,

H1Hos

Volume XXV

J!ulletiJt of the

University of Minnesota Hospitalsand

Minnesota Medical Foundation

Some Studies in Nursing

Friday, April 2, 1954 Number 23

Number 23--_._----

PAGEINDEX

421

421 - 426

BULLETI N OF THEUNIVERSITY OF MINNESOTA HOSPITALS

andMINJ:JESO'l'A MEDICAL FOUNDATION--------------

Friday, April 2, 1954

~. A Study of Prngrama Designed tn Prepare Teachers nf NursingRENA E. BOYLE, Ph.D., Associate Professor,

I. SOME STUDIES IN NURSING:A. Snme Studi~s in Nursing . . • • • • . .• •.• ••

Y~THARINE J. DENSFORD, D.Sc., Profes8or and Director,

Volume XY:J

C. A Study nf the Achievem~nt in Puhlic Health Nursing ofUniversity of Minnesota Eighteen-Quarter and Sixteen-Quarter~a8ic Nursing Program Students •••••.•••. . • •••

nnd

D. The Value of the National League for Nursing Gran.uate NurseQualifying Ex~ination and Education Test Battery in Pren.ict­ing Suc~ea8 in Undergraduate Nursing Education ••.••••

RUTH V. JOHNSTON, Ph.D., Asai~tant Prnfessorj

School nf NursingUniversity of MinneGota Medical School

426 - 429

429 - 432

II. MF-nIcAL SCHonL 1~WS

III. CP~NDAR OF EVENTS

. . . .. . . . . . . .

Published weekly during the school year, Octoher to June, inclusive.

Editor

Robert n. Howard, M.D.

Associat~ Editors

William ~. Armstrong, M.D.William F. Maloney, M.D.Erling S. Plat~u, M.D.

Ri~hard L. Varco, M.D.W. Lane ~illi~s, Ph.D.

James L. Morrill, President, University of MinnesotaHar~ln. S. Diehl, Dean, The Medical Schnol, University of MinnesotaRay M. Amher;:;, Director, University of Minnesota HnspitalsO. H. Wang~nsteen, President, The Minn~sota Medical FoundationWesley W. Spink, Secretary-Trea~urer, The Mi~npsota Medical Found~tion

The Bulletin is sent to members of the Minnesota Mpn.ic~l Four-dation.Ann~al membership fee - $l~.OO.

Ad~res3 communicati~n3 to: Staff Bulletin, 333CPowell Hall, Universityof Minnesota, Minneapolis 14, Minn.

The Publication and distribution of the Bulletin are supported in part hy agrant from Lancet Publications Incorporated, Minneapolis, which we gratefullyackn"'Y;1lPdge ..

I. SOME STUJIES IN 1~~SING

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tion" and "Faculty Activities Report"forms.

A. Some Studie~ in Nursing

Katharine J. Densford

Increasingly the nursing professionhas turned to systematic study and re­search in order to secure the knowledgeneeded fo~'maximum nursing service tothe public. Reports of these studieshave appeared in the professional liter­ature. More recently (1952) the profe5­sion established an official organ,"Nursing Research", whose purposes are"To inform members of the Dursing pro­fession and allied professions of theresults of scientific studies in nurs­ing" and "to stimulate research innursing." Members of the AmericanNurses' Association have contributedfunds for a nation-wide study of nurs­ing functions and a clearing house forstudies in nursing has been organizedunder the auspices of that Association.

Universities, colleges, schools,and departments of nursing obviouslycarry major responsibility in thisfield and through the years have con­d~cted hundreds of such studies. Evi­dence that the University of MinnesotaSchool of Nursing has been aware ofand willing to assume this responsibil­ity may be seen in the many studiesconducted by the faculty as a group andby individual faculty members.

A few examples of earlier studiesmay be cited; n Stu1y of the Graduatesof the School of Nursing; RelativeEffectiven~ss of Two Methods of Teach­ing Blood Pressure to Students in Nurs­ing (Boyle); Professional LaboratoryExperience for Student Teachers inNursing Education (Norris); continuingstudies of admission and cancellationof students; Relative Effectiveness ofTwO Environments (The Classroom and theTreatment Room of a Surgical HospitalW~rd) in Teaching Surgical AsepticTe~hnic to Students in Nursing (Kitchell);Folling Patient Opinions (Randall). Inadiit:'on, the Committee on Research hascOI,dlJr::ted such projects as the prepara­tion and administration of a "FreshmanJpiDionnaire on Career and School Selec-

Then, too, many course offeringshave as one of their purposes the prepara­tion of the graduate nurse student with abackground for research and in some casesthey offer opportunity for actual prac­tice in making studies. Among suchcourses are "The Survey in Nursing Educa­tion"; "Problems in Curriculum"; "Prob­lems in Nursing Care"; and "Analysis ofNursing Care". These studies have oftenserved as a basis for improvement ininstruction and in nursing care of pa­tients.

More recently graduate nurse studentsin the master of education program innursing education and in the master ofnursing administration program have, asa part of their field experience in nurs­ing education or in nursing administra­tion, made appropriate studies in thefield of their choice.

Reporting to the staff today are twomembers of our faculty; Dr. Ruth V.Johnston, the counselor of the School,teaches courses in personnel and testing;Dr. Rena Boyle carries responsibilityfor student teaching in the baccalaureatenursing education progra~.

B. ~ Stu~ of Programs Designed toPrepare Teachers of Nursing* --

Rena Boyle

*Thia article is based upon athesis entitled, "A Study of Pro­grams of Professional Education forTeachers of Nursing in Nineteen Se­lected Uni,versities", submitted tothe graduate faculty of the Univer­sity of Minnesota in January 1953in partial fulfillment of the re­quirements for the degree of Doctorof Philoso~hy, Dr. Ruth Eckert, Ad­visor. An article of the same titleas the thesis appeared in Nursing Re­search, February, 1954, pp.lOO-125.

Requests to the University of Minnesotafor teachers of nursing each year far ex-

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ceed the number ~f qualified appli­cants for these jobs. But this is nota regional problem alone. Counselingand placement offices throughout thecountry, besieged with requests forinstructors, have found it impossibleto provide the needed personnel. Inadditiop, present teaching personnelare often poorly qualified. Thus manynursing inst~uctors who hold an aca­demic degree have had no specific pre­paration fer teaching, while stillothers do not possess even a pachelor'sdegree. Mo~e than half ofth~ univer­sity and college programs for graduatenurse students are not specificallydesigned to prepare nursing instructors,and little is known about similaritiesand differences in programs planned forthis purpose. It is with this latterproblem that the present investigationis primarily concerned.

Statement of Problem

It is the purpose of this presentstudy, then, to (1) describe the be­havior of the competent teacher of nurs­ing; (2) identify those experienceswhich seem likely to help students ac­quire and demonstrate teaching compe­tency; (3) collect and analyze datarelating to current practices and atti­tudes in teacher preparation; (4) in­terpret the findings in terms of howwell these provisions are designed tocultivate competency in teaching.

Selection of Schools

The nineteen participating schoolswere approved by the regional educa­tional accrediting association and theNational Nursing Accrediting Serviceand provided programs preparing teach­ers for several nursing areas. Theschools included in the stUdy were BostonCOllege, The Catholic University of Amer­ica, Indiana University, New York Uni­versity, Saint Louis University SanF . ,

ranC1SCO College for Women SyracuseJniversity, Columbia Univer~ity (Teach­~rs College), University of BuffaloF . ,~nlversity of Colorado, University of1(~r.n~80ta, University of Oregon, Univer­Slty of Pennsylvania, University of Pitts-

burgh, University of Texas, University ofWashington, Washington University, WayneUniversity and Western Reserve University. '

''"',Methods Used in Collecting Data

l'1ethoda used in collecting data in­cludedfour types of questionnaires com­pleted by 19 administrators, 56 methodsinstructors and college supervisors,119 supervising teachers, and 321 studentteachers. This represented from a 70 percent return for the college supervisorsto a 100 per cent return for the admin­istrative group. An attitude inventorywas also completed by the teachers andprospective teachers. Visits were madeto each of the nineteen schools to checkon the questionnaire returns and togather additional impressions of theseprograms.'*:

Definition of Terms

The following definitions reflect cur­rent usage and are ones prepared bynational committees or defined by thewriterJ.n accord with longer statementsprepared by authorities in the field.

Student teaching (Field experience inpractice teaching): "The period of guidedteaching when the student takes increas­ingly more responsibility for the workwith a given group of learners over a per­iod of consecutive weeks" (1:7)

College supervisors: College instructorswho are designated to supervise the workof student teachers and to plan with thesupervising teachers in the schools ofnursing. '

*Substantial scholarship aid fromthe honorary nursing society, SigmaTheta Tau, The Isabel Hampton RobbMemorial Fund, The Tozer Foundationand the Minnesota Federation ofWomen's ClUbs, enabled the writerto visit each participating schooland to secure assistance in thetabulation and statistical treat­ment of data.

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Supervising Teachers: (Critic teacher,laboratory teacher). Teachers ineither the basic nursing school of theuniversity or in the cooperating schools,who are responsible for directing thework of student teachers.Cooperating schools: Nursing schools -­other than the basic nursing school ofthe university -- which are used asfields for student teaching. (Theseschools may offer diploma, degree, orpractical nursing programs).Internship: A period of advanced pro­fessional study and guided teaching fol­lowing the student teaching experience.Professional education sequence: A se­quence of professional ~ourseGand exper­iences whir.h is designed to prepareteachers of nursing.

Statistical Treatment of Data

Comparisons made of practices withinand among these nineteen schools re­quired various statistical techniques.Comparisansbetween two groups wereexpresse'dinpercentage terms. Differ­ences between. percentages were testedby means of .the Fattu Nomograph andverified when necessary by the usual cal­culation .. Whe~ the means of two setsof.scores were compared, the t-testwas.used to determine the significanceof any observed difference. Chi-squaretests were employed in instances in­volving two or more frequency distribu~

~ , tions. Analysis Of variance techniqueswere·,usedto test the homogeneity ofgroups both within and among schools,with respect to scores on the revisedform of the attitude inventory.

Principal Findings

Student Teachers and Faculty

The faculty groups concerned withteacher education in nursing are aca­demically among the best preparedteachers of nursing in the country.Thus 93 per cent of both college super­visors and supervising teachers held atleast a first degree, while 91 per centof the college supervisors and 30 percent of the supervising teachers hadearned at least a master's degree.

Student teachers, like the faculty,had been delayed in earning their firstacademic degree. Their mean age at thetime of the study was twenty-nine andthey had worked as graduate nurses anaverage of five years prior to returningfor their work in professional education.These student teachers were, for themost part, graduates of diploma programsin nursing, and many lacked adequatepreparation in the areas of public health,psychiatric, outpatient, and communicabledisease nursing.

The areas attracting the largest num­ber of student teachers were medical,surgical, and introductory nursing.Pediatric, psychiatric, and obstetricnursing enrolled the next largest groupsof student teachers.

The information gathered 'concerningnursing experience and academic prepara­tion of both faculty and student teachersemphasizes the need for more truly pro­fessional nursing education. It is un­fortunate that general education has forthe most part been delayed, so that itcharacteristically follows rather thanprecedes or parallels special education.It is also regrettable that prospectiveteachers so often lack specialized edu­cation in certain important nursingareas.

Curriculum Practices

Course requirements in general educa­tion constituted approximately half thecredits assigned to nonprofessional edu­cation and were distributed among thesocial sciences, natural sciences andhumanities. All schools required somework in biological science, but only sixprescribed courses in the physical sci­ences. The range of required semestercredits in the humanities was from six tothirty-eight, with the Catholic univer­sities reqUiring eighteen or more ofthese credits in philosophy and religion.

Although fifteen of the nineteen pro­grams required specialized study in somearea of clinical nursing, only 61 percent of the student teachers in theseschools indicated that they had actually

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Nearly all student teachers examined

many weeks, us~ally included:

Less than half. of ,the schools alsoprovided some orientation to the basicstudent's extra-class life, includingsuch phases as the students' residence,their student government program, andtheir social activities.

Length: It was difficult to determinethe length of the student teaching ex­perience. In certain schools studentteaching was a part of a ,clinical nursingmajor, in others a part ofa combinedsupervision and teaching major. However,in eighteen schools all student teachingexperiences were concentrated within onequarter or one semester. In the remain­ing school, student teaching was a twoquar-tersequence.

Some explanation of the philosophyand curriculum of the basic school.Tours of the hospital.Orientation to the clinical division-- conferences with the supervisingteachers, relating to personnelpolicies, patient census, studentassignments, nursing care and theward teaching program. Demonstra­tions of procedures, introductionsto ward personnel and a tour of thedivisions were also the responsibil­ity of the supervising teacher.Orientation to specific teachingactivities -- explanation of thenursing cOurse and related exper­iences and detailed planning of thestudent teachers' experiences werethe supervising teacher's responsi­bility.

4.

Types ~ teaching ac~ivities: Theactivities in which student teachersengaged varied notably from school toschool. Most students used discussionmethods of teaching, cared for classroomequipment, used pictures, diagrams, andcharts and wrote anecdot~l notes regardingstudent behavior. Fewer demonstratedpatient care, supervised classroom andward practice or assisted basic studentswith nursing care studies. Students in­frequently planned excursions or panels ~or used x-rays or specimens.

2.3·

1.

The commonly required courses innursing education included methods,curriculum, history and philosophy ofnursing education, administration, eval­uation and research. The average numberof required semester credits was nine­teen, and the range was from ten tothirty-four.

There was little evidence of cooper­ation between schools of nursing andother university departments concernedwith the preparation of teachers. Al­though instructors in five schools at­tended education faculty meetings, ~ew

faculty members participated in inter­departmental discussions of studentteaching and rel~ted curric~~um.problems.

Student teaching

taken such courses. Many clinicalnursing courses included selected teach­ing activities with patients, laygroups, and fellow students, affordingexcellent preparation for later exper­iences in student teaching.

The separation of tlmethods ll fromstudent teaching was very apparent~ Innine schools the instructor of me~hods

had minimal contact with the planning,observation and evaluation of the studentteachers. Methods instructors in sixschools also served as the college super­visor fQr all studeD~ teachers, whilein four schools the methods instructorworked closely with only a part of thisgroup. Supervising teachers seldomparticipated in methods courses and manyfelt that they knew very little aboutthe content of the course.

Orientation: The orientation of studentteachers varied from school to schoolwith respect to its length and activities.The planned orientation, whether con­densed into a few days or extended over

While all but one school requiredcourses in educational psychology orpsychology of learning, only seven pre­scribed any work in the history and

'. philosophy of education. The averagenumber of required semester credits ineducation (exclusive of nursing edu~a­tion) was five.

- 4~5 -

1,f

instructional materials and preparedteaching units and examination ques­tions. While most students attendedsome meetings of professionalorganiza­tions, few regularly attended committeeor faculty meetings, participated instaff education programs, or in guid­ing student activity groups. Many stu­~~nt t~R~hprs w~re not permitted to ex­amine cumulative records of basic stu­dents, though as faculty members ayear later they would be expected touse such records judiciously.

Minnesota Teacher Attitude Inventory

The use of the Revised Form of theMinnesota Teacher Attitude Inventoryhas be~n largely exploratory in na­ture2 , • Yet many interestig findingshave resulted, indicating the follow­ing; (1) There is a high positive cor­relation between scores on the originaland the Revised Form of the MinnesotaTeacher Attitude Inventory, showingthat the two forms measure essentiallythe same characteristics. (2) Thereis an increase in scores on both formsof the inventory from the beginningto the end.of the teaching sequence.Although this gain indicates change inthe measured attitudes nf studentteachers it must be remembered thatsuch gains might be attributed to ex­posure to current educational theoriesand yet not be accompanied by actualchange in behavinr. (3) Mean scoreson the Revised Form are significantlyhigher for the populations studied thanthose on the original M.T.A.I.(4) Student teachers enrolled in someuniversity programs differ significant­ly in their attitudes from those en­rolled in other university programs.(5) There is a significant differencebetween the scores of student teachersand faculty on the Revised Form of theattitude inventory, with scores forthe latter (including both supervisingteachers and college supervisors) sub­stantially higher than those of thestudent teacher group. The scores ofcollege supervisors are significantlyhigher than those of the supervisingteachers. This was true in both thepreliminary studies at the Universityof Minnesota and in the other univer-

sity schools included in the presentstudy. The use of the attitude inven­tory has thus revealed a number of dif­ferences between student and teachergroups in various programs, which mightnot otherwise have been known. Confi­d~nce inthe instrument is increased bythe fact that it reflects change inteacher attitudes occurring during thestudent teaching sequence, that it dif­ferentiates among college supervisors,supervising teachers and student teach­ers, and that it shows differencesin attitudes among the student teachergroups in the schools studied.

Recommendations

There is urgent need that universityschools emphasize teaching as a careerand indicate to students the many satis­factions inherent in teaching. Studentteachers in nursing are often envied bythose in other fields since they teachacademically able and highly motivatedstudents in a real life situation. Be­cause their teaching is not limited tothe classroom, they can observe evi­dences of the effectiveness of theirteaching in the clinical practice oftheir students. If stress is placed onteaching as a career, teaching will be­come the pivotal point on which~tudents'

programs are focused. Such emphasiswould necessitate:

1. The planned inclusion of professionaleducation courses which are designedto cultivate an understanding of therole of the schnol in contemporarysociety, and the acquisition of know­ledge, skills, and appreciationsthat the professional teacher needs.

2. Progressive experiences in guidingstudent learning. Early participa­tion in teaching activities would af­ford students more opportunity toobserve, practice, and evaluate thework of the teacher. The presentpractice of limiting student teach­ing to a single semester does notprovide adequate preparation forteaching. For graduate nurse students,participation might well begin intheir first year in a university pro­gram and culminate in an internship,

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planned as a part of the graduateprogram.

3. Specialized preparation in onemajor field. Prospective teachersneed content and skills beyondthose acquired in their basic nurs­ing programs.

4. Methods courses which are a morefunctional part of the studentteaching program. Methods instruc­tors should participate in planning,observing, and evaluating the workof individual student teachers,thus bringing the methods courseinto closer relationship to the stu­dent teaching experience.

5. A wide variety of teaching activi­ties. Student teachers shouldreceive a broader orientation totheir coming responsibilities asfaculty members.

A study such as this would have beenimpossible without the splendid cooper­ation of many individuals in each ofthe participating schools. Similar co­operative endeavors on a regional ornational scale should result in furtherimprovements in these programs of teach­er education in nursing. Especiallywill this be true if continuing studiesare made-of these problems, and broadexperiments launched to determine howprospective teachers can be best pre­pared for their oncoming responsibili­ties.

References:

'1. An~rican Association of TeachersColleges, Committee on Standards a~d

Surveys. School and Community Lahor­atory Experiences in Teacher Educa­tion. Oneonta, New York: AmericanAs.sociation of Teachers Colleges,1948.

.~.

6. Closer cooperation between facultyconcerned with teacher-educationin nursing and other universityinstructors who are engaged inteacher preparation.

7·

8.

9·

More extensive and effective use ofcooperating schools.

Use of tests to determine the atti­tudes of prospective teachers towardstudents. The Revised Form of theMinnesota Teacher Attitude Inven­tory would aid in identifying thosestudents holding authoritarian orundesirable attitudes and in deter­mining whether these points ofview change as a result of exper­iences in the nursing education pro­gram.

Inter-school conferences. Representa­tives of teacher education programsin nursing should meet periodicallyto discuss their objectives andcurrent problems. It is not pro­posed that such discussion wouldeventuate in a single pattern ofteacher education. Rather it shouldresult in a stimulating interchangeof ideas and a wealth of suggestionsfor planning and research.

2. Cook, Walter W. "What EducationalMeasurement in The Education ofTeachers?" Journal of EducationalPsychology 41:339-347--,October 1950.

3. Cook, W. W., Leeds, C. H., andCallis, R. N~nual for The MinnesotaTeacher Attitude Inventory Form A.An unpublished manual, College ofEducation, University of Minnesota,1950.

* * * *C. A Study of the Achievement in

Public Health Nursing of Univer­sity of V~nnesota Eighteen-Quar­ter and Sixteen-Quarter BasicNursing Program Students as Mea­s'.lred by the American PublicHealth Association Student PublicHealth Nursing Test.

Ruth V. Johnston

In 1951-1952 when the change from aneighteen-quarter to a sixteen-q\larterba.sic professional degree program innursing was completely effected at theUniversity of Minnesota there was attemptto find evidence of the relative excel­lence of the students in the two programs

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with respect to achievement in publichealth nursing.

In the eighteen-quarter basicnursing program, the first five quar.ters were devoted primarily to coursesof a general educational nature andbasic nursing sciences. Included inthe ten quarters in the School ofNursing were one quarter pre·clinicalnursing and six weeks of public healthnursing experience and classes but notprec~ded by formal courses in principlesof' public health nutsing or relatedcontent. At the end of the ten quartersin the School of Nursing students electeda major in either nursing education orpublic health nursing and spent threequarters in preparation for this major.

In the sixteen-quarter program,six quarters are spent in courses ofa general educational nature. Thenursing sciences, formal courses ininterviewing, preventive medicine andpublic health, principles of pUblichealth nursing and eight weeks of pub­lic health nursing experi~nce are in­cluded in the ten quarters in theSchool of Nursing.

The last group of students, bothpublic health nursing and nursing edu­cation majors, in the eighteen-quarterprogram (N28), and students in the firsttwo classes of the sixteen-quarter pro­gram (N26)* were the subjects of thisstudy. General aptitude was indicatedby scores on the American Council onEducation Psychological Examination,1937 form. The indication of level ofachievement in pUblic health nursingwas the score on the American PublicHealth Association Student PUblic HealthNursing Test.

Students in the eighteen-quarterprogram took the test both precedingand at the end of their last threequarters in nursing education or publichealth nursing.

*Not all students were able to taketile test.

The APHA Student Public HealthNursing Test is a 180 multiple-choiceitem test. A total score with a cor­responding letter grade (A, B, C, D,F) and twelve part scores -- principlesof public health nursing, maternal aniinfant health, child health, non-com­municable disease, communicable dis­ease, venereal disease, tuberculosis,first aid, nutrition, mental health,health education, and background clas­sified into "above average", "average")'and "below average" categories -- arereported by the APHA Testing Service.

The mean ACE score of students inthe sixteen-quarter program (85.5) isnot significantly higher than that ofstudents in the eighteen-quarter pro­gram (82.4). Neither is the mean ACEscore of students in the 16-quarterprogram significantly higher than thatof either. group of eighteen-quarterstudents--nursing education (79.8),and public health nursing (84.3) majors.The mean of raw scores on the ACE forthe nursing education majors is notsignificantly less than that of publichealth nursing majors. Thus any dif-ferences in performance among the groupson the APHA test cannot be attributedto differences in academic aptitude byscores on a college aptitude test.

Table 1 shows the distribution ofletter grades on bases set up by theAPHA, assigned to each group ofstudents.

The range of scores on the initialtest for eighteen-quarter students wasless than the range of scores on the posttest for eighteen-quarter students or onthe test for sixteen-quarter students.Of the eighteen-quarter students, thosewho majored in public health nursingmane the greater amount of letter gradegains. However, it is interesting tonote that nursing education majors madegains on the test and that the mean rawscore gain for nursing education majorswas 12.8 raw score points while the meanraw score gain for public health nursingmajors was 12.1 points. Since nursingeducation l:'Iajors were lower on the ini­tial test::-l:an pUbj.LC h',~lth r;ursinr,

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Table 1

Distribution of l€tter Grades on the APHA Test--_._---------------------... PERCENTAGE OF GROUP EARNING------r-------~"-'-

Letter Eighteen Quarter Students Sixteen QuarterGrades Initial Test Post Test Students---_.

Nu.Ed P.R.N. Total Nu .Ed. P.H.N. Total- - ~-_. -A 18.2 8·7 7·7B 8-3 6-3 7·1 25.0 36.4 30.4 38.5C 66.7 81.2 75.0 58.3 45·4 52.2 42.3J) 16.7 12·5 14.3 16.7 8·7 11.5F 8.3 3.6

Total %100.0 100.0 100.0 100.0 100.0 100.0 100.0

majors they had greater gain potential.

Applying the Chi~8quare test ofsignificance to the ratings for thetwo groups of eighteen-quarter programstudents and the sixteen~quarter pro~

gram students, we find that the sixteen~

quarter students had significantlyhigher ratings than the nursing educa~

tion majors on the initial test totaland in five areas: maternal and infanthealth, non-communicable disease,tUberculosis, nutrition, and ~ackgroun~.

Of these, nutrition ratings were signi~

ficant at the one per cent level, non~

communicable disease and backgroundratings were significant at the twoper cent level, and maternal and in~

fant health and total ratings weresignificant at the five per cent level.The sixteen-quarter program studentsmade significantly better ratings (sig~

nificant at 5% level) than did thepublic health nursing majors on thematernal and infant health and back~

ground areas of the initial test.The sixteen~quarter students exceededthe nursing education students on thepost test ratings in the health educa~

tion area and in turn were exceededby that group in tuberculosis nursing.(Both significant at 5% level). Therewere no significant differences in ther~tings of the public health nursinggrryl~ on the post test and the ratingsof the sixteen-quarter program students.

On t~e non-communicable disease partin the initial testing, the public

health nursing majors had significantlybetter ratings (significant at the 5%level) than did the nursing educationmajors, but these differences were netapparent in the post test ratings.

Conclusions

1. Students in the eighteen-quarterand sixteen-quarter basic profes~

sional nursing programs

a. are not significantly differentin academic aptitude,

b. are significantly different inpublic health nursing knowledgebefore the 18-quarter studentsstart their major work ineither nursing education or pub­lic health nursing,

c. are not significantly differentat graduation time in knowledgeof public health nursing contentas measured by the APHA studentPHN Test.

2. In the eighteen-quarter program,students majoring in public healthnursing

a. are not significantly differentin academic aptitude than aremajors in nursing education;

bo, earned higher ratings on bothinitial and post tests than stu­dents majoring in nursing

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,

I1i

education,

c. had a smaller gain potentialsince their initial scoreswere higher than those of thenursing education majors,

d. did not make significantlygreater gains in public healthnursing knowledge than did stu­dents majoring in nursingeducation,

e. all earned ratings cn the totalscore of the ArEA test 0f C orabove.

3. The sixteen-quarter program in nurs­ing does. as well in preparing basicprofessional nursing students inpublic health nursing kno,dedge asdid the eighteen-quarter programwith the. major in public healthnursing.

D. The Value of the National Leaguefor .Nursing Graduate Nurse Qual­ifying Examination and Ed.ucationTest Battery in Predicting Suc­cess in Undergraduate NursingEdlJcation.

Programs at theUniversity of Minnesota

Ruth V. Johnston

Undergraduate nursing educFl.tion pro­grams offered by the University of Min­nesota for graduate nurses all havenursing education as a major. A minor,which is optional, may be elected inany of the following areas: ward ad­ministration, science teaching, childdevelopment, clinical nursing -- medical,surgical, obstetric, pediatric, operat­ing room, tuberculosis, psychiatric,rural. These programs are designed toprepare head nurses, supervisors andteachers of nursing.

Determination of eligibility for ad­mission to the nursing education pro­grams is based on the pattern of thetotal data submitted by the applicant.

Since college prediction studies indi­cate that previous grades in collegework, especially that taken recently,provide the best predictive measure ofwhat a person will do in the future,considerable weight is given to this in­formation for those applicants who havehad college work. For those who havenot earned any college credits, moreweight is given to School·of Nursingcourse grades than to grades in clinicalnursing practicp since Boylel found thatthe former had higher predictive valuethan the latter.

Previous to admission, some applicantstake the J\merican C011Dcil on Education·Psychological Examination (ACE). Theform used at present is the 1947 Form; upto 1949 the 1937 ·Formwas used.

All students admitted to the Collegeof Education take the Miller AnalogiesTest and. the Cooperative English ReadingC2R Test. Two for~s of the Miller Anal­ogies Test are given - Form B to freshmenand Form A to those who enter the Collegewith advanced standing.

All students majoring in nursing educa­tion take the National League for NursingGraduate Nurse Ql..i8.1it'ying Examination(GNQE) either just previous to or afterentering the University of Minnesota. Theitems in this examination are multiple­choice items based on nursing situationscovering six clini~al areCJ.s -- communicabledisease nursing, maternity nursing, medi­cal nursing, nursing of children, psy­chiatric nursing, and surgical nursing.The norm group on each part of the test iscomposed of between 972 and 1131 graduatenurses enrolled in programs beyond basicprofessional nursing in 15-20 colleges anduniversities throughout the United States.

One hundred sixty-six graduate nursesadmitted to University of Minnesota under­graduate programs in nursing educationfrom 1948-1951 were subjects of this studyto determine the value of the NationalLeague for Nursing (NLN) Graduate NurseQualifying Examination, the Miller Anal­ogies Test (Form A), and the CooperativeEnglish Reading C2R Test in predictingacademic success as indicated by the honorpoint ratio at the end of the first quar-

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ter and at the end of the first threequarters in the nursing education pro­grams. The ACE was not included sincenot all students take this.

Since the point in the nursingeducation program at which a studententers, the courses she has had pre­vious to admission, and her educationalgoal determine her pattern of coursestaken in the first three quarters atthe University of Minnesota, the num­ber of students earning credits incourses of a general educational nature,in science, in clinical nursing, andin professional education and publichealth courses varies.

Table 1 on page 431 shows the corre­lations between the predictive measuresand honor point ratio (HPR): totalfor first quarter, total for first year,total in science courses, total in gen­eral education courses, total in clini­cal nursing courses, and total in pro­fessional education and public healthcourses, and the inter-correlations ofthe predictive measures.

Correlations between the Miller A,the GNQE Surgical Nursing, and theGNQE Total and all the H?R's were sig­nificantly different from zero ateither the 1% or 5% levels. The corre­lations between GNQE Surgical Nursingand HPR's were all significantly dif­ferent from zero at the 1% level.

Correlations between GNQE- Communi­cable Disease and the criteria measuresare more consistently low than othercorrelations. That the parts of theGNQE correlated so low with grades inclinical nursing may be due to someextent to the small number in the group.

Since none of the first order corre­lations of ·predictive and criterion meas­ures is high, attempts were made to in­crease the correlation with first quar­ter and first year grades through using

loRena Boyle. Unpublished study.

a combination of measures. (See Table 2on page 432.)

For the most part the combined predic­tive measures correlate somewhat morehighly with the 1st year HPR -- exceptthe Miller A and Coop C2R combination -­than with 1st quarter grades. Multiplecorrelations are also somewhat higherthan first order correlations. Neitherthe first order nor the multiple corre­lations are high.

We may conclude that

1. None of the instruments used hasmuch value in predicting honor pointratio for individual students inundergraduate nursing education pro­grams at University of Minnesota.

2. Since the students admitted to thenursing education programs are se­lected on the basis of other'cri­teria, it is assumed that the lowerpart of the range of test scoresand HPR's is cut off, since presum­ably applicants refused admissionare less able students than those ad­mittei. Reducing the range of scoresand HPR's reduces the correlation be­tween prediction and criterionmeasures.

3. There is little difference in the predictive value of the instruments used

4. Ability in reading is a less impor­tant factor in grade getting in clin­ical nursing than in other kinds ofc.ourses.

5. Th~ Communicable Disease Nursing partof the GNQE appears to be the poorestpredictor of the parts of the GNQE an,the Medical and Surgical Nursing part.the best predictors of the examinatioJ

6. The best combinat.ion of measures topredict first quarter and first yeargrades is Miller A, Coop C~ andSurgical Nursing.

--'\...'..'~A··"".····"···'· ': ' .........."'........... '.:,.,.T"

,,' .' '0""" _'.' •• ",' ,_, ' _, ... ,- """ ""''''",,'

Table 1

Correlations Between Predictive Measures and Honor Point Ratioand Inter-correlation of Predictive Measures

xx-I xxI xx.258 , .264 -.061

,. !

I xx I, xx X!

~64 .398 .171

Ixx I x xx

i .169 .341 I - .076

xx Significantly different from zero at 1% levelx Significantly different from zero at 5% level

- 432 -

Table 2

Multiple Correlation Eetween Predictive Me~sures and HPR

---Predictive Measures Multiple Correlativewith 1st Quarter Grades

Medical Nursing and Surgical Nursing .367

Multiple Correlationwith 1st Year Grades

.459

Medical, Surgical, Maternity, Childand Psychiatric Nursing

Miller A and Coop C2R

Miller A, Coop C2R, Med. Nsg.,Surg. Neg.

Total GNQE and Miller A

Miller A, Med. Nsg., Surg. Nsg.

Miller A, Coop C2R, Surg. Nag.,Psych. Nsg.

Total GNQE, Miller A, Coop C2R

Miller A, Coop C2R, Med. Nsg.,Surg. Nsg., Psych. Nsg.

Miller A, Coop C2R, Surg.Nsg.

-------

·370 .477

.417 .401

.430 .455

.434 .447

.434 .482

.436 .482

-.443 .456

.444 .491

.467 ·517

- 433 -

II. MEDICAL SCHOOL NEWS

Coming Events_

April 5

April 5 - 7

April 8

April 8 - 10May 3 - 5May 6

May 6 8May 10 15May 17 22

Seminar on History of Medicine; "One Thousand Years of Medicine andSurgery 600-1600 A.D.;" Mr. August C. Krey, Proffessor of History,University of Minnesota; Todd Amphitheater, University Hospitals;7:30p.m.

(".antinuation Course in Eye, Ear, Nose, and Throat for General Physi­cians

Duluth Clinic Lecture; "The Role of the Ionic Enviror.iIDent in Carbo··hydrate Metabolism;" Dr. A. Baird Hastings, Harvard Medical School;Owre Amphitheater; 8:00 p.m.

Continuation Course in Urology for General PhysiciansContinuation Course in Radiology for General PhysiciansE. Starr Judd Lecture; "Surgical Aspects of Splenic Disease;" Dr.Warren H. Cole, University of Illinois; Owre Amphitheater; 8:00p.m.

Continuation Course in Surgery for General SurgeonsContinuation Course in Electrocardiography for General PhysiciansContinuation Course in Proctology for General Physicians

* * *

Anatomy Building Renamed in Honor of Dr. Jackson

1J

The Ins ti tute of Anatomy has been renamed Jackson Hall in honor of the lateClarence M. Jackson, Professor of Anatomy from 1913 to 1941. Announcement of theBoard of Regents' approval of this change was made by Dean Diehl on Thursday evening,April 1, at the dinner preceding the annual Jackson Lecture. Following the announce­ment Dr. E. T. Bell, Professor Emeritus of Pathology, reviewed the high points of Dr.Jackson's career and the history of our Anatomy Department. The Jackson Lecture,sponsored by the Phi Beta Pi Medical Fraternity, was presented by Dr. J. GarrottAllen, Professor of Surgery, University of Chicago Medical School, who spoke on"Management of Acute Upper Gas tro -Intes tinal Hemorrhage. "

Naming the anatomy building for Dr. Jackson constitutes a most appropriaterecognition of his contributions to medical science in general and to the Universityof Minnesota in particular. We are proud to have Jackson Hall as one of the build­ings in the medical sciences group.

* * *

Dr. Schmid Receives NIH Fellowship

Dr. Rudi Schmid, Instructor, Department of Medicine, has been named the recipi­ent of a special research fellowship sponsored by the National Institutes of Health.The fellowship, which carries an annual stipend of $6,000, will begin on July 1.Dr. Schmid will spend a year with Dr. David Shemin, Professor, Department of Bio­chemistry, College of Fhysicians and Surgeons, Columbia University, carrying outfundamental studies related to the metabolism of blood-pigments and nucleic acids.We join in offering congratulations to Dr. Schmid on being awarded this importantscholarship.

* * *

III. UNIVERSITY OF MINNESOTA 1vfJITlICAL SCHOOL

"\{EEKLY CALEIIIDAn OF EVENTS

!hysicians Welcome

April 5 - 10, 1054

Monday, April ~

M8.?-ical School and University: Hospitals

9:00 - 9:50 Roentgenology-Medicine Conference, L. G. Rigler, C. J. Watson andStaff; Todd Amphitheater, U. H.

9:00 - 10:50 O~stetrics and Gynecology Conference; J. L. McKelvey and Staff;w-612, U. H.

IJ:OO - 12:00 Neurology Rounds; A. B. Bak~r and Staff; Station 50, U. H.

11:30 - Tumor Conference; Doctors Hitchcock, Moore, and Stenstrom; ToddAmphitheater, U. H.

11:3 0 - 12:30 Ph;ysical Medicine Seminarj Neurological Treatment; Arthur B. QUiggle;Heart Hospital Auditoritm.

2 :30

3 :30

6:00

6:00

1:30 -

1:30 -

4 :30 ­

5: ao ­5:00 -

12 :15 - Otstetrics and Gynecology Journal Club; Staff Dining Room, U. R.

Pediatric-Neurological Rounds; R. Jensen, A. B. Baker and Staff; U. R.

DermatolosyHospital Rounds; R. E. Michelson and Staffj DermatologyHistopathology Room, M-434; U. R.

Infectious Disease Rounds; Station 43, U. H.

Physiology-Surgery Conference; Todd Amphitheater, U. R.

Urology-Roentgenology Conference; C. D. Creevy, 0. J. Baggenstoss;and Staff; Eustis Amphitheater.

*7:30 - Seminar on History of Medicine; "One Thousand Years of Medicine andSurgery, 600-1600 A.D.;" August C. Krey, l)rofessor of History,University of Minnesota; Todd Amphitheater, U. H.

Ancker Hospi!al

8:30 - 10:00 Tuberculosis and Chest Conference; Auditorium.

2 :00 -- 3 :00 Surgery Journal Club; Classroom.

Minneapolis General Hospital

8:30 - Fediatric Rounds; L. Arey; Stations I and J.

10:30 - 12:00 Medicine Rounds; Thomas Lowry; Station F.

11:00 - Orthopedic and Fracture Rounds; Drs. John Moe and Arthur Zierold;Sta.A

11:00 ­

12 :30 ­

1:3 () ­

2:00 ­

Veterans

9:3 c -­1:30 -

Pediatric Rounds; Erling Platou; Statiop K.

Surgery Grand Rounds; Dr. Zierold; Station E.

2:30 Tuberculosis Conference; J. A. Myers; Station M.

Pediatric ROUIlds; Stations I and J.Administration Hospital

Infectious Disease Rounds; Drs. Rall} ZinnAman, Lubin and Sherm&~.

Cardiac Conference; Drs. Berman, Smith, Hoseth, and Wexler;Conference Room, BIde;. I.; Rounds immediately follOWing conference.

- 435 -

- .Tuesday, Apri;L-2.

Medical S.choo~ and Universi~Hospitals

9 :00 - 9 :50 Roentgenology-Pediatric Conference; L. G. Rigler, 1. McQuarrie andStaff; Eustis Amphitheater, U. H.

12 :30 ­

12 :30 -

1:20 Pathology Conference; Autopsies; J. R. Dawson and Staff; 102 I. A.

Bacteriology Seminar; The Cytopathogenic Effect of Coxsaokie Virusesin Human Epithelial Cell Cultures; Richard Crowell; The ComparativeAssay of Antigens by Complement Fixation; John D. Ross; CytologicEffects in Vitro of Epitheliotrophic and Encephalitogenic Viruses onHuman Epithelial Cells; Strain HaLa; William F. Scherer; 214 MillardHall.

3 :30 - Pediatric Seminar; Diaphragmatic Hernia in Infancy; E. 'Dale Cumming;Sixth Floor West·, U. H.

3:30 - Biophysics~General Physiology Seminar; Rashe~sky's and Culbertson'sVi0ws on Boolean Algebra and Logical Networks; Roy Jocobs; 323 Zoology.

4:00 .. 5:00. Peciatrie Rounds on Hards; Ie McQuarrie and Staff; U. H.

4:30 - 5:30 Clinical-Medical-Pathological Conference; Todd Amphitheater, U. H.

5:00 - 6:00 X-r~y Conference; Presentation of Cases from Veterans Hospital;D:~s. Jorgens, 'rucker, et ali Eustis Amphitheater, tr. H.

Ancker H'ospi~al

9:00 - 10:00 Medical X-ray Conference ; Auditorium.

Minneapolis Gener_al Hosp.!tal

9:30 - Pediatric Contagion Rounds; Elizabeth Lowry; Station K.

10:00 - Psychiatry Grand Rounds; R. W. Anderson; Station H.

11:30 - 12 :30 Neurology-Neurosurgery Conference; Classroom, Station M.

12:30 - 2:30 Dermatology Rounds on Clinic; Carl W. Laymon and Staff.

12:30 EGG Conference; Boyd Thomes and Staff; 302 Harrington Hall.

1:00 - Tumor Clinic; Drs. Eder; Coe, and Lipschultz; Classroom.

3:00 - 5:00 Pediatric Psychiatry Conference; Jack Wallinga; Classroom, Station I.

Veterans Administration Hospital

7 :30 ­

8:45

9 :30 ­10:30 -

1:00 ­

1:30 ­

2:00 -

4:00 -

Anesthesiology Conference; Conference Room, .Bldg. 1.

Surgery Journal Club; Conference Room, Bldg. 1.

Surgery-Iathology Conference; Conference Room, Bldg. I.

Surgery-Tumor Conference; L. J. Hay, J. Jorgens and Donn Mosser;Conference Room, Bldg. I.

Review of'Pathology, Pulmonary Tuberculosis; Conference Room, Bldg. I.

Combined Medical-Sur8ical Chest Conference; Conference Room, Bldg. I.

2:50 Dermatology and Syphilology Conference; H. E. Michelson and Staff;Bldg. III.

Thorac1c Surgery Problems; Conference Room, Bldg. 1.

- 436 -

~edhesday, April 7Medical School and Univers ity Hospitals

8:00 - 9:00 Roe tgeno logy-Surg ical-Patholog ical Conference; Paul Lober and L. C.Rigler; Todd Amphitheater, U. H.

11:00 - 12:00 Pathology-Medicine-Surgery-Pediatrics Conference; Todd Amphitheater,U. H.

12:30 - 1:30 Physiology l14B .. - Transport Seminar; Nathan Lifson and M. B. Visscher;214 Millard Hall.

1:00 - 2:00 Dermatology Clinical Seminar;F. W. Lynch; 300 North Clinic.1:30 - 3:00 Pediatric Allergy Clinic; Albert Y. Stoesser and Lloyd Nelson; W-21l,

U. H.

Dermatology Fharmacology Seminar; J. D. Krafchuk; 3rd Floor ConferenceRoom, Heart Hospital.

Dermatology Infectious Disease Seminar; J. D. Krafchuk; 3rd FloorConference Room; Heart Hospital.

Urology,-Pathological Conference; C. D. Creevy and Staff; EustisAmphitheater, U. H.

Residents' Lecutre; Subject to be announced; Kenath Sponsel;Todd Amphitheater, U. fl..

Dermatology Journal Club and Discussion Group; Hospital Dining Room.Dermatology Pathology Seminar; Review of Interesting Slides of theWeek; Robert W. Goltz; Todd Amphitheater, U. H.

Ancker Hospital

8:30 9:30 Clinico-Pathological Conference; Auditorium.

12 :30 - 1:30 Medical Journal Club; Library.

Minneapolis Gener~l gospital

9 :30 ­

10:30 ­10:30 ­

12 :00 ­

12:30 -

1:30 -

Veterans

Pediatric Rounds; Richard Raile; Station J.

12:00 Medicine Rounds; Thomas Lowry and Staff; Station D.Pediatric Seminar; Arnold Anderson; Classroom, Station I.

Surgery Seminar; Arthur Zierold; Classroom.

Pediatric Staff Meeting; Classroom, Station I.

Pediatric Rounds; Erling Flatou; Classroom, Station I.

Administration Hospital

8:30 - 10:00 Orthopedic X-ray Conference; E. T. Evans and Staff; SurgicalConference Room, Bldg. 43.

8:30 - 12:00 Neurology Rehabilitation and Case Conference; A. B. Baker.

9 :00 -

11:00 ­

12 :30 ­

12 :30 -

Gastro-Intestinal Rounds; Drs. Wilson, Zieve; Ray, Brake1, Nesbittand O'Leary.

Gastrenterology Conference; Conference Room, Bldg. I.

Medical Journal Club; Doctors' Dining Room.

X-ray Conference; J. Jorgens; Conference Room, Bldg. I~

..

12 :00 - 1:00

12 :30

1:30 - 4:00

5:00 - 6:00

- 437 -

Wednesday,: April 7, (Cont.)

Vetera~ ~_istrat~Hospital (Cont.)

1:30 - 3:00 Metabolic Disease Conference; Drs. Flin.'Ic, Schultz and Brown~

7:00 - Lectures in Basic Science of Orthopedics, Conference Room, Bldg. I.

Thursdal? April 8

Medical School and University Hospitals

9:00 - 11:50 Medicine Ward Rounds; C. J. WRtson and Staff; E-221, U. H.

11:00 12:00 Cancer Clinic) K. Stenstrom, A. Kremen and :E. Zimmermann; ToddAmphitheater; 'U.'H.

Medical Journal Club; Obesity; Bob,Geist; 116 Mlll.8.rd HalL

Physiological Chemistry Seminar; Liver vs. Extrahepatic Tissues inPhospholipid Synthesis; E. Gray; 214 Hillard Hall.

Cardiology X-ray Conference; Heart Hospital Theatre.

Radiology Seminar; Clinical Localization of Neurologioal Lesions;A. B. Baker; Eustis Amphitheater U. H.

*8: 00 - Duluth Clinic Lecture; "Role of Ionic Environment in CarbohydrateMetabolism; Dr. A. Baird Hastings, Harvard Medical School; OwreAmph i theater.

Ancker Hospital

8:00 - 10:00 Medical Grand Rounds; Auditorium.

Minneapolis General Hospita~

..

9 :30 ­

9 :30 ­

10:00 -

Neurology Ro~Linds; Heinz Bruhl; Station I.

Pediatric Contagion Rounds; Elizabeth Lowry; Station K.

Psychiatry Grand Rounds; R. W. Anderson and. Staff; Station H.

11:30 - 12:30 Clinical Pathological Conference; John I. Coe; Classroom.

12:30 - 2:30 Dermatology Rounds and Clinic; Carl W. Laymon and Staff.

1:00 - Fracture - X-ray Conference; Drs. Zierold and Moe; Classroom.

1:00 - House Staff Conference; Station 1.

Veterans Administration Hospital

8:00

8:00

8 :30

11:00 -

Surgery Grand Rounds; Conference Room, Bldg. I.

Surgery'lfard Rounds; Lyle Hay and Staff;. Ward ll.Hematology Rounds; Drs. Hagen and Fifer.

Surgery··Roentgen Conference; J. Jorgens; Conference Room, Bldg. 1.

1:30'- 4:30 Infectious Disease Conference and Rounds; Wesley W. Spink;Conference Roam, Bldg. I.

Friday; AprJ,l 9

Zedical School and Universjty: Hospi~

8:ca - 10:00 NeuroloBY Grand Rounds; A. B. Baker and Staff; Station 50, U. H.9:00 - 9:50 Medicine Grand Rounds; C. J. Watson and Staff; Todd Amphitheater, U.F..

- 438 -

1:00 - 3:00 Clinical-Medical Conference; Thorras Lowry; Classrocm, Station M.

Urology Seminar and X-ray Conference; Eustis Amphitheater, U. H.

Pediatric Rounds; Richard Raile; Station J.

Pediatric Surgical Conference; Oswald Wyatt) Tague ChishoJm j andB. Spencer; Classroom) Station I.

Surgery-Pathology Conforence; Dr. Zierold, Dr. Coe; Classroom.

Pediatric X-ray Conferenco; Oscar Lipschultz; Classroom, Main Bldg.

Pediatric Rounds; Station I and J.

2:50 Neurosurgery-Roentgenology Conference; W. T. Peyton, Harold O.Peterson and Staff; Todd Amphitheater, U. H.

2:30 Dermatology Grand Rounds; Presentation of Cases from Grouped Hospitals(University) Ancker, General and Veterans) and Private Offices; H. E.Michelson and Staff; Eustis Amphitheater, U. H.

4:00 Dermatology Hospital Rounds; H. E. Michelson and Staff; Begin atDermatology HistopatholoGY Room, M-434, U. H•

1:00 -

2 :30 -

1:30 -

1 :15 -

2:00 -

5:00 -

4:00 Neuropathological Conference; F. Tichy; Todd Amphitheater, U. H.

4 :30 Dermatology-·Ph;ys iology Seminar; J. D. Krafchuk; 3rd Floor ConferenceRoom) Heart HQspital.

4:00 - 5:00 124 Advanced Neurophysiology Lecture; Werner Koalla and ErnstGellhorn; 111 Owre Hall.

3 :00 ..

3 :30 -

9 :30 -

4:30 - 5:20 OphthaJmology Ward Rounds; Erling W.Hanson aLd Staff; E-534, U. H.

Friday; April 9, (Cont.)

Medical School and University Hospitals (Cont.)

10:30 - 11:50 Medicine Rounds; C. J. Watson and Staff; Todd Amphitheater, U. H.

10:30 - 1:50 Otolarynogology Case Studies; L. R. Boies and Staff; Out-PatientDepartment, U. H.

11:00 - 12:00 Vascular Rounds; Davitt Felder and Staff Members from the Departmentsof Medicine, Surgery~ Physical Medicine, and Dermatology; EustisAmphitheater, U. H.

11:45 - 12:50 University of Minnesota Hospitals Staff Meeting; Surgical Injuriesof the Ureters; C. D. Creovy; Powell Hall Amphitheater.

12 :00 -

10:30 -

Veterans A~inistration Hospita~

10:30 11:20 Medicine Grand Rounds; Conference Room, Bldg. I.

1:00 - Chest Pathology Follow-Up Conference; E. T. Bell; Conference Room,Bldg. 1.

~ke~ Hospital

1:00 - 3:00 Pathology-Surgery Conference; Auditorium.

Mi~apolis General Hospit§1l

I

,.I.~

2:00 -

- 439 -

FriQ~] April 9, (Cont.)

Veter~ Adm in is tration ~~:i.tal (Cont.)

Clinicopathologic Conference; Conference Roam, BIQg. I.

Saturday, April 10

Medical School anQ .!:!ElY~i ty Hospitals

8:50 OrthopoQic X-ray Conference; W. H. Cole and Staff; M-I09, U. H.

9:00 - 10:30 Pediatric GranQ RounQs; Eustis Amphitheater; U. H.

9:00 - 11:50 MeQicine WarQ RounQs; C. J. Watson anQ Staff; Heart HospitalAmphi theater.

9:15 - 10:00 Surgery-Roentgenology Conference; L. G. Rigler, J. Friedman, Owen H.Wangensteen anQ Staff; TOQQ Amphitheater, U. H.

10:00 - 11:30 Surgery Conforence; TOQQ Amphitheater, U. H.

10:00 - 12:50 Obstetrics anQ G~~ecology GranQ RounQs; J. L. MCKelvey anQ Staff,Station 44, U. II.

Ancker Hospital

8:30 - 9:30 Surgery Conference; Al1Qitorium.

Minneapolis General Hospital

8:00 ­

9 :00 -

Urology Staff Conference; T. H. Sweetser; Main Classroom.

Psychiatry GranQ RounQs; R. W. AnQerson; Station H.

11:00 - 12:00 Medical - X-ray Conference; O. Lipschultz, 7hcmRs Lowry anQ Staff;Main Classroom.

Veterans Administration Hospital

8:00 ­

8:30

Proctology RounQs; W. C. Bernstein and Staff; BIQg. III.

MeQical X-ray Conferenco; Conference Room, BlQg. I.

* Indicates spocial meeting.same time on the same day.conferences.

All other meetings occur regularly each week at theMeeting place may vary from week to week for some