Abstract
This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of content areas (dependent variables). The Chi-square test of independence revealed the lack of a statistically significant relationship between educational preparation and first-time pass/fail performance on the CNE examination.
Sigma Membership
Unknown
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Nursing Education, Nursing Certification, Examination
Advisor
Patricia W. Dittman
Second Advisor
Patrick Hardigan
Third Advisor
Mary Anne Rizzolo
Degree
PhD
Degree Grantor
Nova Southeastern University
Degree Year
2012
Recommended Citation
Ortelli, Tracy A., "Evaluating the knowledge of those who teach: An analysis of candidates' performance on the Certified Nurse Educator (CNE) examination" (2017). Dissertations. 1300.
https://www.sigmarepository.org/dissertations/1300
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2017-09-18
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3617863; ProQuest document ID: 1528557645. The author still retains copyright.