The purpose of this study was to examine specific variables associated with nursing student retention in Associate Degree Nursing (ADN) Programs. Jeffreys (2004) Nursing Undergraduate Retention and Success (NURS) conceptual model provided the framework for this descriptive correlational study. One hundred sixty eight pre-licensure associate degree nursing students enrolled in an urban associate degree nursing program comprised the study sample. Specific personal, academic, and environmental factors were analyzed in association with the use of a Retention Specialist for tutoring and mentoring. Statistically significant associations between environmental factors and academic factors with the use of the Retention Specialist were identified. Academic factors including final course grades in the Medical-Surgical Nursing courses and higher graduation grade point averages (GPA) were noted with the use of the Retention Specialist for tutoring or attendance at the Applications class. Students who utilized the Retention Specialist were more likely to be retained in the nursing program until graduation (X2= 37.01, df = 1, p = .000). The results from this study support the benefits of additional tutoring for the retention of nursing students. The findings from this study provide insights into specific factors that impact the retention of nursing students, and may assist nursing programs in developing innovative strategies to improve student retention rates.
|Advisor:||Bernardo, Lisa M.|
|Commitee:||Clark, Irvin T., Nash, Janice|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-B 75/08(E), Dissertation Abstracts International|
|Subjects:||Nursing, Higher education|
|Keywords:||Academic success, Associate degree nursing programs, Graduation, Nursing students, Retention specialist|
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