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At least 145 records · Page 8Linked to original sources
PubMedDate not supplied

Using an admissions exam to predict student success in an ADN program.

Nursing faculty strive to admit students who are likely to successfully complete the nursing curriculum and pass NCLEX-RN. The high cost of academic preparation and the nursing shortage make this selection process even more critical. The authors discuss how one community college nursing program examined academic achievement measures to determine how well they predicted student success. Results provided faculty with useful data to improve the success and retention of nursing.

Education, Nursing, Associate↗
PubMedDate not supplied

Evaluating enrichment program study groups: academic outcomes, psychological outcomes, and variables influencing retention.

The purpose of this study was to describe and evaluate select aspects of an enrichment program (EP) for students who participated in peer mentor/tutor (PMT) led study groups throughout the semester. The evaluation addressed three areas related to the underlying conceptual framework: (1) academic outcomes; (2) psychological outcomes (satisfaction); and (3) variables influencing retention. Overall, study group participants achieved higher pass rates, lower withdrawal rates, and positive psychological outcomes (satisfaction). Students perceived that environmental variables were more influential than academic variables in influencing retention. Social integration variables were perceived as greatly supportive. Implications for nurse educators are discussed.

Adult↗
PubMedDate not supplied

Developing and retaining expert learners: the Student Success Program.

The goal of the Student Success Program is to retain bright and capable nursing students by supporting them to become expert learners through enhancing their study, test taking, time and stress management, written and oral communication, and critical thinking skills. Students for whom English is a second language also receive instruction in accent reduction. Retention rates increased following implementation of the program. Recommendations for those considering implementing a retention program are addressed.

Black or African American↗
PubMedDate not supplied

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.

Attitude of Health Personnel↗
PubMedDate not supplied

Affirming the disadvantaged student.

Disadvantaged students entering basic nursing programs present challenges to educators who may be unprepared to identify and address the unique needs of this learner group. Developing affirming strategies to support and promote disadvantaged students choosing the nursing profession is critically important to the long-term recruitment and retention of nurses from a variety of socioeconomic backgrounds. The author describes the characteristics of disadvantaged students, explores equity issues, and offers suggestions for supporting disadvantaged students during their educational experiences.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Learning--whose responsibility is it?

Nursing programs continue to experience alarmingly high attrition rates. To offset the attrition rate, the author describes a shifting paradigm between the traditional faculty advisor role and the innovative faculty coach role. The new faculty coach role includes teaching at-risk students to use learning and motivational strategies and self-management skills to improve academic success. The author provides readers with successful strategies to improve student retention by developing active learners who take responsibility for their own learning.

Attitude of Health Personnel↗
PubMedDate not supplied

Nurse entrance test scores: a predictor of success.

A program evaluation was conducted to determine if requiring higher scores on critical thinking components of the Nurse Entrance Test would have a positive effect on the percentage of students that could be retained in a diploma nursing program. The program evaluation revealed that using the Nurse Entrance Test as a tool for admissions screening, specifically portions of the examination that predict critical thinking, was effective in helping to predict success through level I nursing courses.

Attitude of Health Personnel↗
PubMed1981

Demographic, situational, and scholastic factors in medical school attrition.

In an investigation of withdrawals and delays among students enrolled at the University of Tennessee College of Medicine over a four-year period, we found significantly higher rates of attrition among minority than nonminority students and among female than male enrollees. There were, however, no significant sex-related differences in the nature of delays (ie, voluntary versus involuntary) or in the timing of their occurrence within the curriculum (preclinical versus clinical). Academic problems were cited for most of the students who were required to delay or withdraw, while voluntary attrition was related to family, psychologic, and career-choice problems. When compared with successful matched control students, the study group of all delays and withdrawals had significantly higher scores on the verbal and general knowledge MCAT subtests, while the subgroup of involuntary delays had significantly lower science MCAT scores than their controls. In addition, significantly more of the successful controls had attended a superior private liberal arts college, had an undergraduate science major, and came from professional families. We suggest that these findings indicate the need for substantial revision in curricula and selection processes if we are to achieve the goal of producing well rounded physicians who are an ethnically and socioeconomically representative group.

Adult↗
PubMed1983

A personal construct theory approach to the socialization of nursing trainees in two British general hospitals.

Student and pupil nurses (64), from an initial sample of 117, completed repertory grids questionnaires and interviews on the first day of training, at 4 and 18 months. Measures of identification attraction and ideal/actual congruence were derived from the grids. Trainees were found to become more identified with and attracted to medical roles during training and less identified with and attracted to lower-status non-medical roles such as factory worker. Ideal/actual congruence with medical roles other than trainee also increased. Some measures derived from the grids related to trainee 'wastage' and to satisfaction with the hospital.

Adult↗
PubMed1986

The significance of secondary school education for education and training of nurses in South Africa.

This paper examines current basic nursing education in South Africa and suggests that problems in the secondary school education of Black recruits affect their later training potential as professional nurses. It reports the move towards the transfer of nurse training into higher education from 1986 in South Africa. Black nurses' learning and studying difficulties are considered in the light of their high failure rate in the South African Nursing Council qualifying examinations. It is agreed that in order to prepare the high number of qualified Black nurses required by South Africa within the tertiary education sector from 1986, special attention would need to be paid to secondary education provision for Blacks.

Black or African American↗
PubMed1987

Factors related to progress towards completion of correspondence courses in a baccalaureate nursing programme.

This study focuses on the instructional technique of correspondence instruction--the learner, the setting, and the problem of course non-completion. The purpose of this study was to develop a model of completion of correspondence courses which identifies factors related to progress towards course completion. The objectives were to estimate the model and identify factors associated with course completion. The causal model for this study was adapted from Bean's synthetic model of student attrition from institutions of higher education. Data to test the model were obtained from a questionnaire, transcripts, and progress records of students enrolled in independent study programme courses and declaring a nursing major. Eleven variables in the model estimated in this study accounted for 44% of variance in course progress. Students making progress intended completing the course in 3 months, submitted the first lesson within 40 days, had high SAT scores and GPAs, completed (and did not drop) other correspondence courses, perceived family support but not employer support, had high goals for completing the programme and obtaining the BSN, lived closer to the instructor, and entered the nursing programme with college preparation (as a registered nurse). The model can be used for understanding and explaining progress toward course completion as well as the distance education setting of correspondence instruction. The intent variable explains most variance and can be measured while students are enrolled in the course. The lesson submission variable is theoretically justified.

Education, Nursing, Baccalaureate↗
PubMed1987

Factors associated with student and pupil nurse wastage.

The records of student and pupil nurses who discontinued nurse training within the North Staffordshire Health Authority between the beginning of 1981 and the end of November 1986 were examined. The reasons for leaving were classified according to comments made by the learners themselves as well as impressions of tutorial staff. Nine categories for leaving were formed for students and pupils. Stress and unsuitability for nursing were significant factors in student wastage while stress was of high significance in relation to pupil wastage.

Education, Nursing↗
PubMed1990

The design of a stress-management programme for nursing personnel.

This study identifies the stressors and coping strategies of nursing staff (students, trained staff and those who had left the profession before qualification) in a variety of ward specialisms. The research instruments included an open-ended interview concerning pre-nursing experience, perceived stressors and satisfactions, and ways of coping, and psychometric tests of self-esteem, assertion, ways of coping and personality. The five most frequently cited stressors were understaffing, conflict with nurses, dealing with death and dying, overwork and conflict with doctors. Experience of stressors was related to role and seniority of respondents, with different aspects of the same stressor differentially affecting nurses at different levels of experience. Coping strategies also depended on experience. Trained staff showed more use of problem-focused ways of coping, whilst students and leavers relied more on emotion-focused strategies to deal with stressful situations. These differences were related to personality characteristics of respondents and to self-esteem as well as to situational characteristics of the stressful episode. Social support was important in times of work-related stress, with students in particular making good use of peer group support. Respondents were generally lacking in assertiveness and high in anxiety. Although self-esteem was generally high, leavers scored markedly less than other subject groups in the areas of personal and social self-esteem. Leavers had little prior knowledge or experience of nursing before entering training and knew few nurses or doctors: consequently, nursing failed to meet their expectations. Stress was identified as the major cause of attrition and the sources of stress are identified. This study informed a major programme of stress-management training for student nurses which began in 1988 at the North Wales School of Nursing and which is currently under evaluation. It includes relaxation therapy, assertiveness training, and on-going group discussions which foster peer-group support and which explore the stressors and coping strategies relevant to different stages of training and ward specialisms.

Adaptation, Psychological↗