Retention of minority nursing students on predominantly white campuses

Minority nursing students at predominantly white colleges may experience psychosocial and academic problems that together influence their decision to remain in the academic system. Estimates of attrition rates for minority nursing students range from a low of 15% to a high of 85%. Two theories for the extremely high attrition rates is that retention strategies frequently have a single focus (academics) and that faculty involved with minority students lack a sense of commitment to help these students. The author identifies academic and psychosocial factors that, singularly or in combination, may make academic success an impossible feat for the minority student. Suggested strategies for improving retention at the prenursing and nursing levels are outlined.     

California's minority majority and the White face of nursing

Of the 33 million people in California, the nation's most populous state, minority groups now constitute the majority of the population. Many sources predict that by 2060, the entire country will mirror the diversity of California today. Like the rest of the country, California is experiencing a critical shortage of nurses that is predicted to increase in the coming years, and California's nursing workforce does not represent the racial and ethnic diversity of the state's population as a whole. If the nursing profession is to thrive in the coming years, educators and leaders must create a way to embrace people from diverse ethnicities and cultures. The purposes of this article are to determine whether ethnic minority groups have different success rates in California nursing programs, whether nursing programs with high percentages of diverse students have differing success rates, and to describe the institutional predictors of on-time completion rates, attrition rates, and NCLEX-RN first-time pass rates in California community colleges.     

Recruiting students is one thing; keeping them is another

Retaining students who are in their prenursing classes is the focus of an ongoing program in the department of nursing at the University of Nevada, Las Vegas. Concerned that less than one-half of the students in prenursing classes actually entered the nursing program, faculty developed a program to increase student retention. The authors discuss the structure and content of monthly programs held for prenursing students.     

Nursing students' knowledge about diabetes mellitus.

This study investigated whether senior nursing students about to graduate from baccalaureate programs were knowledgeable enough about diabetes mellitus to teach diabetic patients and their families. The sample consisted of 144 volunteer subjects from four colleges in a metropolitan area. A student was considered eligible to teach diabetic patients if he could answer all questions correctly on a 34-item instrument. Three additional questions dealt with extracurricular contact with diabetes: was the student diabetic? Had he a diabetic in the immediate family? Had he taught diabetics? None of the participants answered all questions correctly; one student scored 31 correct answers. Only two questions were answered correctly by all students. The study indicated that the graduating students were not prepared to do diabetic teaching.     

The relationship of academic variables as predictors of success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) in a selected associate degree program.

Identifying valid variables to predict success of nursing students on the NCLEX-RN has captivated the interest of nursing educators for decades. The determination of such variables would enable nursing programs to devise pertinent admission criteria, identify and intervene with students at risk of failing, and provide needed advisement and academic supports to increase the likelihood of passing the NCLEX-RN. This study examined six academic and non-academic variables. Study variables included: pre-admission GPA, failing a clinical nursing course, two NLN test scores, age, and race. These variables have been explored in numerous past studies to predict success on the NCLEX-RN. However, the majority of studies have examined these variables in baccalaureate of science nursing (BSN) student populations. Few studies on associate degree nursing (ADN) student populations were found. The purpose of this study was to examine six academic and non-academic variables, explored in previous studies that mostly looked at BSN students, to determine if these same variables could predict success or failure on the NCLEX-RN for students of an ADN program. Data were obtained from a convenience sample of thirty-eight, May 1997 nursing student graduates from a public urban university's ADN program. Findings from the study indicated that four of the variables had significant relationships with NCLEX-RN success.     

中国与菲律宾护生职业价值观影响因素的比较

目的:比较我国和菲律宾护生的职业价值观,为我国护理教育改革提供思路。方法:采用NPVS-R(2004)对中国福建卫生职业技术学院和菲律宾东方大学护理学院的新生、应届护生的职业价值观进行现况调查。结果:双方护理新生职业价值观的得分没有统计学差异,但是双方护理毕业生职业价值观的得分与新生存在统计学差异,菲方毕业生比中方更接近护理伦理准则。结论:职业教育是培养职业价值观的一个关键因素,早期、持续的,承担多角色护理工作的工学结合人才培养模式有利于保持护生的正确职业价值观。     

Predicting success for baccalaureate graduates on the NCLEX-RN.

The purpose of this retrospective study was to identify predictors of success for baccalaureate nursing graduates on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Subjects (505) were graduates of a baccalaureate nursing program in the southeastern United States from 1993 to 1998. The outcome variable was pass/fail on the NCLEX-RN on the first attempt. Predictor variables included type of student (freshman admission, transfer, second degree), age at the time of licensing examination, gender, performance on selected prenursing courses, performance in all junior and senior nursing courses, cumulative grade point average (GPA) at graduation and the Mosby AssessTest score. Results showed a significant relationship between number of Cs, Ds, and Fs in nursing courses and NCLEX-RN results. Students who passed the NCLEX-RN had significantly higher average GPAs, made fewer grades of C or below, and scored higher on the Mosby AssessTest than students who failed. Nontraditional college-age students tended to have a higher passing rate than did traditional age students. A logistic regression model was developed that correctly predicted 76 per cent of the students who failed based on the information available by the end of the end of the first semester of the senior year. J Prof Nurs 17:121-127, 2001.     

Nursing student success in an associate degree program

As employment opportunities for associate degree nursing graduates become scarcer, it becomes more important than ever to ensure that nursing students are academically successful.This study examined factors that influence the academic success of associate degree nursing students. It was found that faculty support, general self-efficacy, affective commitment, and math self-concept, played key roles in academic success along with prenursing grade point average.     

Community college education through the looking glass of associate degree nursing

Community colleges, offering associate degree education, have become the major supplier of new graduates across the academic disciplines and professional careers. In nursing, associate degree nursing (ADN) preparation offers the shortest pathway to professional practice. Approximately 60% of nursing students graduate from Community Colleges. A diverse population of traditional and nontraditional students enters the contemporary higher-education system. Lack of appropriate academic preparation affects the students’ success and integration into professional practice. The community college leadership must evaluate whether the existing curriculum reflects the contemporary social and student needs.     

The impact of community college transfer on entry-level baccalaureate nursing student retention

Student attrition is a major issue for entry-level baccalaureate science in nursing (BSN) programs. Where BSN students complete the prerequisite nursing courses may contribute to attrition. Because many BSN students satisfy prerequisite courses at community colleges (CCs), a better understanding regarding how a CC education impacts BSN student retention is needed. The author reviews the literature regarding factors that potentially impact entry-level BSN student retention after CC transfer.     

Service learning. Resource allocation

Service learning has the potential to increase student learning, assist communities, and provide faculty members with one focus area that brings teaching, service, scholarship, and practice together As nursing programs revise curricula to include community based service learning opportunities, the impact of these projects on material and human resources must be assessed. Planning can increase the probability of adequate resources, faculty productivity, and student learning. When planning service learning activities, addressing the following questions will assist in evaluating projects: Is there a the match between academic mission and community needs? What commitment will be made to the community? Will the project promote faculty productivity? Will it offer students superior learning opportunities? What resources will the project require?     

A statewide study of academic variables affecting performance of baccalaureate nursing graduates on licensure examination.

The purpose of this study was to validate, using a statewide sample, findings from two previous smaller studies investigating the relationships between admission selection variables and subsequent achievement in baccalaureate nursing programs and performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Subjects for this study were 1,069 graduates of nine Iowa basic baccalaureate nursing programs. The analyses included three major components. The first addressed the relationship between admission selection variables and subsequent achievement in the nursing programs and performance on a standardized nursing achievement test (AssessTest) and the NCLEX-RN. The second component investigated the extent to which achievement in nursing courses predicted performance on the NCLEX-RN. In the third component a path analysis was used to formulate a causal model describing the relationships among the variables in the study. The results of the study suggest that students' prenursing grade point average and American College Testing scores predict their performance on the NCLEX-RN. Knowledge of performance predictors can both facilitate admission selection and the use of educational resources to develop nursing competence and promote success in obtaining licensure to practice.     

Systematic review: Predictors of students’ success in baccalaureate nursing programs

Nursing schools strive to select a diverse student population who are likely to succeed by ensuring timely student progression through the program and effective use of educational sources. The purpose of this systematic literature review is to explore the preadmission variables and selection criteria that predict student success in 4-year baccalaureate nursing programs in the U.S. Sixteen articles met the eligibility criteria, and six measures were used to define student success: (a) early academic success, particularly during the first and second year; (b) attrition; (c) timely completion of the program; (d) graduation; (e) performance in nursing courses; and (f) academic performance in other science courses. Typically, the core set of cognitive predictors used in the admission process in nursing schools were pre-nursing GPA, pre-nursing collegiate science GPA, and scores on standardized aptitude exams. This review suggests that it is challenging to isolate one single variable as the best predictor of student success; however, using a combination of variables can offer a reliable prediction method. More researchers should consider using a theoretical basis to guide their inquiry on this topic. Additionally, researchers should examine admission variables that are most relevant across programs.     

The use of discriminant function analysis to predict student success on the NCLEX-RN

Predicting whether a student will be successful on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) has been an important endeavor for faculty in schools of nursing for the past 2 decades. Extensive documentation exists in the literature concerning research aimed at exploring the academic and nonacademic predictors of success on the NCLEX-RN. Reviews of the findings of these studies indicate that various factors emerge as academic predictors of success. The results of this study suggest that first-time success on the NCLEX-RN can be predicted with a high level of accuracy using existing student data. The findings also support the belief that it is possible to identify students who may be at risk for unsuccessful first time performance on the NCLEX-RN. Early identification of at-risk students will promote timely intervention strategies to optimize the students' potential for success.     

Creating a culture of success: A framework for addressing at-risk student

The lack of diversity in nursing and the projected nursing shortage is a clarion call for higher education to create inclusive programs where all students can thrive. Despite an increase in enrollment, attrition remains an issue. To address the looming nursing shortage, colleges and universities are expected to increase the enrollments in baccalaureate and accelerated baccalaureate programs. As traditional and nontraditional students are admitted into nursing programs, institutions and nursing programs will be faced with tackling issues students who are historically labeled as “at-risk” may have. To help these students succeed, colleges and universities must come up with new ways to work with at-risk students. In this paper, we are proposing a new framework for how faculty in nursing programs can perceive “at-risk” students by systematically examining the factors that lead to this at-risk status. The framework proposes that students encounter a plethora of individual and institutional critical elements, categorized into domains. By understanding the critical elements that impact student outcomes, nursing programs will be better able to strategize ways to effectively support and sustain student success.     

Instructional assignments and the recent collective bargaining agreement: effect on nursing education

Nursing teachers employed in the community college nursing programmes in Ontario were discontent with their workloads. Along with other teachers in the community college setting, they went on strike in the fall of 1984. Attention was focused on the workload formulae. In 1986, a new contract was ratified for all the teachers in the community colleges in Ontario. What issues emerged? Discussion will focus on contract changes with respect to instructional assignments, the effects upon the nursing instructors and students, and finally the implications for the programme.     

Nursing students' experience of ethical problems and use of ethical decision-making models

Using a conceptual framework and method combining ethical enquiry and phenomenology, we asked 73 senior baccalaureate nursing students to answer two questions: (1) What is nursing students' experience of an ethical problem involving nursing practice? and (2) What is nursing students' experience of using an ethical decision-making model? Each student described one ethical problem, from which emerged five content categories, the largest being that involving health professionals (44%). The basic nature of the ethical problems consisted of the nursing students' experience of conflict, resolution and rationale; 85% of the students stated that using an ethical decision-making model was helpful. Although additional research is needed, these findings have important implications for nursing ethics education and practice.     

The influence of socio-demographic factors,resilience and stress reducing activities on academic outcomes of undergraduate nursing students: A cross-sectional research study

BackgroundNursing students who stop their education before obtaining their degree (dropout) is a common problem. Scientific studies on factors influencing academic outcomes amongst nursing students are sparse and difficult to transfer to undergraduate nursing students.ObjectivesThe objective of the present study was to explore in undergraduate nursing students the influence of socio-demographic factors, resilience and stress reducing activities on the academic outcomes: intention to leave, academic success and dropout.DesignA cross-sectional design was used.Participants/Setting554 participants form 6 nursing colleges in the Antwerp region in Belgium were included.MethodsData were collected using SurveyMonkey®. In a second phase, these data were linked to the academic outcomes from the school administration.ResultsLower resilience, more destructive and less positive stress reducing activities, having committed a suicide attempt in the past, studying in a densely populated area and starting as a regular student was significantly influenced with higher intentions to leave. Higher resilience significantly predicted academic success. Finally, students that dropped out showed a significantly lower resilience.ConclusionResilience was the only factor that significantly predicted the three academic outcomes: intention to leave, academic success and dropout. Known predictors of academic outcomes such as young age, gender, previous education, nationality and caring for family members were not confirmed in this study. To study in depth dropout within the undergraduate nursing course, conducting a cohort study might be recommended.     

Perspectives on nursing: using multimedia interviews to influence career decisions

Students often have misconceptions regarding the reality of nursing and the opportunities available to nurses that sometimes result in poor choices related to pursuing nursing as a career. To help prenursing students make better-informed career decisions and address misunderstandings, faculty developed the DVD and Web site Perspectives on Nursing, a collection of 15 nurse interviews. The authors describe and discuss the project, the value of recorded nurses' stories, analysis of student feedback, and recommendations.     

A guide to nursing students' written reflections for students and educators

Experiences from the clinical setting are ideal for building critical thinking skills if reflection is used as a teaching tool. Reflective writing is the purposeful and recurring inspection of thoughts, feelings, and occurrences that coordinate with experiences during practice. Reflecting on clinical experiences develops critical thinking ability, fosters self-understanding, facilitates coping, and leads to improvement in clinical practice (Kennison, 2006). Reflective writing allows students to combine clinical experiences and takeaways with didactic material to better understand both practice and instruction. Reflective writing is defined as an assignment that is focused on students’ experiences, like textbook readings, clinical experiences, or group activities, that highlights what the student has taken from the activity (McGuire et al., 2009). This study will explore reflective writing from the perspective of the nursing student and the nurse educator. The following questions will be answered: What are the benefits of reflective writing? Why would nurse educators want to use reflective writing in their nursing courses, both clinical and didactic? What are the barriers to using reflective writing for students and educators? What is the role of the nurse educator in student reflection?