2.50
Hdl Handle:
http://hdl.handle.net/10755/153730
Type:
Presentation
Title:
The Caring Place: A Synthesized Model for Student Retention
Abstract:
The Caring Place: A Synthesized Model for Student Retention
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Curl, Eileen Deges, PhD, ARNP-CNS
P.I. Institution Name:Lamar University
Title:Chairperson, Dept. of Nursing
Co-Authors:Gina Hale, N/A
Students’ excitement about their acceptance into a nursing program often fades as the heavy academic demands of school compete with family and job responsibilities. Facilitating students’ learning and improving the retention of students in nursing programs are essential in order to address the critical shortage of nurses in the workforce. Objective: “The Caring Place” Pilot Project was developed to retain at-risk students. Design: Modeling and Role-Modeling nursing theory was synthesized with case management strategies to develop The Caring Place Student Retention Model. Population: Eighteen (18) first semester BSN students, with four or more at-risk academic indicators (e.g., GPA < 2.5, reading < 75%), were invited to participate. Twelve (12) students accepted. Concepts: Case management strategies were combined with role-modeling techniques to address students’ learning needs and retain them in the program. Methods: The case management approach provided students with individualized advising initiated by faculty who served as Care (Case) Managers. Students took an active role in the learning process, and developed personal learning goals. Care Managers matched students’ holistic needs and goals with specific resources to facilitate students’ success. Also, academic or personal issues could be discussed with graduate teaching assistants in The Caring Place, which provided a safe, trusting environment. Findings: Students met with their care managers approximately 3 times during the semester. The majority of students’ needs and referrals related to learning pathophysiology, study skills, test anxiety, and test taking skills. Of the 12 at-risk students who accepted, six (55%) passed and one withdrew. Conclusions: For this project, the majority of at-risk students who actively participated passed the first semester of the nursing program. Implications: Further testing of The Caring Place Student Retention Model is warranted, with the inclusion of additional strategies to engage students’ active participation. Community partnerships to fund retention initiatives will be addressed.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Caring Place: A Synthesized Model for Student Retentionen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153730-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Caring Place: A Synthesized Model for Student Retention</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Curl, Eileen Deges, PhD, ARNP-CNS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Lamar University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Chairperson, Dept. of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">curled@hal.lamar.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Gina Hale, N/A</td></tr><tr><td colspan="2" class="item-abstract">Students&rsquo; excitement about their acceptance into a nursing program often fades as the heavy academic demands of school compete with family and job responsibilities. Facilitating students&rsquo; learning and improving the retention of students in nursing programs are essential in order to address the critical shortage of nurses in the workforce. Objective: &ldquo;The Caring Place&rdquo; Pilot Project was developed to retain at-risk students. Design: Modeling and Role-Modeling nursing theory was synthesized with case management strategies to develop The Caring Place Student Retention Model. Population: Eighteen (18) first semester BSN students, with four or more at-risk academic indicators (e.g., GPA &lt; 2.5, reading &lt; 75%), were invited to participate. Twelve (12) students accepted. Concepts: Case management strategies were combined with role-modeling techniques to address students&rsquo; learning needs and retain them in the program. Methods: The case management approach provided students with individualized advising initiated by faculty who served as Care (Case) Managers. Students took an active role in the learning process, and developed personal learning goals. Care Managers matched students&rsquo; holistic needs and goals with specific resources to facilitate students&rsquo; success. Also, academic or personal issues could be discussed with graduate teaching assistants in The Caring Place, which provided a safe, trusting environment. Findings: Students met with their care managers approximately 3 times during the semester. The majority of students&rsquo; needs and referrals related to learning pathophysiology, study skills, test anxiety, and test taking skills. Of the 12 at-risk students who accepted, six (55%) passed and one withdrew. Conclusions: For this project, the majority of at-risk students who actively participated passed the first semester of the nursing program. Implications: Further testing of The Caring Place Student Retention Model is warranted, with the inclusion of additional strategies to engage students&rsquo; active participation. Community partnerships to fund retention initiatives will be addressed.</td></tr></table>en_GB
dc.date.available2011-10-26T12:28:29Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T12:28:29Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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