables obtained prior to nursing training, whereas total grade point average in program courses as well as scores on the National League for Nursing (NLN) Achievement Tests provided highest validity coefficients for each ethnic group. In terms of the predictor variables selected, the stepwise multiple regression analyses served essentially to reinforce the other correlational findings.

The Criterion-Related Validities of Cognitive and Noncognitive Predictors in a Training Program for Nursing Candidates.

IT was the three-fold purpose of this investigation (1) to cite the validity coefficients of seven standardized cognitive test measures, four indices of high school achievement, and two scales from each of two self-report inventories in the prediction of grades in each of eight courses in a program of nursing education for the 1969-1970 period taken by a total sample of 128 students at the Los Angeles County Hospital, (2) to report validity coefficients with respect to the same combinations of predictor and criterion variables just mentioned for a sample of 96 candidates who survived the first part of the program and continued during the second segment, and (3) to indicate for this sample of 96 successful candidates the validity coefficients of the same predictor variable with respect to each of eight additional criterion measures representing other course work in the

Identification of Aptitude and Achievement Factors in the Prediction of the Success of Nursing Trainees

Problem. THE purpose of the investigation was to ascertain (1) the factored dimensions of a battery of fourteen aptitude and achievement tests administered to 83 female nursing trainees in the 1957 freshman class at the Los Angeles County Hospital, (2) the degree of predictability that these factors furnish of success in four criterion measures-nursing arts, ward adjustment, anatomy, and pharmacology-and (3) the nature of the relationship of the factor pattern in the criterion variables to those tests found to be empirically valid. Procedure. Principal axes were extracted from a correlation matrix consisting of fourteen test variables and four criterion variables and rotated analytically according to Kaiser’s varimax criterion.

Intellective and Non-Intellective Predictors of Success in Nursing Training

a recent study for the 1961-1962 freshman class reported by Haney, Michael, and Gershon (1962) as well as in prior investigations cited in the bibliography of the same recent study. Several of the predictor variables of interest which were described in the recent study mentioned are listed in Table 1 (numbers 1 through 16) along with eight criterion variables which constitute grades in key courses (numbers 17-24) and along with two sets of ratings in five items on the Ward Performance Scale. Only those MMPI scales are reported for which validation findings in previous studies revealed

Cognitive and Non-Cognitive Predictors of Achievement in Student Nursing

Problem. IT was the purpose of the study (1) to determine estimates of the degree of validity of various cognitive measures (ability and achievement tests) and of personality measures (subscales of the MMPI) in the prediction of success of 100 freshman trainees in four parts of the program in student nursing at the Los Angeles County Hospital, (2) to obtain additional evidence concerning the validity of speeded tests of perceptual and spatial abilities that in two previously reported studies by three of the writers (Haney, Michael, & Jones, 1959; Michael, Jones, & Haney, 1959) had yielded

The Predictive Validity of a Battery of Diversified Measures Relative to Success in Student Nursing

FOR a sample of 118 freshman trainees in a student nursing program at the Los Angeles County Hospital during the 1963-1964 academic year, it was the primary objective of this investigation to determine indices of predictive validity for both cognitive and noncognitive variables relative to 12 criterion measures. The secondary purpose was to obtain what amounted to crossvalidation data for several of the predictor variables that had been employed in two previous studies by Haney, Michael, and Gershon, (1962) and by Michael, Haney, and Gershon (1963) as well as in other previous investigations reported in the bibliographies of these two studies. Most of the predictor variables cited have been described in these two previous articles-especially in the earlier paper. The criterion variables, many of which have also been described in these same two