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Reenvisioning Advising Models: Meeting the Needs of Prelicensure Nursing Students
Jennifer L Morton1, Debra Kramlich, Nancy Simpson
1About the Authors Jennifer L. Morton, DNP, MPH, APHN-BC, is an associate professor and director, School of Nursing and Population Health, University of New England, Portland, Maine. Debra Kramlich, PhD, RN, CNE, CCRN-K, is an assistant professor and assistant director for ABSN education and assistant professor of education, School of Nursing and Population Health, University of New England. Nancy Simpson, MSN, RN-BC, CNE, is an associate clinical professor, School of Nursing and Population Health, University of New England. For more information, contact Dr. Morton at jmorton@une.edu.
Abstract:
Effective academic advising is a dynamic process that is linked to student success. In 2015, a private institution in northern New England began the process of reenvisioning academic advisement as a quality improvement goal for program evaluation. A three-tiered model was used that encompassed targeted academic advising during the early foundational period (core coursework), academic advising during intensive theory and clinical coursework, and postgraduation advising targeting NCLEX-RN® support and mentoring. The goal of this advising model is to develop a relationship with students in forming a plan that leads to a self-fulfilling academic journey and life.
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