A closer look at academic probation and attrition: What courses are predictive of nursing student success?
ABSTRACT The purpose of this retrospective study was to identify undergraduate courses that serve as predictors of success for nursing students completing a BSN program. The sample included records of 327 students placed on probation or dismissed from a Midwest school of nursing between 2002 and 2010. Though previous research has shown that science courses can be used as predictors of nursing student success, our results suggest that non-science courses can serve in this capacity as well. In particular, an across-the-life-span fundamental psychology course was found to be an important predictor in determining whether or not probationary students eventually completed the program. These results suggest that nursing programs need to evaluate their programs not only reviewing students success in nursing courses but also in prerequisites beyond just science courses such as chemistry and biology.
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ABSTRACT: The high dropout rate of nursing students is a major concern. However, there is little research available about the reasons why students leave. Universities collect some information from 'exit' interviews but, due to ethical sensitivities, it is not made available for research analysis. The purpose of this study was to establish a consensus view of the reasons why student nurses leave their pre-registration education programme. The study was undertaken in two phases. Initially, an exploratory phase using focus groups and one-to-one interviews was used to gather multi-professional views about the reasons why students leave. In the second phase a questionnaire was developed from the themes arising from the data analysis in phase one. The questionnaire was administered to an expert panel of student nurses in the form of a three-round Delphi Study. The consensus level was set at 75%. It is important to clarify that, for reasons stated above, the views expressed in this paper are those of current students about others who had left the programme. From this study, it is apparent that, with the exception of academic failure, there was no single contributing factor that was thought to make students leave. However, there were a number of important issues identified as factors that may result in student nurses leaving. These include communication and operational factors between the university and clinical areas, feelings of not being valued, unmet expectations, and stress. These issues were of concern to students and appeared to have a cumulative effect that led them to question whether they should continue their education programme. On the basis of these findings, several recommendations are made to improve the student nurse experience.Nurse Education Today 09/2003; 23(6):449-58. · 1.22 Impact Factor
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ABSTRACT: With the increasing minority population in the United States, much attention has been given to the lack of diversity among health care professionals, specifically nursing. Since the 1960s, the federal government has provided financial resources to institutions of higher education whose purpose was to diversify the health care profession. Historically, these resources have supported initiatives that primarily focused on the recruitment of minority students into higher education. These efforts temporarily increased the enrollment of students from varying racial and ethnic backgrounds. However, without established retention initiatives in place, the attrition rates for students from diverse backgrounds far exceeded the enrollment rates. Consequently, the nursing workforce continues to be a predominantly White female profession. In order for schools of nursing to create a workforce reflective of its patient population, both nursing education and institutions of higher education must be committed to implementing initiatives to increase the retention and graduation rates of minority students.Journal of Professional Nursing 01/2004; 20(2):129-33. · 0.68 Impact Factor
Article: Calculating graduation rates.[Show abstract] [Hide abstract]
ABSTRACT: In recent years, the focus has been on increasing the number of registered nurse (RN) graduates. Numerous states have initiated programs to increase the number and quality of students entering nursing programs, and to expand the capacity of their programs to enroll additional qualified students. However, little attention has been focused on an equally, if not more, effective method for increasing the number of RNs produced-increasing the graduation rate of students enrolling. This article describes a project that undertook the task of compiling graduation data for 15 entry-level programs, standardizing terms and calculations for compiling the data, and producing a regional report on graduation rates of RN students overall and by type of program. Methodology is outlined in this article. This effort produced results that were surprising to program deans and directors and is expected to produce greater collaborative efforts to improve these rates both locally and statewide.Journal of professional nursing: official journal of the American Association of Colleges of Nursing 01/2008; 24(4):197-204. · 0.76 Impact Factor