PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

Predicting flight training success has been well researched in military aviation yet there is limited information pertaining to general aviation. The purpose of this study was to determine if attributes of pilot performance could be used to differentiate students in a collegiate flight training program. Several pre-entry and flight training attributes were examined to see if any served as predictors of success. A general survey was administered to explore why students may or may not have chosen to remain in the flight training program and/or pursue the certified flight instructor (CFI) certificate. Finally, the Tabular Speed Test© was administered to further understand flight student population characteristics as they pertained to existing aviation selection test batteries. The participants in this study were 242 persons attending a Midwestern post-secondary institution who began and completed the private pilot flight course between the spring of 2010 and fall of 2014. Logistic regression results indicated that it was possible to predict student completion of the multi-engine flight course 73.2% of the time (X2 (7) = 23.349, p < .001). Additionally, there were several significant correlations amongst performance variables which warrant future research, such as the relationship between high school GPA to the private, instrument and commercial flight theory courses (r = .307, n= 199, p = .000, r = .367, n= 103, p = .000, and r = .219, n= 84, p = .045, respectively). In total, results indicate that development of a pilot selection battery for use in collegiate aviation may be promising.

Committee: Richard Ferdig (Committee Chair); Bradley Morris (Committee Member); Kristine Pytash (Committee Member) Subjects: Education; Educational Evaluation; Educational Psychology; Transportation

DNP, Otterbein University, 2018, Nursing

IMPACT OF STUDENT NURSES; CLINICAL ON THE WORKLOAD OF RNs ON A MEDICAL-SURGICAL UNIT OF A CRITICAL ACCESS HOSPITAL ABSTRACT This pilot study explored Registered Nurses (RNs) perceptions of the impact of student nurses' clinical on the workload of medical-surgical RNs in a Critical Access Hospital (CAH). The real-life experience of students in the clinical learning environment has been seen as a valuable part of nursing student education. With the increase in the number and size of nursing programs leading to a shortage of clinical sites, maintaining a positive relationship with clinical sites is extremely important to nursing programs. Previous research has found that nurses often have ambivalent feelings regarding nursing students on their units. Purpose: Explore RNs” perceptions of the impact of student nurses' clinical on the workload of medical-surgical RNs in a Critical Access Hospital. Background: Nursing programs in rural areas often utilize rural hospitals, many of which are Critical Access Hospitals (CAHs). CAHs have features and challenges that make their nurses' work environment unique. With a shortage of clinical sites and the challenging work environment of RNs in CAHs, it is vital that nursing programs maintain a good relationship with these nurses. No studies have been reported specific to medical-surgical RNs and students in a CAH. Method: Mixed-method, descriptive, pilot study. The quantitative portion utilized a 38 item, electronic, adapted version of the Nursing Students' Contributions to Clinical Agencies (NSCCA). The qualitative portion of the study utilized RN interviews, guided by semi-structured open-ended questions. Population: Regularly scheduled, day-shift RNs on a medical-surgical unit of a Critical Access Hospital. Results: RNs perceived the impact of student nurses' clinical as positive. RNs with less than 10 years of experience viewed students more positive than RNs with more than 10 years of experience. Conclus (open full item for complete abstract)

Committee: Jacqueline Haverkamp (Advisor) Subjects: Community College Education; Nursing