The employment of Bachelor of Science in Nursing (BSN)-prepared nurses at the bedside in clinical areas is necessary to realize improved care outcomes. The increased retention of BSN students will ultimately provide for an increased proportion and larger workforce of BSN-prepared nurses. The purpose of the Doctor of Nursing Practice (DNP) Capstone Project was to demonstrate nurse-sensitive outcomes in the educational setting. These outcomes have the potential to ultimately impact clinical practice and patient care outcomes. This DNP Capstone Report describes an evidence-based intervention aimed at increasing academic performance and retention of undergraduate baccalaureate nursing students \u27“at risk for academic failure. The implementation of a faculty/peer mentoring program consisted of four sessions during the health assessment class for first semester baccalaureate nursing students. Serial measurements of exam grades along with comparison of similar content from final comprehensive exam were used to measure knowledge retention/application of course content in \u27“at risk students. Exam grades were used to measure outcome differences between intervention group and control groups. Control groups consisted of \u27“at risk students in health assessment course from two previous semesters. Data analysis revealed no significant differences in academic performance between intervention group and control groups (p \u3e .05). However, data analysis within the intervention group revealed significant academic improvement in serial exam grades during- and post-intervention (p \u3c .05). Students and peer mentors also expressed appreciation for the mentoring experience
