Other Titles
Improving students potential for success
Abstract
Session presented on Sunday, July 26, 2015:
Purpose: The purpose of this study was to determine academic and social risk factors related to nursing student attrition in order to develop academic and social interventions that will increase student retention and decrease student attrition during the first year of the BSN program. Once academic and social risk factors are identified, faculty can identify and implement strategies to promote academic success and student retention; and improve probabilities for the student to pass the NCLEX-RN exam on the first attempt.
Methods: This quantitative, descriptive pretest/posttest pilot study used the College Persistence Questionnaire (CPQ) to help identify factors that influence academic and social risk for students in the UAMS College of Nursing baccalaureate program. The students received a pre and post questionnaire at two time intervals during their first year of the BSN program. The questionnaire data provided information that can be used to 1) compare the results of this study with the results of other schools who have utilized the CPQ and 2) compare students who receive interventions and those who did not to the results of the CPQ, and 3) look for trends in improvement of outcomes. Student retention was measured by data obtained from the CPQ and the associated risk factors that are identified, as well as pre-program testing scores, course exams scores, and standardized testing scores during the first year of the program and individual remediation that takes place with students who are at risk for academic and social issues.
Results: Results indicate that the use of the CPQ questionnaire is helpful to determine academic and social risk factors that impact student outcomes and attrition in the BSN program.
Conclusion: Due to the academic difficulty of baccalaureate nursing programs, attrition and individual success of students passing the NCLEX-RN licensure exam is of great concern. The UAMS College of Nursing has implemented standardized exams and an individualized remediation program to aid those students who are at risk during the nursing program. Using the CPQ as a means to identify students at academic and social risk will provide the nursing faculty information that can be used to improve and implement remediation strategies to promote NCLEX success and lower program attrition.
Sigma Membership
Gamma Xi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Acadmic Risk, Nursing Students
Recommended Citation
Betts, Kelly J. and Shirley, Janet A., "Identifying academic risk factors of BSN students using the College Persistence Questionnaire to better understand student attrition" (2016). INRC (Congress). 54.
https://www.sigmarepository.org/inrc/2015/presentations_2015/54
Conference Name
26th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
San Juan, Puerto Rico
Conference Year
2015
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Identifying academic risk factors of BSN students using the College Persistence Questionnaire to better understand student attrition
San Juan, Puerto Rico
Session presented on Sunday, July 26, 2015:
Purpose: The purpose of this study was to determine academic and social risk factors related to nursing student attrition in order to develop academic and social interventions that will increase student retention and decrease student attrition during the first year of the BSN program. Once academic and social risk factors are identified, faculty can identify and implement strategies to promote academic success and student retention; and improve probabilities for the student to pass the NCLEX-RN exam on the first attempt.
Methods: This quantitative, descriptive pretest/posttest pilot study used the College Persistence Questionnaire (CPQ) to help identify factors that influence academic and social risk for students in the UAMS College of Nursing baccalaureate program. The students received a pre and post questionnaire at two time intervals during their first year of the BSN program. The questionnaire data provided information that can be used to 1) compare the results of this study with the results of other schools who have utilized the CPQ and 2) compare students who receive interventions and those who did not to the results of the CPQ, and 3) look for trends in improvement of outcomes. Student retention was measured by data obtained from the CPQ and the associated risk factors that are identified, as well as pre-program testing scores, course exams scores, and standardized testing scores during the first year of the program and individual remediation that takes place with students who are at risk for academic and social issues.
Results: Results indicate that the use of the CPQ questionnaire is helpful to determine academic and social risk factors that impact student outcomes and attrition in the BSN program.
Conclusion: Due to the academic difficulty of baccalaureate nursing programs, attrition and individual success of students passing the NCLEX-RN licensure exam is of great concern. The UAMS College of Nursing has implemented standardized exams and an individualized remediation program to aid those students who are at risk during the nursing program. Using the CPQ as a means to identify students at academic and social risk will provide the nursing faculty information that can be used to improve and implement remediation strategies to promote NCLEX success and lower program attrition.