Predictors of retention among undergraduate students attending associate-degree nursing programs in Illinois

Pence, Patricia

doi:10.1016/j.teln.2011.01.004

Cited by 14 publications

(11 citation statements)

References 22 publications

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“…Therefore, effective preparation for professional graduate nurses, and particularly nursing interns, should be designed to strengthen their ability to recognize their own and other perceptions and how to be empathic to their concerns, gain emotionally intelligent abilities and then use the internet appropriately according to necessity. [41,42] Nursing interns are required to manage plentiful clinical situations, adapt to different personality styles and patient expectations, work independently toward objectives, and handle conflicts. These situations require delivering emotional competence without any negative factors or surrounding barriers.…”

Section: Discussionmentioning

confidence: 99%

Emotional intelligence and internet addiction among nursing interns

Ibrahim

Akel

Fatah

et al. 2016

Clinical Nursing Studies

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Nursing graduates, during the internship period, carry a lot of duties and responsibilities which obligates them to use proficient emotional abilities. Emotional intelligence (EI) is the aptitude to manage emotions intelligently which includes a group of emotional and cognitive competencies. There are multiple factors that affect EI. One of them is internet addiction (IA). The aims of this study are to determine the EI and IA levels among nursing interns and to investigate the relationship between them. Hence, the research employed a descriptive, correlative survey which was conducted on all nursing interns who enrolled at the Faculty of Nursing, Ain Shams University, Egypt. The survey instrument included the Trait EI Questionnaire Short Form (TEIQue SF) and the Problematic Internet Use Questionnaire (PIUQ). In addition, sociodemographic assessment was involved. According to the findings of this study, the majority of nursing interns have high EI scores concerning, well being, self control, emotionality and sociability. Also, a greater number of nursing interns have low scores pertaining to obsession, neglect and self control of IA components. There is a statistically significant relation between participants' socio-demographic characteristics and EI scores and IA scores. Additionally, there is an evidence of negative or inverse correlation between IA and EI among nursing interns. Conclusion and recommendations: EI and IA are negatively correlated among graduate nursing interns. These two important concepts should be investigated and integrated into the nursing curriculum. As well, nursing interns should be trained on how to develop EI skills and use of the internet in a proper way.

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Section: Discussionmentioning

confidence: 99%

Emotional intelligence and internet addiction among nursing interns

Ibrahim

Akel

Fatah

et al. 2016

Clinical Nursing Studies

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“…Prior research studies determine a student's motivation and plans attribute to their desire to obtain a degree (Pence, 2011). While all students perceived the level of degree commitment as an impact on their persistence, it could be attributed to that students were a few weeks away from graduation.…”

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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“…Outside Field (Fontaine, 2014;Jeffreys, 2001;2020a;Kowlowitz, et al, 2018;Kruse, et al, 2020;Schrum, 2015) ᭺ Integrative reviews (Cox, 2019;McNally, et al, 2019) ᭺ Online course retention (DellAntonio, 2017) ᭺ Recruitment, articulation, transfer, and transition for advanced nursing education and career path planning (Jeffreys, 2020a) ᭺ Faculty development and quality improvement for increasing registered nurse (RN) licensing exam pass rates (Curcio, 2019) ᭺ Understanding student perceptions and relationship to other variables (e.g., faculty advisement and helpfulness) (Summers, 2020) In United States (US) national studies (Gamble, 2018;Hoffart, et al 2019) In US statewide studies (Arthurs, 2009;Donnell, 2015;Pence, 2011;Robertson, et al, 2010) Outside the US ᭺ Australia (Pitt, et al, 2012, Pitt, 2013 ᭺ Canada (Craig, 2014) ᭺ Saudi Arabia (Alharbi, 2015;El-Soud, et al, 2017) ᭺ South Africa (Mthimunye & Daniels, 2019) (continued) ᭺ Factor analysis and other results consistent with the underlying NURS framework (Jeffreys, 2007a).…”

Section: Employedmentioning

confidence: 99%

Nursing Universal Retention and Success (NURS) Model: A Holistic, Discipline-Focused Framework

Jeffreys

2020

Journal of College Student Retention: Research, Theory & Pr

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Understanding the multidimensional process of college student retention and success and faculty’s pivotal role in making a positive difference can be daunting without an easily adaptable organizing framework. Although classic models of college student attrition provided an essential, valuable foundation and a guiding framework for early nursing student retention research and strategy design, several areas for enhancement were identified. This article presents the empirically supported Nursing Universal Retention and Success (NURS) model as an easily adaptable framework for developing strategies that embrace a “diversity of diversity” world view; address the intersectionality of multiple identities and roles; actively involve faculty and students; consider post-graduation outcomes, and incorporate a discipline – focused proactive, culturally congruent, holistic approach. Applied in a variety of undergraduate and graduate settings, over sixty nursing and college-wide professional development programs, and over seventy published studies in the US and abroad, the NURS model encompasses features warranting consideration across disciplines.

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Predictors of retention among undergraduate students attending associate-degree nursing programs in Illinois

Cited by 14 publications

References 22 publications

Emotional intelligence and internet addiction among nursing interns

Emotional intelligence and internet addiction among nursing interns

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

Nursing Universal Retention and Success (NURS) Model: A Holistic, Discipline-Focused Framework

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