PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “STUDENT DROPOUTS”

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.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 271 records · Page 15Linked to original sources
PubMed2003

School refusal in children and adolescents.

School refusal is a problem that is stressful for children, families, and school personnel. Failing to attend school has significant short- and long-term effects on children's social, emotional, and educational development. School refusal often is associated with comorbid psychiatric disorders such as anxiety and depression. It is important to identify problems early and provide appropriate interventions to prevent further difficulties. Assessment and management of school refusal require a collaborative approach that includes the family physician, school staff, parents, and a mental health professional. Because children often present with physical symptoms, evaluation by a physician is important to rule out any underlying medical problems. Treatments include educational-support therapy, cognitive behavior therapy, parent-teacher interventions, and pharmacotherapy. Family physicians may provide psychoeducational support for the child and parents, monitor medications, and help with referral to more intensive psychotherapy.

Adolescent↗
PubMed2003

Recruitment, retention and matriculation of ethnic minority nursing students: a University of Mississippi School of Nursing approach.

According to Bednash (2000), the future of health care pivots on an adequate supply of appropriately educated and skilled professional registered nurses. Recognizing the long history of and the struggles by African-American (AA) nurses for education and equality in the nursing profession, it is essential that more African-American students be recruited, retained, and matriculated into the profession of nursing. African-American nurses have always contributed to the care of the poor and the sick and played a decisive role in the improvement of the health of their communities. The Bureau of Health Professions Division of nursing (March 2000) reported that 86.6 percent of the registered nurse population were white while 12.3 percent represented racial and ethnic minority groups. Given the current racial/ethnic background of the registered nurse population in the United States, there is an obvious disparity in the representation of minorities in the nursing profession, in spite of the increasing number of minorities represented in the general population. Thus, the purpose of this paper is to document strategies that are used to actively recruit, retain, and graduate ethnic minority students from the University of Mississippi Medical Center (UMMC) School of Nursing (SON).

Black or African American↗
PubMedDate not supplied

Unequal struggle.

Explore the source record for details and available documents.

South Africa↗
PubMed1992

Enhancing minority nursing student success through a comprehensive retention program.

The need for a strong retention program at a predominantly White, state, commuter school of nursing had been identified by the minority community. The authors describe the process of developing and implementing a comprehensive retention program on one campus which could be replicated on other campuses. The success of the program and plans to strengthen it are discussed.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

A war of attrition.

Explore the source record for details and available documents.

Contract Services↗
PubMedDate not supplied

Enhancing success in BSN nursing education for minority nurses.

Because of the critical need for minority nurses, especially nursing faculty, steps must be taken to recruit, and insure the success of minority students. Strategies for achieving graduation and NCLEX success among minority students attending a BSN program are outlined. Methods for enhancing nurse faculty skills for teaching diverse students are described.

Cultural Diversity↗
PubMedDate not supplied

Enacting connectedness in nursing education: moving from pockets of rhetoric to reality.

Nursing education research points to lack of faculty support as a factor in nursing students' voluntary or involuntary withdrawal from nursing education programs. Moreover, despite global trends toward educational processes grounded in humanism that foster egalitarian and liberating student-teacher relationships, nursing students continue to report that some nursing faculty struggle to enact the caring philosophy they espouse. This article showcases how a fourth-year nursing student, interviewed for a study of students who experienced failure or its threat in their nursing program, found strength as she navigated her way through nursing faculty abuse. An interpretative analysis of the student's experiences with a group of faculty whom she describes as intent on failing her calls for future research on student-teacher relationships.

Adaptation, Psychological↗
PubMed2005

Student retention practices in associate degree, entry-level dental hygiene programs.

PURPOSE: The main purpose of this study was to investigate student retention strategies and practices implemented in associate degree, entry-level dental hygiene programs. Included are student attrition issues, academic standards, re-entry policies, and clinical remediation strategies. METHODS: A survey consisting of forced choice and open-ended questions was mailed to 31 randomly selected associate degree, entry-level dental hygiene programs. Surveys were analyzed using descriptive statistics and frequency distributions. Open-ended questions were analyzed using the constant comparative qualitative method to identify recurring themes. RESULTS: There was an 80% (n=25) return response to the survey. The findings of this study determined that dental hygiene programs are graduating, on average, a higher percentage (83%) of students when compared to two-year, associate degree programs in general (46%). The primary reasons reported by respondents for student attrition included: academic difficulties (88%), dissatisfaction with career choice (76%), family/personal responsibilities (72%), and clinical skill difficulties (56%). A wide variety of retention strategies were reported. Those most often cited were academic remediation (92%), clinical skill development/remediation (84%), academic advising (84%), financial aid assistance (84%), and tutoring (80%). Participating programs also reported setting high academic and ethical standards. Specific criteria for student re-entry were discussed. CONCLUSION: The findings of this study suggest that associate degree, entry-level dental hygiene programs are committed to student retention and make considerable efforts to help students succeed. Student retention efforts could be enhanced for those student groups identified as possibly being at high risk for attrition. The findings and recommendations in this investigation may assist associate degree, entry-level dental hygiene programs in their efforts to retain a higher percentage of students.

Career Choice↗
PubMed2005

Stress in health professions students: myth or reality? A review of the existing literature.

The purpose of this literature review was to determine the extent to which health profession students experience counterproductive stress and to examine the existing gaps in the literature concerning all health profession students and stress. The literature search process included using Eric, Education Abstracts, Psyc INFO, ABIN, WebSpirs Databases, FactSearch, Biological Sciences, International Pharmaceutical Abstracts, MEDLINE, Lexis-Nexis, CINAHL and Registry of Nursing Research. Key articles were identified that documented stress, the causes of stress or "stressors," and psychiatric symptoms as a result of counterproductive stress in the disciplines of medicine, dentistry, nursing, and allied health. Findings from this analysis of the literature indicated that the highest incidence of stress occurred in medical students followed by dental and then nursing students. There was, however, a dearth of studies related to stress in pharmacy students alone, despite the fact that pharmacology requires a rigorous educational process that is similar to that of the other health professions. While it may be argued that pharmacy students may not be experiencing the detrimental levels of stress that affect other medical students, a study by Henning Ey, & Shaw (1998) found a disproportionately high level of distress in pharmacy students. The Henning study also compared the stress levels of medical, dental, nursing, and pharmacy students. This literature review documents that health profession students suffer from high levels of stress during their training. A comprehensive list of "stressors" is delineated for the health education profession students. However, there appears to be a lack of emperical evidence with regards to stress and stressors in pharmacy students. Although it can be extrapolated that pharmacy students may be suffering from similar levels of stress, there is a definite need for research in pharmacy students specifically.

Burnout, Professional↗
PubMedDate not supplied

[Risk factors for students desertion from the UASLP School of Medicine, México].

OBJECTIVE: To obtain the profile of students that deserted from the Faculty of Medicine of the Autonomous University of San Luis Potosi, México. DESIGN: Cases and controls nested in a cohort. METHODS: All students that voluntarily deserted between 1992 and 2002 were consulted. Each student was compared in an aleatory form with a regular student and a proper questionnaire was applied. RESULTS: The significantly associated factors to abandon the Faculty of Medicine were: high school of origin (OR=2.43), extra-ordinary exam (OR=3.13), and lack of vocation (OR=2.41). CONCLUSION: The subjacent factors for not deserting from the Faculty of Medicine were: study habits, capacity for sustained effort, and tolerance to frustration.

Adolescent↗
PubMedDate not supplied

Do students in pediatric dentistry programs complete the course of training?

Reviews by the ADA's Council on Dental Education have provided annual reports on many of the changes in enrollment and withdrawal from American dental schools, but little or no attention has been directed to withdrawal rates from postdoctoral education programs. We just do not know very much about the reasons why these advanced dental education students do not complete their courses of study.

American Dental Association↗
PubMed1991

Educational programs in US medical schools.

One noteworthy finding for the 1990-1991 academic year is the increasing number of applicants to medical school, coupled with stabilization in the credentials of accepted applicants. This increase appears to be reversing the downward trend of the 1980s. The percentages of women and total minority students in the entering class increased from the previous year. The prevalence of instructional formats such as problem-based learning and computer-assisted instruction illustrates that medical schools are willing to experiment with educational innovation. A number of schools are in the process of curriculum review, which may lead to important changes. The financial support offered by private foundations interested in curriculum innovation, for some, will be an added stimulus for change. While the majority of medical schools continue to require that students take the examinations and the subject tests of the NBME, evaluation formats that test clinical skills are receiving increased attention. The number of schools using multiple station examinations (often with standardized patients) is rising. The impact of the new US Medical Licensing Examination on medical school curricula should be analyzed in the future. Although steady increases have been reported in the number of medical school faculty members, especially clinical faculty, there is little information about how these faculty members apportion their time between teaching, research, and patient care. The assumption is that the increases are primarily driven by medical schools' need to provide clinical services, which are a source of income. Another explanation for faculty increases could relate to the need for more faculty involvement in educational innovations such as problem-based learning and new methods of clinical skills evaluation, which are relatively more faculty-intensive. Continued monitoring of the growth in clinical faculty will be necessary, as will more careful analysis of how medical school faculty spend their time. Since medical school faculty who have heavy involvements in teaching frequently do not receive appropriate recognition or reward, it will also be interesting to examine the effectiveness of diverse incentives used by the schools to reward teaching faculty. An appropriate reward system for teaching is important if undergraduate medical education is to command a high priority in institutions awarding the doctor of medicine degree.

Accreditation↗