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Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

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At least 199 records · Page 11Linked to original sources
PubMed1980

Effectiveness of low-dose methadone maintenance for the treatment of inner city heroin addicts.

Addicts were maintained on a daily average methadone dose of 30 mg. Clients remaining in treatment for 6 and 12 months were compared to clients dropping out of treatment within the first 30 days and followed up 1 year later. Results showed that clients remaining in treatment showed signficant reductions in heroin usage and arrests, and large increases in full-time employment. One year later, the dropouts were doing as poorly as they had 1 year earlier. Methadone maintenance averaging 30 mg/day achieved similar "success' rates as other studies using larger daily doses, but did so at the expense of retaining fewer clients in treatment. It was recommended that treatment strategies be designed to impact at the first 30 days of treatment to retain them in treatment in view of the beneficial effects awaiting them if they stay.

Crime↗
PubMed2005

Pre-matriculation indicators of academic difficulty during veterinary school.

The purpose of this study was to assess pre-matriculation academic and demographic data to identify risk factors for academic difficulty and failure to graduate among veterinary students. Admissions data were compiled for 1,098 students admitted to veterinary college between 1989 and 2000 inclusive. Students were classified by (a) academic success, consisting of students who completed veterinary school within four years in the top 90% of the class or (b) academic difficulty, including students dismissed for academic reasons, students who experienced academic delay, and students who graduated with a cumulative GPA in the 10th percentile of their class. Of 1,098 admitted students, 930 (84.7%) completed veterinary school within four years in the top 90% of their class. Among students with academic difficulty, 94 (8.6%) completed veterinary school in four years in the 10th percentile, 44 (4%) experienced academic delay, and 30 (2.7%) were dismissed. Academic difficulty was associated with a low prerequisite GPA, a low GRE score, poor undergraduate institutional selectivity, and older age (> or =35 years). Students who attended three-or-more undergraduate institutions or two-year colleges prior to attending a four year institution were 1.9 times more likely to experience academic difficulty and 3.87 times more likely to fail to graduate than students who attended a four-year institution (major or small) to complete their prerequisites. These study findings may assist with early identification of students at greater risk of experiencing academic difficulty and support the consideration of cognitive selection criteria (GRE and GPA) and undergraduate institutional experience during the admissions process.

Achievement↗
PubMed1987

The effects of a support group on student attrition due to academic failure.

This article describes a research project which tested the effect of a support group on student attrition due to academic failure. The investigator hypothesized that if specific supportive behaviors were rendered in a group setting, the group members would (a) achieve an increased perception of self-competence, and (b) experience academic success. The sample for this study was selected from two consecutive classes in an upper division BSN program and was comprised of students who had achieved only minimal passing grades in the first semester nursing course. Following utilization of the support group, a significant difference in academic failure, and therefore attrition, existed between the experimental and control groups, thus supporting part of the original hypothesis. The recommendation is made that when the study is replicated, an attempt be made to determine specific factors responsible for the effects noted in this study.

Achievement↗
PubMed1988

Recruitment and retention of black students in baccalaureate nursing programs.

The purposes of this study were to 1) identify the major factors that influence the retention of Black undergraduate nursing students in baccalaureate nursing programs; 2) compare and contrast the major retention problems of Black baccalaureate nursing students in predominantly White universities with those of all Black students in similar institutions; and 3) generate questions for further study in the area of student retention. The study used a convenience sample which included one private university and one public state university with baccalaureate nursing programs from the Eastern, Southern, Midwest, and Western regions in the country. Contact persons at each institution were asked to administer questionnaires to Black nursing students enrolled in the professional sequence of the curriculum, Black nursing faculty and administrators, and White nursing faculty and administrators. Data analysis consisted of a comparison between the responses of students, faculty, and administrators in 1980 and those of nursing students, faculty and administrators in 1984 to identified admission-retention barriers and possible remedies.

Adult↗
PubMed1996

Faculty commitment: retaining minority nursing students in majority institutions.

Minority students are at risk in majority institutions. Students face personal, academic, and institutional barriers to their success. Low retention and graduation rates at majority institutions, and particularly in nursing programs, are cause for alarm and compel nursing faculty to take action in order to reverse the trend of under-representation of minorities in the ranks of the profession. Based on the literature and personal experiences, the authors maintain that commitment of both minority and majority faculty is the primary factor in promoting minority student success. Such commitment can lead to increased involvement of faculty in the success of minority students and to the establishment of organized programs and services that facilitate minority student success. Case illustrations are included.

Attitude↗
PubMed1996

Evaluation of a supplementary retention program for African-American baccalaureate nursing students.

This study evaluated the Minority Academic Advising Program (MAAP), a supplementary retention program established for African-American students enrolled in a southern state health sciences university's baccalaureate nursing program. The evaluation method merged a quasi-experimental with a time-series design. A group of 114 black students were included in the study. A comparison group consisting of 608 nursing student cohorts who were predominantly white was incorporated for control purposes. Although the students who were MAAP participants had significantly lower SAT scores, reduced Pre-Admission GPAs, and included a contingent of 11 students at high risk of failing, the following enhancements were identified: their retention-to-graduation rate increased 5.3 percentage points to 97.1%, their nursing program GPA increased nearly one-quarter letter grade, their time-persisted-in-program increased 0.7 months, and their nursing board examination pass rate increased 15 percentage points.

Black or African American↗
PubMed1997

Students' perceptions of nursing: their relationship to attrition.

This article describes a cross-sectional study that examined the effect of students' pre-enrollment perceptions of nursing education on attrition. It was hypothesized that more students who leave (leavers) than students who continue would report a discrepancy between these perceptions and their nursing academic experience. It was also hypothesized that leavers would rate several potential stressors as more important concerning decisions to leave than would continuers. The sample comprised students who commenced their nursing education at an Australian tertiary institution. As predicted, a greater percentage of leavers than continuers reported nursing content to differ from what they expected. The major area of conflict was the scientific component in nursing knowledge. The groups did not differ concerning potential stressors' influence on decisions to leave. While constrained by its cross-sectional nature, this study's findings suggest a need to adequately convey the scientific basis of nursing knowledge to potential students and to deal with misconceptions early in education, to reduce attrition.

Adult↗
PubMed2003

Retaining men in nursing program designed for women.

Men continue to represent a small percentage of the nursing workforce. Along with concerns regarding the nursing shortage are concerns that nursing should reflect the racial, ethnic, and gender characteristics of the population it serves. The purpose of this article is to raise awareness of the challenges male nursing students face and offer strategies to retain these students in educational programs traditionally designed for women.

Cultural Diversity↗