Academic Factors That Contribute to Nursing Students' Persistence: Pre-Program Support

2.50
Hdl Handle:
http://hdl.handle.net/10755/621830
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Academic Factors That Contribute to Nursing Students' Persistence: Pre-Program Support
Other Titles:
The Student/Faculty Relationship
Author(s):
Flores, Ceil
Lead Author STTI Affiliation:
Delta Theta
Author Details:
Ceil Flores, PhD, RN, CNE, Professional Experience: 2014-present. Assistant Dean, Office of Enrollment and Student Services. UT Arlington Responsible for enrollment, persistence, and student support 2010-2014, Student Success Coordinator. Provided academic support to online and traditional BSN nursing students. 2007-2010 Clinical nursing instructor, Clinical Nursing Foundations, University of Texas at Arlington, College of Nursing. 1987-2007. Post Anesthesia Care Unit (PACU) Staff nurse, Saturday charge nurse, Harris Methodist Fort Worth, Fort Worth, Texas; Certified Nurse Educator: 2011-present Participated in podium presentations on student success, technology (PDAs/eBooks), simulation use, and OSCE development in nursing education at national and international conventions. Poster presentations, Using Simulation to Engage High School Students; Using Team Based Learning to Engage First Semester Nursing Students; Student Success activities Author Summary: Ceil Flores is the Assistant Dean for the Office of Enrollment and Student Services at the University of Texas at Arlington. She works with students from admission through graduation. Previously, she worked with at-risk student in Student Success Coordinator role in the large diverse BSN program.
Abstract:

Purpose:

In the first decade of the 21st century, Texas experienced a 20.6% increase in population growth (Texas State Data Center, 2012). If the projections for 2020 are correct, another three to eight million people will reside in Texas, straining the infrastructure of the state and having an impact on the need for nurses and healthcare providers. Nationally, the need for registered nurses (RNs) is expected to grow by more than 500,000 (American Association of Colleges of Nursing, 2014)

While the need to educate RNs is apparent, the persistence rates for nursing students in enrolled pre-licensure RNs programs have remained relatively constant at 69% from 2007 to 2011 (TCNWS, 2012). Many contributing factors have been identified as predictors to program success (Jeffreys, 2012; Shelton 2012). Few researchers have focused solely on academic factors that impact nursing student persistence (NSP). The purpose of this study was to identify academic factors associated with support provided prior to nursing school admission and NSP

Methods:

Descriptive correlational. The 14-item Academic Factors that Impact Nursing Student persistence survey was emailed through a Qualtrics link to 93 deans and program directors of Texas RN programs. Inclusion criteria included completing nursing school within teh Texas Higher Education Coordinating Board persistence guidelines. Pre-licensure student characteristics were described adn odds ratios were calculated to determine the assocication between academic support and pre-licensure NSP.

Results:

39 deans/directors participated (41.9% response rate) with 33% completion rate (n=31). Positive associations were found when introductory courses were taught: Students were 2.9 times more likely to persist (OR=2.9; 90% CI: 2.79 -3.01) when math skills were taught and 2.54 times more likely to persist (OR= 2.54; 90% CI: 2.46, 2.63) when study skills were taught. When academic advisors were available to assist students, students were 2.3 times more likely to persist (OR= 2.31; 90% CI: 2.36-2.36).

Conclusion:

Pre-program support was associated with NSP. Of the five pre-program support items, four were associated with NSP. When students had access to academic advisors and were provided with introductory courses that taught math skills, study skills, and critical thinking skills, they were more likely to persist and graduate at the 85% benchmark. Identifying factors that promote NSP, then providing students with these resources may increase the number of registered nurses.

Keywords:
Academic Factors; Nursing Student Persistence; Pre-program Support
Repository Posting Date:
13-Jul-2017
Date of Publication:
13-Jul-2017
Other Identifiers:
INRC17P17
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleAcademic Factors That Contribute to Nursing Students' Persistence: Pre-Program Supporten_US
dc.title.alternativeThe Student/Faculty Relationshipen
dc.contributor.authorFlores, Ceilen
dc.contributor.departmentDelta Thetaen
dc.author.detailsCeil Flores, PhD, RN, CNE, Professional Experience: 2014-present. Assistant Dean, Office of Enrollment and Student Services. UT Arlington Responsible for enrollment, persistence, and student support 2010-2014, Student Success Coordinator. Provided academic support to online and traditional BSN nursing students. 2007-2010 Clinical nursing instructor, Clinical Nursing Foundations, University of Texas at Arlington, College of Nursing. 1987-2007. Post Anesthesia Care Unit (PACU) Staff nurse, Saturday charge nurse, Harris Methodist Fort Worth, Fort Worth, Texas; Certified Nurse Educator: 2011-present Participated in podium presentations on student success, technology (PDAs/eBooks), simulation use, and OSCE development in nursing education at national and international conventions. Poster presentations, Using Simulation to Engage High School Students; Using Team Based Learning to Engage First Semester Nursing Students; Student Success activities Author Summary: Ceil Flores is the Assistant Dean for the Office of Enrollment and Student Services at the University of Texas at Arlington. She works with students from admission through graduation. Previously, she worked with at-risk student in Student Success Coordinator role in the large diverse BSN program.en
dc.identifier.urihttp://hdl.handle.net/10755/621830-
dc.description.abstract<p><strong>Purpose:</strong></p> <p>In the first decade of the 21<sup>st</sup> century, Texas experienced a 20.6% increase in population growth (Texas State Data Center, 2012). If the projections for 2020 are correct, another three to eight million people will reside in Texas, straining the infrastructure of the state and having an impact on the need for nurses and healthcare providers. Nationally, the need for registered nurses (RNs) is expected to grow by more than 500,000 (American Association of Colleges of Nursing, 2014)</p> <p>While the need to educate RNs is apparent, the persistence rates for nursing students in enrolled pre-licensure RNs programs have remained relatively constant at 69% from 2007 to 2011 (TCNWS, 2012). Many contributing factors have been identified as predictors to program success (Jeffreys, 2012; Shelton 2012). Few researchers have focused solely on academic factors that impact nursing student persistence (NSP). The purpose of this study was to identify academic factors associated with support provided prior to nursing school admission and NSP</p> <p><strong>Methods:</strong></p> <p>Descriptive correlational. The 14-item Academic Factors that Impact Nursing Student persistence survey was emailed through a Qualtrics link to 93 deans and program directors of Texas RN programs. Inclusion criteria included completing nursing school within teh Texas Higher Education Coordinating Board persistence guidelines. Pre-licensure student characteristics were described adn odds ratios were calculated to determine the assocication between academic support and pre-licensure NSP<strong>.</strong></p> <p><strong>Results:</strong></p> <p class="DissBody">39 deans/directors participated (41.9% response rate) with 33% completion rate (n=31). Positive associations were found when introductory courses were taught: Students were 2.9 times more likely to persist (OR=2.9; 90% CI: 2.79 -3.01) when math skills were taught and 2.54 times more likely to persist (OR= 2.54; 90% CI: 2.46, 2.63) when study skills were taught. When academic advisors were available to assist students, students were 2.3 times more likely to persist (OR= 2.31; 90% CI: 2.36-2.36).</p> <p><strong>Conclusion:</strong></p> <p class="DissBody">Pre-program support was associated with NSP. Of the five pre-program support items, four were associated with NSP. When students had access to academic advisors and were provided with introductory courses that taught math skills, study skills, and critical thinking skills, they were more likely to persist and graduate at the 85% benchmark. Identifying factors that promote NSP, then providing students with these resources may increase the number of registered nurses.</p>en
dc.subjectAcademic Factorsen
dc.subjectNursing Student Persistenceen
dc.subjectPre-program Supporten
dc.date.available2017-07-13T19:08:00Z-
dc.date.issued2017-07-13-
dc.date.accessioned2017-07-13T19:08:00Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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