Nursing student retention in an associate degree nursing program utilizing a retention specialist

Improving student success and retention in first-year nursing through embedded tutor support

BACKGROUND

Nursing students from diverse or equity backgrounds are less likely to possess the required skills to ensure success in their studies. This research explores the impact of embedded support on student learning in a first-year foundational subject, Contexts of Nursing, in an undergraduate nursing degree.t.

METHODS

The Embedded Tutor Program offers specialised tutoring support for first-year undergraduate students. Embedded tutors, with backgrounds as registered nurses and academics, provided online one-on-one feedback to students on draft assessment tasks. Outreach contact was provided to students at risk of failing. A Pearson's Chi-squared test was used to assess the impact of tutor support on grade distribution and a paired student t-test was used to assess the difference in cumulative marks for students from equity backgrounds. Statistical significance was set at p < 0.05. Feedback provided by students, tutors and staff in an online anonymous survey was thematically analysed.

RESULTS

There was a significant grade shift for the 267 students who met with an embedded tutor (p < 0.05). Students who were a member of an Australian Government identified equity group had a significant increase in their cumulative mark if they met with a tutor of 9-17 % (p < 0.05). This improvement in cumulative mark was maintained for students with cumulative equity factors. The overwhelming majority of students who were identified as at risk of failing and met with a tutor following outreach support received a passing grade. Students reported growing skills and confidence in academic literacy was a key benefit of the program.

CONCLUSION

A shared approach to delivering education has a positive effect on the experience of learning. The combined efforts of the subject convenor, embedded tutors, and extended student service roles within the University resulted in outcomes that were positive for student learning. Determining student capacity for learning extended beyond a student's consideration of grades or their progression in the program to include the development of self-efficacy.

Course Transformation to Enhance Student Learning in Undergraduate Nursing Course: From a Self-Determination Theory Perspective

AIM

The purpose of the study was to investigate whether course transformation teaching strategies using repetitive quizzing and peer-tutor supplemental instruction help enhance students' learning experiences and learning outcomes based on self-determination theory.

BACKGROUND

Undergraduate baccalaureate pharmacology and pathophysiology courses were redesigned as part of a campus-wide course transformation program to promote students' perceptions of learning and academic achievement.

METHOD

Students in the nursing pathopharmacology course participated in the two-time online perception survey (pretest and posttest) and knowledge-based exams.

RESULTS

Results revealed that the course transformation implemented to support students' basic psychological needs was significantly associated with both learning outcomes and students' feelings of competence while also decreasing attrition rates.

CONCLUSION

Considering the depth and breadth of pathopharmacology content, the teaching intervention using repetitive quizzing and peer-tutor supplemental instruction may contribute to improving students' understanding of the course content while promoting their competence.

Prelicensure Nursing Students’ Reflections on Institutional Response to the 2020 COVID-19 Crisis

The study aimed to describe how prelicensure student nurses perceive academic support and their institutions’ response during the 2020 COVID-19 crisis. The shift to online learning caused by the COVID-19 pandemic disrupted every aspect of higher education, including pre-licensure nursing students. Prelicensure nursing education is one of the most stressful programs in higher education. In a period of great uncertainty, it becomes essential to explore how prelicensure nursing students perceive academic support from their institutions. A qualitative descriptive design was employed for the study. Thematic analysis was used to analyze data obtained from 16 semi-structured interviews. Six themes resulted from the data: Disorganization leading to chaos; technology and technical challenges; stress and frustration; am I prepared to be a nurse?; not having money; mental health matters. This study validates the experiences of nursing students. Students’ obstacles during the pandemic should be identified and mitigated to promote learning and academic success.

Project REACH: A multi-level, interdisciplinary approach to enhance student retention and success

BACKGROUND

An escalating nursing shortage brought attention to nursing student retention and success including graduation and licensure.

PURPOSE

The purpose of this Health Resources and Services Administration (HRSA) project, Realizing Educational Attainment and Careers in Healthcare (REACH), was to increase nursing progression and graduation rates for undergraduate nursing students from diverse and/or under-resourced backgrounds.

METHODS

REACH goals focused on four levels: 1) Individual: Neutralize the impact of economic-environmental factors that are barriers for diverse and under-resourced populations to pursue a BSN, 2) Group: Bridge gaps within a social determinants framework to achieve progression and graduation, 3) Institutional: Broaden the cultural competence of faculty on campus and 4) Community: Expand the knowledge and skills of the social determinants of health and cultural competence for nurses within the largest nursing employer in the community.

RESULTS

92% (35/38) of participants graduated with a BSN and 91% (32/35) of these graduates are employed as registered nurses. Sixty percent (n = 35) of participants are employed in HRSA designated Health Professional Shortage Areas or in Medically Underserved Areas/Populations as compared to 24% (n = 79) of College of Nursing students.

CONCLUSION

An interdisciplinary approach to addressing social determinant needs allowed this project to successfully diversify the nursing workforce.