Advising 101: Lessons in advising for nursing student success

Shellenbarger, Teresa; Hoffman, Riah Leigh

doi:10.1016/j.teln.2016.01.006

Cited by 12 publications

(12 citation statements)

References 10 publications

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“…[9] The study results displayed absenteeism reasons related to Social Problems factor such as "Attend community activities and on family responsibility leave". This result is congruent with the result of Shellenbarger and Hoffman [18] who reported that several students may also have family obligations which place additional demands on their time. Some students have children that require childcare or have aging parents with health problems.…”

Section: Discussionsupporting

confidence: 90%

The influencing factors of absenteeism among nursing students

Abdelrahman

Abdelkader²

2017

JNEP

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The absence of nursing students from classrooms and clinical has a negative impact on their performance and prolongs the length of their studying. The aim of this study is to identify the influencing factors of absenteeism among nursing students at Minia University. This study was conducted at the Faculty of Nursing at Minia University, and Minia University Hospitals. The sample of students that participated in the study represented all academic levels as follows: first level 49/370, second level 49/292, third level 52/248, and fourth level 50/220. Data were collected with the use of a self-administered questionnaire. This study revealed that influencing factors of absenteeism among the studied nursing students indicated that the highest mean scores were associated with teaching factors, followed by assessment factor where means scores were (18.3 ± 4.5, and 17.1 ± 5.6, respectively). Also, the lowest mean score reported was associated with social problems (mean = 8.9 ± 3.2). This study concluded that the most common contributory factors in student absenteeism were related to teaching factors including a shortage of staff in the clinical area, and lack of understanding of the lecture content. Recommendations: Providing a safe learning environment, keeping accurate records of attendance and calculating absenteeism rates at frequent intervals are required for identifying each individual's pattern of attendance.

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Section: Discussionsupporting

confidence: 90%

The influencing factors of absenteeism among nursing students

Abdelrahman

Abdelkader²

2017

JNEP

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“…Previous studies indicate the importance of faculty engagement, feedback, and quality of instruction for to students to have an impact on the student's success throughout the prelicensure program (Abshire et al, 2018;Betts et al, 2017;DeYoung, 2015;Kubec, 2017;Schmidt & MacWilliams, 2015). With life and work experiences and additional responsibilities, ASN students may consider academic integration as important to their persistence in a program (Bowie & Carr, 2013;Doggrell & Schaffer, 2016;Shellenbarger & Hoffman, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Students' do perceive supportive services as a factor for their continued persistence in a prelicensure nursing program. Communication while a student is enrolled in a prelicensure program is key to the student's success and preparation for the next semester (Harrell & Reglin, 2018;Merkely, 2016;Schmidt & MacWilliams, 2015;Shellenbarger & Hoffman, 2016). While there was not a significant difference among the ASN, TBSN, and ABSN student perceptions of social integration, there was a surprising finding that ABSN prelicensure students scored only slightly above the BISR mean.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Persistence Among ASN, TBSN, and ABSN Private University Students

McNeilly¹

2021

ijsshr

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Background: The nursing shortage increases as large populations of working bedside nurses retire. In order to replace those positions, prelicensure nursing programs must continue to graduate prepared nursing students. While prelicensure programs continue to produce future nurses, the graduation numbers are not high enough to combat the future shortage due to high attrition rates from prelicensure nursing programs. Method: Senior associate degree nursing students, traditional bachelor’s degree nursing students, and accelerated bachelor degree nursing students participated in the study. A modified version of the College Persistence Questionnaire was used. Results: Findings indicated no significance difference among prelicensure student perceptions of persistence in the six areas on the College Persistence Questionnaire. Prelicensure nursing students’ ranked degree commitment, institutional commitment, scholastic conscientiousness, and support services above the mean BISR question rank. Conclusion: To increase graduates, prelicensure nursing programs need to evaluate students who have been successful throughout the program.

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“…In some universities, meeting with academic advisors is mandatory, such that the reluctant students receive advisory services and their identity is recorded. [ 22 ]…”

Section: Discussionmentioning

confidence: 99%