Exploring the relationship between grit scores and academic potential in baccalaureate nursing students

BACKGROUND

An ongoing nursing shortage poses significant challenges to the healthcare industry, prompting nursing education programs to find ways to increase nurse graduates. Unfortunately, the problem of attrition in nursing education is significant. Despite many years of attrition research, educators still seek to find answers to determine what factors cause some students to succeed and others to fail in nursing programs. Noncognitive variables, like grit, have been largely overlooked as potential solutions to the problem of attrition.

PURPOSE

The purpose of this study was to explore the extent to which grit predicts academic potential in baccalaureate nursing students.

METHODS

This cross-sectional study included a total of 63 baccalaureate nursing students in their first semester of a four-semester nursing program at a mid-sized public university in East Texas. Participants took an electronic survey reporting demographic information, completing the Short Grit Scale (Grit-S), and consenting to release of their pre-admission science grade point average (sGPA), ATI Test of Essential Academic Skills (TEAS) exam scores, and first-semester nursing GPA (nGPA).

RESULTS

When added to sGPA and TEAS scores, grit scores were not a statistically significant predictor of nGPA. Students with high grit scores were just as likely to experience attrition as those with low scores, and grit did not statistically significantly predict first-semester attrition.

CONCLUSIONS

Nurse educators are encouraged to pursue strategies to address attrition in nursing education. Traditional selection criteria of sGPA and TEAS exam scores were shown to be predictors of nGPA. Additional research is warranted to explore the relationship between noncognitive variables, especially grit, and nursing student academic potential.

Nursing Student Success: A Concept Analysis

AIM

The aim of this concept analysis was to develop a comprehensive definition of nursing student success.

BACKGROUND

Nursing student success has traditionally been viewed as timely program completion and passing the licensure exam on the first attempt. Little consideration has been given to holistic indicators of success that are inclusive of student well-being and mastery of self-care skills.

METHOD

Nursing student success was examined using Walker and Avant's eight-step process of concept analysis.

RESULTS

This concept analysis defined nursing student success in a holistic manner characterized by the achievement of performance standards, acquisition of nursing knowledge, skills, and competencies, and attainment of educational goals while experiencing a state of personal thriving.

CONCLUSION

This concept analysis highlights the need for academic programs and accrediting bodies to embrace holistic perspectives of nursing student success that are inclusive of student well-being and mastery of self-care skills.

Stress, Grit, Satisfaction With Life, and Remediation of Prelicensure Nursing Students

BACKGROUND

Stress and poor academic performance often lead to high levels of nursing school attrition.

PURPOSE

To explore nursing students' perceived stress, grit, and satisfaction with life, and assess the effectiveness of a remediation program for students at risk for poor academic performance.

METHODS

Perceived stress, grit, and satisfaction with life were measured, and the effect of remediation given to at-risk students was studied. Examination and psychometric scores were compared between remediation and nonremediation groups.

RESULTS

The remediation group had higher levels of perceived stress and a lower satisfaction with life compared with the rest of the cohort. Remediation significantly improved examination scores of at-risk students although scores remained lower than those among nonremediation students.

CONCLUSIONS

Perceived stress and grit scores were high in nursing students, and satisfaction varied among age groups. Remediation based on metacognitive theory significantly improved at-risk students' examination scores.

Cultivating Student Success After Repeated Failure

ABSTRACT

Everyone experiences failure. This reality contrasts with human desire and societal culture to succeed. Students experiencing academic failure can struggle to learn from failure, find hope, build resilience, and create self-efficacy. Insights and strategies of learning and applying Scripture and practicing positive affirmations in a mentoring atmosphere with Christian faculty can lead students to understand and accept God's orchestration of failure for good.

Experiences of students who gained entry to a nursing college through recognition of prior learning: A phenomenological study

Background Recognition of prior learning broadens employees' access to higher education and career progress. In South Africa, the process provides previously disadvantaged nurses a fair and equitable opportunity to further their education. It is necessary to understand the support needs of these nurses.

OBJECTIVE

To describe the lived experiences of students who gained entry through recognition of prior learning to a three- or four-year nursing training programme at a nursing college in South Africa.

DESIGN

A qualitative descriptive phenomenological approach was used to explore and describe the meanings students attached to their educational experiences.

SETTING

A public nursing college in South Africa.

PARTICIPANTS

Ten nursing students who gained entry through recognition of prior learning were purposefully selected.

METHODS

Data were collected over a period of three months, using in-depth individual interviews, and analysed using Giorgi's descriptive phenomenological method.

RESULTS

Nursing students who furthered their studies through recognition of prior learning experienced various academic, clinical practice and personal challenges that instilled in them a fear of failure and self-doubt. They used social support from various sources as a way of coping. Previously disadvantaged nursing students require institutional interventions and support to improve their chances of success.

CONCLUSIONS

Nurses given the opportunity to advance their careers through recognition of prior learning should have access to person-centred support, academic orientation and resources to attain language and technological competency.

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.

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.].

Self-efficacy beliefs among baccalaureate nursing students - A cross-sectional, comparative study

The aim of this study is to explore baccalaureate nursing students' self-efficacy beliefs related to theoretical coursework. Self-efficacy, i.e., the perception of one's ability to successfully complete a task, has been shown to correlate positively with academic performance and persistence. Nursing students from a large Norwegian university participated (n=132). Data were collected through a digital questionnaire and analyzed using SPSS statistics. Descriptive analysis was performed. Student groups were compared according to gender, age, and year of study using one-way analyses of variance and independent sample t-tests. The findings suggest that the students' self-efficacy beliefs related to theoretical coursework are quite high, with few significant differences between the groups. While the students have confidence in their ability to reach academic goals, self-efficacy when facing stress and distraction is lower. The findings may be of interest to educators striving to optimize learning in baccalaureate nursing programs.

Why do nursing students leave bachelor program? Findings from a qualitative descriptive study

Background

Over the past few years, the phenomenon of “nursing student attrition” has been unevenly studied. Investigators often focused on independent predictors as age, family obligations, final grade of high school, demanding physical and mental workload and others. Specifically, just a few studies applied qualitative methods to better comprehend the very needs of first year students enrolled in a bachelor’s degree in nursing sciences (BSN), to sustain their learning process and define effective strategies to reduce student drop-out.

Methods

We conducted a qualitative descriptive study. Thirty-one nursing students at Verona University were interviewed using a semi-structured guide. Data analysis was performed according to a descriptive approach by Sandelowski & Barroso (2000).

Results

A total number of 31 students were interviewed. The most recurrent themes regarding the reasons behind BSN drop-out were: understanding that they were not suited to be nurses, perception of missing/lack of psychological, physical and practical resources needed to successfully cope with both nursing school and the nursing profession, inconsistencies between the image of the profession and the reality of the job, feelings of disappointment for the experiences of internship, perceived lack of support from the clinical teacher while going through difficult experiences.

Conclusions

We can consider a part of these drop-out decisions normal, even physiological when students come to realise that they are not suited for the nursing profession. However, it’s important to guide nursing students with adequate counselling in order to give them the essential tools to cope with the training and the future as health professionals.

A Model for Student Success

BACKGROUND

Institutions may be experiencing an increasing number of applicants who are underprepared for nursing study, especially institutions with access missions. Early identification and intervention can mitigate risk of attrition and unsuccessful NCLEX-RN^® outcomes.

METHOD

An initial study of approximately 1,500 graduates from a multi-campus system led to the development of a comprehensive approach to student success. The model includes identifying nonacademic success factors through an early assessment survey, implementing a data-driven admissions matrix, changing progression policies, designing a new learning-relearning approach, and offering robust cocurricular student support.

RESULTS

NCLEX-RN pass rates and student persistence have improved in the 4 years since implementation, and graduation rates are stable.

CONCLUSION

Although improvements have been made, there is more work to do. African American students have not demonstrated overall improvements when compared to students of different racial and ethnic backgrounds. Further research is needed to test, design, and implement strategies to address social and race-related factors influencing persistence and success. [J Nurs Educ. 2022;61(2):101-104.].

Strategies to address structural and institutional barriers to success among students of color in nursing programs

The COVID-19 pandemic and the significant disparities experienced by Black, Indigenous, and people of color (BIPOC) in infections, hospitalizations, and deaths associated with the Coronavirus have underscored the imperative to increase the size and diversity of the healthcare workforce, including nursing. Academically focused pipeline development programs have led to some advances in minority recruitment and retention; however, emerging research highlights the importance of extra-academic factors that reduce the sense of belonging and persistence among underrepresented and minority students. The purpose of this manuscript is to describe the diversity, equity, and inclusion goals and activities of a college of nursing located in a minority-serving institution. Here, we emphasize the description of a range of activities aimed at meeting our diversity goals. Further, we highlight the actions initiated in response to emergent "extra-academic" student needs over the past year related to the COVID-19 pandemic and police brutality. The strategies described have implications for improving diversity, equity, and inclusion among higher education institutions in nursing.

Clinical leadership in nursing students: A concept analysis

OBJECTIVES

To undertake a concept analysis of clinical leadership in nursing students.

DESIGN

Concept analysis.

DATA SOURCES

A comprehensive search was conducted using the Cumulative Index of Nursing and Allied Health Literature (CINAHL), Medline and PsychINFO using the following search terms: clinical leadership AND management AND preregistration OR pre-registration OR undergraduate AND nursing student* OR student nurse*.

REVIEW METHODS

Nursing student clinical leadership was explored using the eight-step process of concept analysis proposed by Walker and Avant (2014).

RESULTS

The defining attributes included effective interpersonal communication skills, contemporary clinical knowledge and being a role model to others.

CONCLUSION

This concept analysis provides a definition of clinical leadership in nursing students. It will support understanding of the concept and how it is enacted in clinical placement settings.

Factors That Affect the Success of Ethnically Diverse Nursing Students: An Integrative Review of the Literature

AIM

The purpose of this research was to review nursing student retention literature to better understand how to help ethnically diverse undergraduate nursing students succeed.

BACKGROUND

Nursing student retention continues to be a major challenge. Additional research is needed to improve the retention of students from diverse ethnic and cultural backgrounds.

METHOD

An integrative literature review was conducted. Qualitative analysis of 10 studies was used to identify emergent themes.

RESULTS

Analyses of the studies reveal the magnitude, complexity, and distinctiveness of the challenges ethnically diverse nursing students face.

CONCLUSION

The findings have implications for developing strategies for helping this important at-risk population of students complete their nursing degrees.

A National Study of Progression Policies and Course Repetition in Prelicensure Registered Nursing Programs

BACKGROUND

The literature lacks description of the incidence of nursing students failing and repeating courses. Nursing student repeaters delay graduation and entry into the workforce; they are also at risk for attrition.

AIM

The aim of the study was to describe the incidence of nursing student repeaters and progression policies in the United States.

METHOD

A national survey of prelicensure nursing program deans and directors was conducted.

RESULTS

Invitations were sent to 2,055 nursing programs; the response rate was 32 percent. The annual incidence of nursing student course repetition was found to be 11.5 percent. Progression policies varied widely.

CONCLUSION

Nursing student repeaters are a significant population, and examination of progression policies is warranted.

Baccalaureate Nursing Program Admission Requirements and Predictors of Success

ABSTRACT

This study aimed to determine if correlations existed between overall science prerequisite grade point average (GPA) and successful completion of pathophysiology and overall science GPA and the Test of Essential Academic Skills Version V (TEAS V) science subscore. The quantitative study design was used with 73 students who were conditionally admitted to the baccalaureate nursing program. No statistically significant correlation was found between overall science GPA and successful completion of pathophysiology; a weak low correlation was found between overall science GPA and TEAS V science subscore. These findings suggest that TEAS V science subscores used as a standalone assessment do not predict success in pathophysiology.

Leveraging Resources for Educational Equity to Promote Academic Success Among Underrepresented Nursing Students: An Integrative Review

AIM

The aim of this study was to perform an integrative literature review to discover methods to foster academic success for underrepresented students pre- and postadmission to prelicensure nursing programs.

BACKGROUND

The US population is progressing to a minority-majority population. To effectively meet the needs of a diverse population, nursing recognizes the need to racially and ethnically diversify the workforce by increasing the diversity of students admitted to nursing schools. Although the need is widely known, minority groups remain underrepresented in nursing programs, and there is a need for sustainable recruitment and retention strategies.

METHOD

An integrative literature review on how to foster the success of underrepresented students was performed.

RESULTS

Proposed interventions include mentoring, financial support, academic and psychosocial support, and student success programs.

CONCLUSION

Tailoring interventions to specific student needs would be effective in enhancing student success.

Achieving Success in Prelicensure Registered Nursing Programs: An Explanatory Case Study of African American Men

AIM

The aim of this research was to identify factors that facilitated successful completion of a prelicensure registered nursing program for African American men.

BACKGROUND

Successful completion of prelicensure nursing programs by African American men can increase diversity in the nursing profession. Further investigation is needed to understand the factors that can lead to success in completing prelicensure programs.

METHOD

An explanatory, multiple-case study design was used to explore the personal characteristics, perspectives, and life events of African American men who completed prelicensure nursing programs.

RESULTS

The five factors that influenced success were establishing goals, securing financial resources, maintaining family as a support system, meeting academic expectations, and developing a sense of belonging.

CONCLUSION

Recommendations for how nurse educators can implement strategies to promote success for this population of students are discussed.

Compassion fatigue, presenteeism, Adverse Childhood Experiences (ACES), and resiliency levels of Doctor of Nursing Practice (DNP) students

BACKGROUND

Doctor of Nursing Practice (DNP) students often experience challenges that can cause poor academic performance and attrition. Known threats to nurses' professional quality of life and patient care include compassion fatigue and presenteeism; it is not known how these phenomena carry over from prior nursing experience to DNP students' academic experiences and subsequent NP practice. Adverse Childhood Experiences (ACEs) can also threaten nursing students' coping ability and overall wellbeing. Building resilience can combat the negative effects related to professional quality of life and traumatic experiences and promote nursing student success.

OBJECTIVES

Measure compassion fatigue, presenteeism, ACEs, and resiliency in DNP students.

DESIGN

A cross-sectional survey was conducted with three cohorts of DNP students.

SETTING

A DNP program at a large public American University.

PARTICIPANTS

DNP students (n = 118) from four NP specialty tracks: Family, Pediatric, Psychiatric Mental Health, and Adult-Gerontology Acute Care.

METHODS

Online surveys were sent to three cohorts of DNP students: one group before beginning the program and two groups, one year apart, before starting clinical rotations in the program. Surveys included measures for compassion fatigue, presenteeism, ACEs, and resiliency.

RESULTS

The demographics of this study sample was similar to other published DNP student samples. The students reported moderate levels of compassion fatigue, presenteeism, and resiliency. ACE scores ranged from 0 to 8 out of 10, and 50% reported at least one ACE.

CONCLUSIONS

Survey results from three DNP student cohorts indicate that many are pursuing advanced practice nursing education with a history of traumatic childhood events, demands of balancing work and school, and moderate resiliency levels. Many have symptoms of negative professional quality of life and presenteeism that could inhibit their job satisfaction and quality of care as an NP. Promoting DNP students' resiliency may improve their ability to thrive amidst academic and professional challenges.

Attaining Quality Matters Certification for a Registered Nurse-Bachelor of Science in Nursing Program

Increased demand for nurses and improved technology have increased the development and popularity of online education programs over the past two decades; however, the online format has revealed numerous pedagogical and implementation challenges. One primary challenge is the lack of structural design standards across all courses in the program. The lack of standardization is linked to decreased student outcomes, satisfaction, and retention. The Quality Matters course design rubric and program certification provide a methodical process to standardize the format of all courses in an online education program. The Quality Matters course rubric is designed to increase student and faculty engagement and reduce variability in course design. At the current university, the application of Quality Matters processes and standards was first trialed with a few individual courses. Following the trial, faculty and administration decided to begin the process of seeking Quality Matters certification for the entire registered nurse-bachelor of science in nursing program. This article describes the process of attaining Quality Matters program certification for an online registered nurse-bachelor of science in nursing program. The nursing process and the Human Performance Technology evaluation model were used as appraisal frameworks guiding this program's QM certification process.

Untethered Lecture Capture: Stimulating Educational Affordances Through Technology-Enhanced Teaching

ABSTRACT

Untethered Lecture Capture (ULC) permits faculty to be freely mobile in the classroom (untethered) and synchronously create reusable learning media assets (lecture capture) through mobile technology resources. Integrating the cognitive theory of multimedia instruction with ULC creates affordances that facilitate learning. Anecdotal student comments indicate ULC supports accessibility, enhances personalized self-paced learning, and creates opportunities for academic success. Untethered faculty teach among students, enhancing in-class focus, time-on-task, and student-faculty engagement. Although all students may benefit from ULC teaching strategies, first-generation students and students whose first language is not English reported increased confidence, coupled with decreased stress.

The Lived Experience of Stress in Latinx Nursing Students: Implications for Recruitment and Retention

BACKGROUND

Health leadership groups have identified a need for more culturally competent nurses as a means to reduce health disparities. Nurses who identify as minorities are more likely to practice in underserved areas with minority populations, leading to more effective, culturally competent care. Despite efforts to increase the number of minority students graduating from nursing programs, the number remains disproportionately low and little is known about the specific experiences of the stressors experienced by these students.

METHOD

This qualitative phenomenological study used focus group interviews to explore the lived experiences of stress in Latinx prelicensure nursing students.

RESULTS

Five main themes emerged: Stress of Coursework, School-Life Balance, Navigating Uncharted Territory, Feeling Unsupported, and Staying the Course.

CONCLUSION

Findings help paint a picture of the experiences of Latinx students. Understanding the experiences of stress in Latinx nursing students can help to improve nursing recruitment and retainment efforts, which will increase the number of culturally competent nurses and ultimately help to reduce health disparities within the Latinx community. [J Nurs Educ. 2021;61(1):6-12.].

Nursing's leaky pipeline: Barriers to a diverse nursing workforce

BACKGROUND

Nursing educational programs have been charged with increasing the diversity of the nursing workforce; however, this depends on having a diverse and qualified applicant pool to select from.

PURPOSE

To determine the effects of student losses over time on nursing program diversity.

DESIGN AND METHODS

Descriptive longitudinal study. Progression of all students from a single university enrolled as pre-nursing majors from 2012 to 2016 (N = 2498) was tracked over seven key checkpoints during a seven-year time period.

RESULTS

Slightly more than half of the students (57%) were lost prior to nursing program application, which occurred at the end of the sophomore year. Losses were higher for minority students (70%), those requiring remedial coursework (65%), and first-generation students (62%). Older students, those with a prior degree, and those who started in another major were more likely to persist through some, but not all, of the checkpoints.

CONCLUSIONS

Pre-nursing program losses significantly decreased the diversity of the remaining nursing applicant pool, particularly for African American students. Losses were highest during the freshman level Anatomy and Physiology course. Nursing education programs need to develop early intervention programs to support diverse students during the critical pre-nursing period to increase the diversity of the nursing workforce.

The impacts of faculty caring on nursing students' intent to graduate: A systematic literature review

Objectives

To examine the current studies about the impacts of faculty caring on nursing students’ intent to graduate and provide recommendations. The nursing profession continues to face nursing shortages. One of the solutions recognized to alleviate the shortage is increasing the number of students graduating from nursing schools. It lacks a literature review synthesizing the current research about the impacts of faculty caring on nursing students’ intent to graduate and indicate areas for future research.

Methods

This is a systematic literature review. The search of the literature was guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). Databases searched included MEDLINE via PubMed, CINAHL, PsycINFO, and ProQuest Search. Search terms included ‘attrition,’ ‘dropouts,’ ‘graduation rate,’ ‘faculty,’ ‘instructor,’ ‘professor,’ ‘nursing,’ and ‘caring.’

Results

Ten articles met the inclusion criteria. The articles were conducted in the Associate Degree of Nursing and the Bachelor of Science in Nursing programs. Nursing faculties played a significant role in students’ intent to graduate by building students’ confidence, creating a compassionate learning environment, and promoting students’ competence. Faculties’ caring behaviors, including respecting students, showing empathy, and using caring communication skills, were essential characteristics to affect students’ learning environments.

Conclusions

The findings indicate that students’ perceptions of faculty caring can affect their perceptions of the learning environment and sense of belonging, and therefore, impact their intent to graduate. Students’ perceptions of their instructors’ caring behaviors are instrumental in motivating them to continue learning. The capacity of faculty caring plays a significant role in students’ success.

Enabling Success in Nursing School: Description of an Innovative Student-Led Program

ABSTRACT

Nursing student attrition rates are high in BSN programs. Peer support programs can address challenges associated with attrition. This article describes a student-led program created to address the needs of first- and second-year nursing students. The program combined mentorship with quarterly academic workshops that focused on common challenges among nursing students. Following the program, students reported increased academic confidence, enhanced preparedness for nursing courses, improved sense of community, and decreased self-reported anxiety related to nursing school. Student-led programs are feasible means to creating prepared, resourceful, confident, and successful nursing students.

The Relationship Between Experiences of Lateral Violence and Career Choice Satisfaction Among Nursing Students

This article explores associate degree nursing students' experiences with lateral violence and its impact on career choice satisfaction. Lateral violence has been linked to decreased professional identity, increased errors, and poor self-esteem, leading to a negative culture and attrition. A nonexperimental, quantitative, cross-sectional, correlational design was used; 13.4 percent of respondents (n = 32) met the criteria for intermittent bullying. Analysis confirmed a significant negative correlation between experiences of lateral/vertical violence and career choice satisfaction (r = - .140, p < .05) even after controlling for affect and support. Improved efforts are needed to prevent lateral violence.

Nontraditional Students' Perceptions of Marginalization in Baccalaureate Nursing Education: Pushed to the Periphery

BACKGROUND

Despite the continued efforts to diversify the population of nursing students in the United States, marginalization and attrition remain significant issues for nontraditional students.

PURPOSE

The purpose of this study was to investigate the relationship between marginality and nontraditional student status in nursing students enrolled in a baccalaureate nursing program in Texas.

METHOD

A nonexperimental, descriptive, correlational design was used for data collection. Participants (n = 192) completed a demographic survey, and marginality was measured using the Koci Marginality Index-70.

RESULTS

There was a statistically significant difference in mean scores for a number of variables including gender, age, race/ethnicity, marital status, total household income, completion of a previous college degree, being a parent, and a student for whom English is a nonnative language.

CONCLUSION

The findings from this research study suggest that marginalization remains a significant issue for nontraditional, prelicensure nursing students.

Life at the Margins: Marginality and Race in Undergraduate Students and Faculty

The United States has become increasingly diverse, but this same rise in diversity is not reflected in the nursing profession. The purpose of this study was to investigate the relationship between marginality and minority status for nursing students in two states with very different racial/ethnic minority profiles. Marginality was measured using the Koci Marginality Index. When comparing students by geographical region, there were statistically significant differences between the two groups with regard to the marginality subconcepts of intermediacy, differentiation, power, secrecy, voice, liminality, and reflectiveness. Data were also collected from nurse faculty at each of the universities in Texas and Wisconsin. Findings suggest that there are significant differences between the two faculty samples with regard to advising, tutoring, and mentoring activities, as well as referral of minority students to campus resources. Marginalization is a complicated, deeply entrenched issue that continues to significantly impact minority nursing students across the nation.

Nursing students' experiences of repeating units in an undergraduate program: A qualitative study

BACKGROUND

Academic failure in undergraduate nursing education programs is a growing concern globally. While some students choose to continue with their nursing course by repeating units of study, others discontinue from their respective nursing programs contributing to a marked increase in nursing attrition rates. This academic failure can be attributed to competing demands of paid employment and family commitments.

AIM

The aim of this study was to explore first year students' experiences of repeating a unit of study in the undergraduate nursing program.

METHODS

A descriptive qualitative design informed this study which involved undergraduate nursing students enrolled at a large metropolitan multi-campus nursing school in Australia. Data were collected from nine nursing students who had repeated one or more units of study using face-to-face and telephone interviews and data were analysed used thematic analysis.

FINDINGS

Four themes emerged from the data 'struggling to meet workload expectations', 'making the adjustment', 'utilising academic supports and resources' and 'the strength to carry on'. The struggles faced by nursing students repeating units of study included the university's academic environment, heavy workload and issues encountered to meet academic writing standards, juggling to balance the demands of paid employment and personal commitments. Participants demonstrated strength and resilience in their quest to fulfil their dreams and goals of becoming a Registered Nurse, and some reassessed their financial situations to make changes to paid employment hours or reduce study workload to part-time. While peer support was valued, participants expressed their desire for further tutor support to consolidate learning.

CONCLUSIONS

Support strategies tailored for students repeating nursing units are needed to ensure students continue successfully with their nursing programs.

Growing a Professional Identity: A Grounded Theory of Baccalaureate Nursing Students

BACKGROUND

The purpose of this study was to construct a grounded theory that describes the experiences and explains the process of prelicensure baccalaureate nursing students as they progressed in a traditional nursing program.

METHOD

Strauss and Corbin's approach to grounded theory was utilized to guide this study.

RESULT

The basic social psychological process (BSPP) for baccalaureate nursing students that emerged was "searching for balance and utilizing support networks while growing a professional identity." The core category identified was unanticipated expectations, whereas the subcategories that emerged were self-doubt, confidence, sacrifice, rigor, and relevance. To successfully progress through the program, students needed to relinquish preconceptions and acclimate to the academic and, ultimately, the professional nursing climate.

CONCLUSION

Findings support and broaden previous research on the expectations and professional identity formation of nursing students. Understanding this BSPP process is beneficial for educators to promote a student-centered learning environment. [J Nurs Educ. 2018;57(12):705-711.].

Managing the demands of the preregistration mental health nursing programme: The views of students with mental health conditions

An increasing number of students with a pre-existing mental health condition are enrolling on preregistration mental health nursing programmes. The challenges faced by these students in managing the demands of the programme have not been fully explored. Mental health and well-being is an integral part of providing a healthy university in which students can flourish. The purpose of the study was to explore how students with an underlying mental health issue manage the demands of the mental health nursing programme. The outcomes of the study are aimed at informing inclusive teaching and learning and current student support provision. Ethics approval was given. Students from two universities in South East England who met the criterion of having a pre-existing mental health condition when enrolling on the mental health preregistration nursing programme were invited to take part. Nine students took part in the study. Using an interpretative descriptive design, 1:1 face-to-face, audio-taped, semistructured interviews were undertaken. The data were analysed using a framework approach, and this revealed four main themes: timing of disclosure; managing lived experience in learning environments; students' coping mechanisms, and experience of support. Recommendations for practice was that approved education institutes (AEIs) should ensure they have a robust, inclusive practice by implementing strategies to develop these students' resilience, and enhance their learning and the current support provisions. This will ensure the barriers to disclosing their mental health conditions are recognized and minimized to enable these students to fully contribute to their own learning and teaching experience.

Relationship Between Marginality and Minority Status in Undergraduate Nursing Students

BACKGROUND

The purpose of this study was to investigate the relationship between marginality and minority status in undergraduate nursing students enrolled in one of the four universities in Wisconsin that offer a baccalaureate nursing program.

METHOD

A nonexperimental, descriptive correlational design was used for data collection. Participants (N = 331) completed a demographic survey, and marginality was measured using the Koci Marginality Index-70. The demographic variables of race/ethnicity, sexual orientation, gender, and age were investigated in relation to marginality.

RESULTS

A statistically significant difference was found in mean scores for minority (M = 177.5, SD = 29.3) versus nonminority undergraduate nursing students (M = 166.4, SD = 18.1); t(329) = 4.3, p ⩽ .001.

CONCLUSION

The findings from this research study suggest that marginalization remains a significant issue for minority undergraduate nursing students. [J Nurs Educ. 2018;57(6):339-346.].