Enhancing Nursing Student Success: A Critical Realist Framework of Modifiable Factors

There is a range of literature examining the predictors of academic success in nursing including age, entrance qualification and background. However, these are factors that cannot be changed once a student is on a programme of study. However, there is currently little or no literature that focuses only on the modifiable behaviors and environmental factors in achieving good academic success. This project aimed to explore the modifiable factors that may influence academic performance and develop a framework to guide students and academic staff. A critical realist ‘intensive’ approach employing qualitative methods was used with pre-registration 3rd year nursing students as participants. Unstructured interviews with use of academic grade documents as a point of reference. Thematic framework analysis enabled comparison on a case-by-case basis. Eight modifiable student themes were identified: time management, understanding of learning outcomes, focus on the topic and its role in the wider programme, utilization of academic team, peer support, using feedback, life management, and management of stress factors. Four themes for academic staff were found under the headings: encourage, enable, empower and ennoble. The framework presented provides focus on the factors that can be changed and influenced in order to achieve success. This framework may be used by staff and students to develop guidance documents or in design of teaching and assessment

Treating Test Anxiety with Diffused Aromatherapy

Nursing programs educate adult students to the professional nursing role. Student nurses experience stressful learning environments related to advances in technology, patient demographics, national patient safety standards and high expectations in the clinical and classroom settings. One of the barriers to nursing student success is test anxiety, which potentially reduces student retention and graduation rates. Educators need to research and offer anxiety-relieving strategies to students to foster student success

Minority Student Success in Nursing Education

All minority populations are underrepresented in nursing when compared to the general population. Minority and nontraditional nursing students have lower retention and persistence rates as, well as lower NCLEX-RN® pass rates than white non-Hispanic nursing students. A variety of methods have been used to predict nursing student success and numerous interventions to improve student success have been reported. A review of these strategies reveals the necessity of thoughtful curricular and program approaches to increase the rate of success among nursing students. The Caring Imperative is proposed as a theoretical basis for these approaches

Nursing Program Acceptance Criteria

This study examined the relationship of admission criteria and mobility nursing student success as measured by retention and NCLEX-RN passing on first attempt at five colleges in a Midwest state community college system. Admission criteria, demographic and retention survey data was collected and analyzed related to student program retention and NCLEX-RN passing results. The education level of mother was positively correlated to student retention. The results suggest there is a positive relationship between PN GPA and prerequisite GPA and nursing student retention. A positive correlation was found between four student retention items and perceived faculty support, one student retention item of self-efficacy, and two student retention items of outcome expectations. There was a positive relationships found between the admission criterion of prerequisite GPA and passing of NCLEX-RN on first attempt

The Effects of Resilience on Student Academic Success in Baccalaureate Nursing

The current rise in nursing student attrition has impeded the future supply of registered nurses. With the shortages projected to continue, this growing problem needs to be addressed. Factors influencing nursing student success are diverse and multidimensional. The purpose of this correlational study was to examine the relationship between resilience and student academic success. A descriptive, correlational design was utilized. The study was conducted in a private nursing college with 300 baccalaureate level nursing students. Based on correlational analysis, a weak positive relationship was found between academic success and resilience. Academic success also demonstrated relationships with cumulative grade point average, current nursing course level, employment status, average work hours per week, and race/ethnicity. These findings were consistent with existing literature; however, more research is needed to develop a deeper understanding of the relationship between resilience and academic success in baccalaureate nursing education

The process of becoming : a grounded theory study of Hispanic nursing student success

Includes bibliographical references (pages [185]-198).The purpose of this research was to identify the barriers faced by successful Hispanic nursing students in completing their nursing studies and the strategies that were used to manage or overcome those barriers. Grounded theory methods were used to generate a substantive theory of Hispanic nursing student success. Semistructured interviews were conducted with 13 Hispanic nursing students and Hispanic registered nurses in practice. The interviews revealed that while each person had his or her own compelling reason for entering a nursing program, most did so with little planning and preparation for the realities of nursing school and little awareness of the potential problems that might be encountered. Numerous barriers were identified by the respondents. They included (1) unprepared for the difficulty, (2) time management, (3) finances, (4) family beliefs and cultural influences, (5) inadequate academic preparation, (6) nursing theory and practice, (7) support, (8), prejudices, and (9) the educational institution. As the interviews continued, categories were identified using the constant comparative method and a theory for Hispanic nursing student success began to emerge. Respondents based their success in completing their registered nursing program on a process of growth and change that they experienced throughout their nursing education. The key categories were identified as (1) identifying barriers, (2) gaining confidence, (3) finding voice, (4) gathering support, and (5) making compromises. The core category and unifying theme was that of becoming. There was an increasing awareness by participants that they were growing and changing in a way they had not anticipated, but in doing so, they were further increasing their chances for success. They gained an awareness of the wider implications of their success, not only for themselves and for their family, but for the Hispanic community and for the nursing profession. This study adds to the limited body of knowledge on Hispanic nursing student success. The findings may provide a foundation for the further development of a theory of success that will guide the development of effective retention strategies for Hispanic nursing students.Ed.D. (Doctor of Education

An Examination of Student Performance in Pre-Requisite Coursework and Upper Division Nursing Coursework

Admission and retention of qualified nursing students are essential in meeting the demands of a rapidly changing health care environment and nursing shortage. The purpose of this exploratory correlational study was to determine the relationship between student performance in quantitative pre-requisite coursework and student performance in upper division nursing coursework in order to identify students at-risk for attrition. A series of descriptive and correlational analyses were conducted using pre-existing institutional data. A moderate relationship existed among the chemistry II and first-year upper division nursing courses (r = .21 to r = .40). These results suggest that prerequisite chemistry course performance could be a reliable predictor of academic success

Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students

An equitable predictor of academic success is needed as nursing education strives toward comprehensive preparation of diverse nursing students. The purpose of this study was to discover how Sedlacek’s (2004a) Noncognitive Questionnaire (NCQ) and Duckworth & Quinn’s (2009) Grit-S predicted baccalaureate nursing student academic performance and persistence in the junior year, when considered in conjunction with academic variables such as previous college GPAs and the SAT. Three cohorts of junior year nursing students (N= 150) answered the survey, and their academic records were combed for previous college GPAs and SAT scores. After the junior academic year, these variables were regressed on junior year student grade point averages and persistence in the major (dependent variables) to determine predictors of academic success among this student group. Findings indicated that previous college GPAs were the most predictive of junior year success. These results impact the practice of nursing education in several ways, and lead to suggestions for further research

Student Perceptions of Factors Affecting Retention in a Rural Associate Degree Nursing Program

High nursing student attrition rates at a community college in a southwestern state were noted as a significant problem by nursing faculty and college administration because of a nursing shortage and subsequent health care issues in the surrounding community. The purpose of this project study was to explore the perceptions of nursing graduates regarding the influences that led to or impeded their success in completion of the associate degree nursing program. Additionally, perspectives of the usefulness of remediation sessions provided for students failing a course were investigated. This qualitative case study, guided by transformative learning theory, included a sample of 10 nursing program graduates of the community college from 2012-2015, 4 male and 6 female, 3 of which had failed at least one course and participated in remediation during their programs of study. Participants were interviewed and data were coded and analyzed for common themes. Themes included perceptions of being over stressed, awareness of the negativity of peers, the need for self-motivation, making needed changes to increase their own success, and using available resources such as the remediation program even though it was perceived by some as punitive. A professional development workshop for nursing faculty was developed as a project based on these findings to increase faculty knowledge of factors that contribute to nursing student success or failure, assist faculty in identifying and implementing supportive resources that contribute to student success, and introduce them to practices to reduce student stress such as teaching life skills and coping methods. Social change may occur from programmatic changes that enhance nursing students\u27 success resulting in more nursing graduates to facilitate quality health care in the local community

Relationships Between Early Academic Indicators and Accelerated-Baccalaureate Student Nurse Success

In 2013, the National Council Licensure Examination for Registered Nurses\u27 (NCLEX-RN) passing standard was increased, leading to a decrease in NCLEX-RN pass rates. The passing standard increase was prompted by an advisory panel\u27s determination that a gap in safe, competent practice existed among new graduate nurses. New graduates\u27 success on NCLEX-RN is critical to meet workplace demand for new nurses. The purpose of this study was to examine whether cumulative grade point average at completion of 200-level nursing courses and scores on the standardized final exam in the 200-level fundamentals course were related to on-time nursing program completion and a Health Education Systems, Inc. Exit Exam score of 900 or higher. Research questions specific to relationships between early academic indicators and accelerated-baccalaureate student nurse success guided this explanatory correlational study. Classical test theory provided the framework for understanding the relationship between an observed score on an examination and an underlying proficiency that is unobserved. Archival data from a nonprobability convenience sample of 842 accelerated-baccalaureate nursing students at a university who graduated between 2011 and 2014 were analyzed using point-biserial correlation. Statistically significant, moderate positive relationships were found between early academic indicators and accelerated-baccalaureate student nurse success. A remediation curriculum has been developed as a recommended intervention. Curriculum promoting student retention can contribute to social change by improving student success and producing a more competent nursing workforce. These successes are important to retaining diverse students and addressing health disparities in the larger patient community