Predictors of Retention of Students in an Online Nurse Practitioner Program

Factors associated with registered nurses' academic performance in advanced practice nursing preparatory education: A retrospective cohort study

AIM

To explore factors associated with academic performance in the Master of Nursing programme.

BACKGROUND

Advanced practice nursing preparatory education generally involves completion of the Master of Nursing programme. While prior clinical experiences and on-the-job training are believed to underpin the preparation for such education, studies have suggested only weak or no associations between nurses' academic success in graduate schools and their clinical experiences.

METHODS

A retrospective cohort study was conducted in the nursing department of a university in Singapore. Academic and demographic data were extracted in February 2020 from a shared repository of anonymised teaching and learning data. R was used to select and merge data tables into a usable format for subsequent analysis. Students enrolled between 2010 and 2017 were included for the analysis (n = 246).

RESULTS

Age was statistically significantly associated with overall cumulative academic performance (p < 0.001). Younger students on average academically outperformed older students. Unmarried students were associated with better cumulative academic performance in the Clinical Practicum 2 module (p = 0.018).

CONCLUSION

Younger students have historically outperformed their older counterparts in the Master of Nursing programme. There is a need to reassess the requirement of five years of clinical experience as an admission criterion for the Master of Nursing programme in Singapore.

IMPLICATIONS FOR NURSING POLICY

There is a need to re-evaluate the admission criteria to better engage and retain younger nurses interested in advanced nursing practice. Nursing educators and leaders can partner with academics to develop advanced practice-specific education for pre-master nurses with the aptitude and interest in pursuing this track.

Admission characteristics that influence DNP students' first-semester success: A retrospective study

BACKGROUND

Students apply to Doctor of Nursing Practice (DNP) programs with varying demographic, academic, and professional characteristics. Programs are challenged with selecting and retaining students. Suggestions regarding which admission criteria and student characteristics are influential for success have been inconsistent. Recently, holistic admission practices have been employed to increase diversity, but little is known on the relationship between holistic admissions and student success.

OBJECTIVE

To investigate which demographic, academic, and professional characteristics influence DNP students' first-semester success.

DESIGN

Retrospective study using online DNP student application materials at a medium-sized, mid-Atlantic private university.

METHOD

Investigators used a self-developed Audit Tool to identify characteristics of enrolled DNP students' application materials (n = 245). Categorical and continuous data were analyzed using χ² and Independent Samples t-tests to determine which characteristics influenced success.

RESULTS

Analysis revealed none of the items related to student characteristics were associated with first-semester academic success.

CONCLUSION

Further research is needed. Studies exploring additional individual characteristics and time frames may be more predictive of first-semester academic success.

Online Graduate Student Retention: Integrative Review With a Theoretically Framed Case Exemplar

BACKGROUND

Retention of online nursing students in graduate education is essential as the need for nurses exceeds the current supply.

METHOD

The factors contributing to student attrition are reviewed, and a real-world case exemplar is presented to demonstrate the theoretical design and implementation of an orientation to support retention.

RESULTS

Knowles' theory of adult learning and Cooper's PECS (purpose, expectations, connections, and support) model for an evidence-based orientation framework guided the design of the orientation. Knowles' theory was aligned with the PECS model to further describe how student and environmental factors can be addressed in an orientation framework and provide strategies for implementation. Additionally, these PECS definitions were applied to specific activities within a conceptual, theoretical, and empirical framework for development of orientations.

CONCLUSION

This case exemplar demonstrated an orientation framework for a feasible application of theory and evidence-based strategies for graduate online nursing programs. [J Nurs Educ. 2022;61(6):314-321.].

A missing theoretical element of online higher education student attrition, retention, and progress: a systematic literature review

Online learning technologies have facilitated higher education in many ways, making it more flexible and available for learners with multiple life and work responsibilities. Yet information regarding graduation rates suggests that the vast majority of online learners drop out. By systematically analysing 30 empirical studies published between 2009 and 2020, this paper aims to highlight factors critical for online students' attrition, retention, or progress, focusing on the adult student population. Four groups of factors influencing adult students' online learning were identified: (a) student factors, (b) course factors, (c) social factors, and (d) support factors. These four groups are analysed and discussed in light of selected theoretical models on student attrition, retention, and progress. The results show that student support remains a missing element in these models. Finally, recommendations based on the study findings are offered.

A Qualitative Exploration of Challenges Experienced by Online MSN Nurse Educator Students

ABSTRACT

Institutions of higher learning offer flexible online master of science in nursing education (MSN NE) programs to increase the number of available nursing faculty. Such programs are a viable option to degree completion; however, online programs create challenges that impact student success. This qualitative pilot study describes challenges experienced by seven enrolled or recently graduated MSN NE students. Technology, scheduling, group behaviors, faculty, curricula, and personal barriers emerged as themes. The results underscore the need to create an effective community of inquiry that fosters an environment online to promote student success.

Not Everyone Should be a Nurse Practitioner

There has been an increase in student enrollment in advanced practice nurse programs, but limited information regarding attrition and dropout rates in nurse practitioner (NP) programs. Management of NP students includes student evaluations, preceptor guidance and support, student support, and use of reflective practice. Program directors, faculty members, and preceptors must assist NP students with role transitioning and help those who are not meeting the rigors of NP education to leave the program and discover alternative nursing roles.

Relationship Between Student Engagement and Outcomes for Online Master of Science in Nursing Students

BACKGROUND

The purpose of this study was to examine associations between student engagement and student outcomes for online Master of Science in Nursing students using course analytics.

METHOD

A retrospective, correlational design was used to analyze the relationship between the admission grade point average (GPA), course analytics measuring course access, minutes, interactions, and submissions, as well as the output of course grade. Additional associations with age, gender, major, and geography were tested.

RESULTS

Interactions and submissions had the highest impact on the course grade. Each additional increase in submissions resulted in an increase in course grade by 0.33% (p < .0001). Additionally, each 1-point increase in entry-level GPA was associated with an increase in course grade by 1.93% (p = .0289). Each 1-year increase in age demonstrated a course grade decrease of 0.17% (p < .0001).

CONCLUSION

The two factors that most affected grade were interactions and submissions. Course grade was associated with entry-level GPA, age, access, and minutes. [J Nurs Educ. 2019;58(4):207-213.].

Grade Experience of Online Nurse Practitioner Students: Effects of Taking More Than 1 Clinical Course per Term

This study examined the grade experience for online nurse practitioner students (N = 3760) who took more than 1 clinical course per academic term as compared with those who did not. Students who had more than 1 clinical course per term had a greater percentage of clinical course failures than other students (2.1% vs 0.8%, P = .001). Nurse practitioner programs should develop clear policies and guidelines for students taking more than 1 clinical course at a time.

Examining Admission Factors Predicting Success in a Doctor of Nursing Practice Program

BACKGROUND

Graduate nursing programs are challenged to select students who are likely to succeed and who add to nursing workforce diversity.

METHOD

For this retrospective study, researchers examined 5 years of admission and retention data from a 4-year Bachelor-to-Doctor of Nursing Practice (DNP) program (n=144) at a large public midwestern university. Using a multinomial logistic regression analysis, four factors were examined to determine which predicted student success, delayed success, or failure: last 60-credit grade point average (GPA), admission essay score, average recommendation letter score, and demographic data (i.e., race, age, gender).

RESULTS

GPA, age, and race were found to be significant predictors of student outcomes in this program. Writing and recommendation scores and gender did not predict student outcomes.

CONCLUSION

DNP admission committees should consider the weight given to the GPA in their admission formulas and be prepared to work with retention committees to support older and minority students. [J Nurs Educ. 2018;57(1):49-52.].

Early predictors of study success in a Dutch advanced nurse practitioner education program: A retrospective cohort study

BACKGROUND

Study delay and attrition are major concerns in higher education. They cost time and effort, and threaten the availability of higher qualified professionals. Knowing early what factors contribute to delay and attrition may help prevent this.

OBJECTIVE

The aim of this study was to examine whether student characteristics, including a literature study report grade as a proxy of cognitive abilities, predicted study success in a dual advanced nurse practitioner education program.

METHODS

Retrospective cohort study, including all 214 students who between September 2009 and September 2015 started the two-year program at the HAN University of Applied Sciences in Nijmegen, the Netherlands. Study success was defined as having completed the program within the envisaged period. Variables examined included: age, gender, previous education (bachelor's degree or in-service training in nursing), work setting (general health, mental health, public health, or nursing home care), and literature study report grade (from 1 to 10). A hierarchical logistic regression analysis was performed.

RESULTS

Most students were female (80%), had a bachelor's degree in nursing (67%), and were employed in a general healthcare setting (58%). Mean age was 40.5years (SD 9.4). One hundred thirty-seven students (64%) had study success. Being employed in a general healthcare setting (p≤0.004) and a higher literature study report grade (p=0.001) were associated with a higher study success rate.

CONCLUSION

In advanced nurse practitioner education, study success rate seems associated with the student's cognitive abilities and work field. It might be worthwhile to identify students 'at risk of failure' before the start of the program and offer them extra support.