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Nursing student attrition and implications for pre-admission advisement.

The current shortage of nurses and the decreasing student applicant pool supports the need for institutions of higher education to examine the problem of nursing student attrition and possible solutions. This study surveyed 227 non-returning students to identify attrition factors. The results implicate problems with class scheduling, inadequate financial resources, and employment responsibilities. Twenty four nursing faculty members were additionally surveyed to identify factors. The faculty respondents target poor study skills as the primary problem, a finding not agreed on by the former students. These identified problem areas implicate inadequate preadmission advisement. Students should be made aware of the personal and financial costs of a nursing education prior to admission. Preadmission advising that provides an applicant with a more complete understanding of the nursing educational process may help prevent student attrition and the loss of new nurses to the profession.

Counseling↗

Relationship between retention and peer tutoring for at-risk students.

Although state governing bodies and community agencies have requested increased enrollment in nursing programs, this would be futile without curtailment of the student attrition rate. This article describes the use of a peer-tutoring program to increase retention of students at risk of failing a medical-surgical nursing course.

Attitude of Health Personnel↗

Strategies for lowering attrition rates and raising NCLEX-RN pass rates.

This study was designed to determine strategies to raise the NCLEX-RN pass rate and lower the attrition rate in a community college nursing program. Ex-post facto data were collected from 213 former nursing student records. Qualitative data were collected from 10 full-time faculty, 30 new graduates, and 45 directors of associate degree nursing programs in Texas. The findings linked the academic variables of two biology courses and three components of the preadmission test to completion of the nursing program. A relationship was found between one biology course, the science component of the preadmission test, the HESI Exit Examination score, and the nursing skills course to passing the NCLEX-RN. Qualitative data indicated preadmission requirements, campus counselors, remediation, faculty, test-item writing, and teaching method were instrumental in completion of the program and passing the NCLEX-RN.

Attitude of Health Personnel↗

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.

Attitude of Health Personnel↗

A successful Minority Retention Project.

Racial and ethnic minorities are underrepresented in the nursing profession. The high attrition rate of minority students from nursing schools contributes to this problem. Academic leaders are calling for change in nursing education and asking educators to work diligently to retain minority students. This article describes a Minority Retention Project that included interventions designed to enhance the integration of minority students into a supportive learning environment, assist them in using the available resources, and help them feel connected and supported by their peers and faculty. At the end of the first year of the project, the nursing school experienced 100% retention of minority nursing students. Increasing the retention and graduation of minority nursing students supports the continued effort to provide culturally competent health care.

Attitude of Health Personnel↗

Accompaniment needs of first year nursing students in the clinical learning environment.

The clinical learning environment creates many opportunitics for student learning and the development of critical competencies in the nursing profession. The learning that takes place in this environment, however, confronts the first year nursing student with challenges that are absent from the classroom situation and causes the student to experience a significant amount of uncertainty and anxiety. The study revealed that the students experience uncertainty due to the lack of opportunities to develop competence in providing nursing care. The contributing factors towards this experience are: unavailability and inaccessibility of staff due to time constraints; shortage and/or absence of equipment to fulfil nursing duties and meet the needs of patients; conflict in the expectations of nursing school personnel and clinical nursing personnel in hospitals, as well as a lack of awareness among senior professionals of the needs and problems of first year nursing students in the clinical health care environment. Furthermore the students experienced the nature of the clinical learning programme as disrupting the continuity in patient care learning experiences, and the guidance and support by nursing personnel in the clinical learning environment as inadequate. The aim of this study was to reflect the importance of effective accompaniment by tutors/mentors, personnel in the clinical environment and any other person involved in the education of the first year nursing student, to prepare and enable him/her to become a knowledgeable, safe, competent nursing practitioner.

Adolescent↗

Academic performance of medical students: data from the intake of 1968.

A study of the performance of the first Wyndham Scheme students in the Faculty of Medicine at the University of New South Wales was undertaken. Forty-five percent of the cohort of 237 graduated in the minimum time, and 76% eventually graduated in succeeding years. Of the 130 entrants with Higher School Certificate (HSC) aggregates of 500+, 60% graduated in minimum time; in the case of the 107 entrants with HSC aggregates of less than 500, the figure was 28%. There was an extremely high correlation rate (r = 0.98) between HSC aggregate and success in the course at the first attempt. There was no significant difference between the minimum time or eventual graduation rates of males (211) and females (26), despite the fact that females had a significantly higher performance in the HSC; There was no improvement in the numbers graduating in the minimum time compared with the first intake of medical students at the University of New South Wales, or the last "pre-Wyndham" intake. A comment about wastage rates is made and suggestions for remedying the situation are put forth.

Achievement↗

Specialist needs.

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Health Services Needs and Demand↗

Widen the entry gate now.

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Education, Nursing, Baccalaureate↗

Reasons for student attrition on nursing courses: a study.

Student attrition (dropping out) wastes time and resources which schools of nursing can ill afford. This study from Israel sets out to identify the reasons for student attrition and finds that academic failure is only one factor. The authors suggest some ways in which high risk students can be identified and helped.

Education, Nursing, Baccalaureate↗

Degree and diploma student nurse satisfaction levels.

AIM: The objective of this study was to identify differences between satisfaction levels of diploma and degree students on different branches of a common foundation programme. METHOD: Questionnaires were completed by 315 diploma and degree student nurses undertaking a common foundation programme at different intervals during training. RESULTS: Questionnaire responses showed different satisfaction levels in the three different branches. Mental health and child branch students were more aware of organisational problems than adult branch students. More child branch students were of the opinion that there were problems with placement preparation but gave teaching modules and lectures higher ratings. Mental health students were most dissatisfied with placement preparation and gave teaching modules and lectures lower ratings. CONCLUSION: The results provide data in support of the argument that students on child and mental health branches find the CFP less well organised for them and that degree students are more satisfied with the current standard of teaching and personal support.

Adult↗

Staying the course.

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Career Choice↗