The purpose of this study was to examine the relationship between socio-demographic characteristics, dispositional factors (academic characteristics, motivation, emotional outlook, physical well-being, and past performances), situational factors (social support, financial status, time commitments, job responsibilities, and family needs), and institutional factors (social integration, faculty support, academic enrichment programs, and program characteristics) and students' successful retention at the end of the first semester in associate degree nursing programs in North Carolina. Additionally, as a newly developed instrument was used, the reliability factor structure and psychometric properties of the instrument were tested and compared to the original study in which the instrument was developed. A secondary aim of this study was to explore the relationship between institutional factors and first semester retention rates of associate degree programs. The study sample consisted of 439 nursing students attending 8 associate degree nursing programs in North Carolina. The relationship between socio-demographic characteristics, dispositional factors, situational factors, and institutional factors and students' successful retention at the end of the first semester was measured by specific items and factors on the Dispositional, Situational, and Institutional Questionnaire (Seago et al., 2008).
Data revealed a relationship between ethnicity, related courses completed, number of developmental courses, and other family members financially dependent and first semester retention. There was also a significant relationship between retention and autonomy, confidence in ability, and flexibility. Students not retained were 3.1 times more likely to have family members financially dependent on them compared to retained students. Students not retained were 2.3 times more likely to not have completed all their related courses compared to retained students and non-retained students were 2.1 times more likely to have taken 2 or more developmental or remedial courses compared to retained students.
Understanding and predicting student retention is a challenge. This study represents a beginning understanding of this relationship and provides implications for nurse educators when reviewing nursing admission requirements and orienting new nursing students to the program and college. With the nursing shortage expected to worsen over the next several years, nursing programs must not only attract qualified students but also employ strategies to retain students and graduate competent professionals.
|Advisor:||Engelke, Martha K.|
|Commitee:||Peery, Annette, Roth, Joyce W., Swanson, Melvin S., Winters, Carol|
|School:||East Carolina University|
|School Location:||United States -- North Carolina|
|Source:||DAI-B 74/10(E), Dissertation Abstracts International|
|Keywords:||Associate degree nursing, Attrition, Nursing education, Nursing students, Retention|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be