Differential Utility of Predictors in Graduate Nursing Education

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Abstract
The problem of predicting success in graduate education in nursing was addressed through a five-year study of students enrolled in four majors at the University of Iowa. Data from a sample of 198 graduates of the majors-medical-surgical nursing, nursing of children, psychiatric nursing, and nursing service administration-were analyzed to determine the efficiency of the traditional predictors, undergraduate grade point average (GPA) and Graduate Record Examination scores-verbal and quantitative-in predicting success in graduate education as measured by the masters GPA. Findings included support for the use of these predictor variables in the selection of graduate students in nursing and evidence that interprogram differences existed, indicating a need for different selection practices for the different majors.

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