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Faculty support and student retention.

Elisabeth N Shelton1

  • 1West Virginia University, School of Nursing, Morgantown, West Virginia 26506-9620, USA. eshelton@hsc.wvu.edu

The Journal of Nursing Education
|March 8, 2003
PubMed
Summary

Higher perceived faculty support is linked to better nursing student retention. Providing psychological and functional support can help students persist in their nursing programs.

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Area of Science:

  • Nursing Education
  • Student Retention Studies

Background:

  • Nursing student retention is a critical issue in healthcare education.
  • Understanding factors influencing student persistence is essential for program success.

Purpose of the Study:

  • To investigate the relationship between perceived faculty support and nursing student retention.
  • To identify specific types of faculty support that impact student persistence.

Main Methods:

  • Survey of 458 associate degree nursing students.
  • Categorization of students based on program persistence (continuous, voluntary withdrawal, academic withdrawal).
  • Measurement of perceived faculty support using a researcher-developed scale with two factors: psychological and functional support.

Main Results:

  • Significant differences in perceived faculty support were found across student persistence groups.
  • Students reporting higher perceived faculty support were more likely to persist.
  • Both psychological and functional support were crucial for student success.

Conclusions:

  • Faculty support, encompassing mentoring and direct academic assistance, is vital for nursing student retention.
  • Enhancing faculty support can improve persistence rates and reduce student attrition in nursing programs.

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