A model of nursing student retention

Area of Science:

• Nursing Education
• Student Retention Models
• Higher Education

Background:

• Nontraditional students in associate degree nursing programs face unique challenges.
• Understanding factors influencing retention is vital for program success and workforce development.
• Existing models may not fully capture the nuances of this specific student population.

Purpose of the Study:

• To investigate a model of nursing student retention for nontraditional, associate degree nursing students.
• To examine the relationships between background variables, psychological processes, external supports, and student outcomes.
• To identify key predictors of persistence and academic performance in this cohort.

Main Methods:

• A correlational study was conducted with 458 nontraditional associate degree nursing students.
• Data were collected on background variables, internal psychological processes, and perceived external supports.
• Statistical analyses were used to determine the relationships between these factors and student retention outcomes.

Main Results:

• Significant differences in background variables were observed between students who persisted and those who did not.
• Perceived faculty support positively correlated with both persistence and academic performance.
• Higher perceived faculty support was associated with greater likelihood of graduation and academic success.

Conclusions:

• Faculty support is a critical factor in the retention and academic success of nontraditional associate degree nursing students.
• Interventions aimed at increasing perceived faculty support may improve nursing student retention rates.
• The study's model provides valuable insights into the multifaceted nature of nursing student retention.