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Enhancing Exam Performance to Increase Retention Among Students in an Associate Degree Nursing Program
Donna Ingram1, Kendra Russell, Kassi Hill
1Chair (Dr Ingram), Associate Professor (Dr Hill), and Assistant Professor (Ms Daly), Department of Nursing, and Director of Program Innovation and Evaluation (Dr Russell), Middle Georgia State University, Macon.
Background:
High rates of attrition are problematic for nursing programs in meeting program graduation expectations and the nursing workforce demand.
Purpose:
In an effort to address declining program completion rates over the past 3 years and to assist with student retention, the authors explored the benefits of using The Exam Analysis (TEA) procedure with first-semester nursing students in an associate of science in nursing program.
Methods:
This descriptive pilot study used TEA Worksheet and surveys to collect data with 50 first-semester students. Retention, exam performance, and student experiences were explored.
Results:
Use of TEA procedure benefitted students, with results revealing a retention rate of 90% (n = 45) of first-semester students and a positive rate of change between the exam average score and the final exam score.
Conclusions:
Findings support improved retention for first-semester associate degree nursing students, better exam performance, and positive experiences with using TEA procedure.
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