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Humans↗
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Legal aspects associated with dismissal from clinical laboratory education programs.

OBJECTIVE: To review academic dismissals, students' rights in dismissal cases, and several key cases involving academic and disciplinary dismissals. DATA SOURCES: Recent academic literature and legal precedents. STUDY SELECTION: Not applicable. DATA EXTRACTION: Not applicable. DATA SYNTHESIS: Students involved in dismissals are protected under the principles of constitutional law and/or contract law, depending on whether the institution is public or private. The basis for dismissal from educational programs is either academic or disciplinary in nature. In academic dismissals, a student has failed to meet either the cognitive or the noncognitive academic standards of the program. In disciplinary dismissals, a student has violated the institutional rules governing conduct. Policies that affect progress in the program and the dismissal process should be published and distributed to students, as well as reviewed for consistency with institutional policies. CONCLUSION: The amount of documentation needed in the defense of a dismissal decision has not been specified, but, in general, more is better. Procedures are suggested as a guide to dismissals in clinical laboratory programs.

Documentation↗
PubMed1999

Minority student persistence in clinical laboratory education programs.

The objective of this study was to characterize minority student persistence in clinical laboratory scientist (CLS) and clinical laboratory technician (CLT) education programs and relate persistence to student characteristics and involvement in academic and social dimensions of college programs. A prospective, longitudinal study was done using written survey and follow-up data collection. Participants were 2,426 CLS and CLT students in academic-based educational programs across the United States. The participants completed a forced-choice survey eliciting demographic information and determining their interactions with social and academic dimensions of college and the clinical laboratory education program. Program outcome groups, i.e., graduates, voluntary withdrawals, and academic dismissals, were compared on each of 14 variables. Of the 2,426 participants, 80.7% graduated, 10.8% voluntarily withdrew, and 8.5% were dismissed for academic reasons. The outcome groups differed significantly on seven of eight academic involvement measures and five of six measures of social involvement. Student persistence behaviors varied by ethnic group, with African Americans more likely to leave for academic reasons than others. Graduation rates varied among the five ethnic groups. Differences were found among ethnic groups on five of eight measures of academic involvement and on two of six measures of social involvement. The results suggest that ethnic groups may differ in their levels of involvement in aspects of social and academic programs, thus explaining their different persistence behaviors. Understanding why some students are unsuccessful may form the basis for effective retention efforts.

Analysis of Variance↗
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Retaining ethnic minority nursing students (REMNS): a multidimensional approach.

The under-representation of minority nurses in the nation is of critical concern for nurse educators. The high attrition rate of minority nursing students, on a local and national level, has not been effectively addressed. Project REMNS (Retaining Ethnic Minority Nursing Students), an innovative, comprehensive project, was designed to increase the retention of minority nursing students at Prairie View A&M University. Pre-clinical nursing students were provided strategies to improve critical thinking, stress management, and reading comprehension skills. This was accomplished by the development and implementation of content relevant computer modules on stress management, nutrition, and critical thinking. Implementation of Project REMNS resulted in an increased number of pre-nursing students admitted and retained in the nursing program.

Adaptation, Psychological↗
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Meeting the challenge: educating ethnic minority nursing students--a continuing role.

Historically Black Colleges and Universities (HBCU's) traditionally have educated large numbers of Black nurses. HBCU programs must not lose the vision from the past in attempts to demonstrate diversity in the future. The need for HBCU's as providers of Black nurses necessitate an even larger and viable role in changing health care environments. The roles must be designed to increase retention, reduce barriers, and generate outcomes for HBCU's to remain in the forefront of educating nurse leaders for tomorrow.

Black or African American↗
PubMed1999

The search for strategies to reduce nurse wastage.

Potential nurse candidates lack realistic information about the profession. The way nurses are interviewed for entry to the pre-registration diploma programme needs restructuring. The bursary system causes problems, especially for mature students with children.

Education, Nursing, Baccalaureate↗