Persistence Of Students In Rnbs Completion Online Programs
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| Author | : Sonia R. Strevy |
| Publisher | : |
| Total Pages | : 316 |
| Release | : 2009 |
| Genre | : Distance education students |
| ISBN | : |
The nursing shortage has reached unprecedented levels in the United States. In a response to meet current educational needs and demands to recruit, retain, and expand enrollment of students in baccalaureate programs in nursing, the growth of online education has been dramatic. As growth continues, graduation rates and program retention are a concern. The purpose of this study is to examine the relationship between student motivation, academic context, cost-benefit appraisal, and intent to persist in RNBS completion online programs. The conceptual model used in this study was Student Online Academic Persistence a researcher developed model which is primarily based on the work of Tinto, Bean & Metzner, and Rosenbaum. Research questions: 1. Among students enrolled in RNBS completion online programs, do motivation and context predict cost-benefit appraisal? 2. Among students enrolled in RNBS completion online programs, what is the relationship between cost-benefit appraisal and intent to persist in the program? Data were collected via a Web-based self-report questionnaire and subjected to descriptive and inferential analyses which included the use of linear regression and correlations. From a population of 3606 students from three schools of nursing who were enrolled in an RNBS completion online program, 704 usable surveys were returned, with a response rate of 19%. Technology self-efficacy correlated positively with goal orientation, goal commitment, satisfaction with institution and faculty, cost-benefit appraisal and intent to persist. Goal commitment to the program and satisfaction with institution were found to be important in the persistence of students. A continual decision making process involving cost-benefit appraisal was also found to impact student intention to persist in the program of study. Recommendations for faculty include assuring student technology self-efficacy and developing an online transition course designed to normalize the experience of adults engaging in online education. Future research which further tests the Student Academic Online Persistence model and explores the lived experience of the online student is suggested.
| Author | : Denise Cauble |
| Publisher | : |
| Total Pages | : 66 |
| Release | : 2016 |
| Genre | : Distance education |
| ISBN | : |
Persistence is an important measure of success for individual students and institutions of higher learning. The purpose of this study was to explore personal and academic factors that influence persistence in online graduate nursing students. A predictive correlational study design was used. Data were extracted from existing student records in two online graduate programs within a large, urban college of nursing. A sample size of 197 graduate nursing students was selected, 94 who persisted to graduation from their program within 36 months and 103 who did not. Age, gender, race/ethnicity, undergraduate GPA, undergraduate education (BSN or RN-BSN level) were examined as predictors of persistence in the two online graduate nursing programs. In this study, undergraduate GPA emerged as a predictor of persistence to graduation. It is evident that there are other significant factors that affect persistence that have yet to be determined. By identifying students' characteristics of persistence, strategies can be developed to enhance success in online graduate nursing programs.
| Author | : Wesley R. Habley |
| Publisher | : John Wiley & Sons |
| Total Pages | : 513 |
| Release | : 2012-09-04 |
| Genre | : Education |
| ISBN | : 0470888431 |
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
| Author | : Kelley Ronay Ballard |
| Publisher | : |
| Total Pages | : 352 |
| Release | : 1993 |
| Genre | : Nursing school dropouts |
| ISBN | : |
| Author | : Terry Müller |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 152 |
| Release | : 2010-04 |
| Genre | : |
| ISBN | : 9783838356204 |
This qualitative case study explored the phenomenon of undergraduate and graduate women learners' persistence in online degree-completion programs at an open-enrollment college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, how factors supporting or hindering persistence influenced learners, and whether barriers to persistence reached a crisis point at which learners interrupted their studies. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners' persistence to graduation. Findings suggested that multiple responsibilities, lack of interaction with faculty, technology, and coursework ranked highest as barriers to women's persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.
| Author | : Sharon M. Wavle |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2021 |
| Genre | : College attendance |
| ISBN | : |
Student retention and persistence toward degree completion is a critical concern in higher education. Rapid growth in online programs has raised concerns over lower retention rates demonstrated by online program students. Research suggests that traditional retention metrics are not accurate representations of online program student success. While newer retention models consider external influences on student decisions to persist, little existing retention research considers online program student perspectives regarding their decisions to re-enroll. This study used a mixed-methods approach to examine the long-term semester-to-semester persistence patterns of online program students and increase understanding of the students’ perspectives on their enrollment decisions.Study data included the enrollment histories of 1,940 fall 2020 returning undergraduate online program students at a large public university in the Midwestern United States. Quantitative analysis determined the number and length of enrollment breaks taken from the typical fall/spring pattern. A survey captured student perspectives regarding their decisions to take breaks and later return to their studies. Study findings showed that 47% of fall 2020 returning online students took off at least one semester. In addition, 54% of the students had originally enrolled in on-campus programs, with 75% of those students returning after a long break in enrollment. Survey respondents cited personal health, family responsibilities, and financial concerns as the top three reasons for taking a break. Respondents noted that course design/delivery changes, empathy for their situation, and increased financial assistance could have prevented their enrollment break. Reasons for coming back included improved goals/motivation, feeling ready/better prepared, and improved finances. This study’s findings suggest that traditional measures of student retention may not accurately reflect student success for online program students paving a non-traditional academic path toward a degree. Online programs may increase access to higher education for students balancing work/family responsibilities with academics, and students unable to attend class on-campus due to various physical, mental health or other concerns. This study’s findings also suggest that even though student enrollment decisions can be influenced by external pressures outside the control of the institution, there are instructional design/delivery considerations that can help online students deal with them.
| Author | : Paul Leroy Dressel |
| Publisher | : |
| Total Pages | : 170 |
| Release | : 1980* |
| Genre | : |
| ISBN | : |
| Author | : Carolyn Hart |
| Publisher | : |
| Total Pages | : 92 |
| Release | : 2012 |
| Genre | : College dropouts |
| ISBN | : |
Despite the popularity of online education, lack of persistence and attrition are problems faced by many colleges. Although multiple studies have been published about the best teaching methods for the online education environment, little is known about how to identify the student who is at risk of dropping from an online course. The lack of persistence has been identified as an important factor that leads to attrition among online nursing students worldwide. The objective of this research was to psychometrically test the Persistence Scale for Online Education (PSOE). The PSOE was specifically developed to measure the ability of the online nursing student to persist and complete an online program. The specific aims of this study were to obtain sufficient and appropriate data to determine the psychometric properties of this new instrument. The sample included nursing students (n=101) from two Midwestern universities enrolled in an online course. This cross-sectional study used a convenience sample. Data was collected using SurveyMonkeytm, a web-based format that provides response confidentiality. Results of a concept analysis on persistence were used to develop four constructs hypothesized to serve as attributes and antecedents to persistence. Items within the PSOE were developed from this analysis; thus, the PSOE uses four constructs to describe online experience and assesses persistence by responses to 23 Likert-scaled items. Potential participants received an email inviting them to participate in the study. Exploratory factor analysis was then used to determine the reliability and validity of the PSOE and the relationship of the constructs (inter-item correlations) hypothesized to contribute to persistence in the online student. Results indicate that the persistent student may be characterized as enjoying discussion, confident on passing, confidence in friendly interactions, believing that a challenging course will help achieve goals, looking forward to interactions, and not frequently upset by unexpected events. Conversely, while the non-persistent student may have personal strengths and succeed in their goals, he or she does not believe the course will increase job opportunities, does not enjoy discussion, does not believe a challenging course will help achieve goals, and does not have confidence in friendly interactions. It was also found that the non-persistent student may have a high grade point average, be under the age of 27 years, have completed greater than nine courses, and be enrolled in a BSN completion program. This study was conducted as a preliminary assessment of the ability of the PSOE to accurately discriminate between those students who are persistent and those who are at risk of dropping from an online course. Findings indicate the need for a larger sample size to increase generalizability and accurately conduct factor analysis.
| Author | : Edith H. Collins |
| Publisher | : |
| Total Pages | : 248 |
| Release | : 1987 |
| Genre | : Nursing school dropouts |
| ISBN | : |
| Author | : Cecilia Flores |
| Publisher | : |
| Total Pages | : 127 |
| Release | : 2014 |
| Genre | : Critical thinking |
| ISBN | : |
The need for registered nurses is expected to grow exponentially in the next decade. As nurses retire and more Americans access the healthcare system, more than 400,000 nurses will be needed nationally (Auerbach, Buerhaus, &Staiger, 2011). Based on projections, by 2020, approximately 25,000 nursing students will need to graduate to the meet the state's need for nurses; in 2013, slightly more than 11, 000 candidates took NCLEX after successfully completing their nursing program (Texas Board of Nursing, 2014). Currently 70% of students admitted to a nursing program in Texas do not persist and graduate (Texas Higher Education Coordinating Board [THECB], 2006). To meet the increasing demand for nurses, identifying the essential academic supports that nursing students need to persist and graduate may increase the number of practicing nurses. A 14-item academic support tool was created to examine the association of academic support and pre-licensure nursing student persistence. Texas program deans and directors self-reported the academic support available to nursing students and their persistence rate in this descriptive correlational study. A persistence benchmark of 85% was set by the THECB (2006). Three types of support were evaluated: institutional support, pre-program support, and program support. Introductory courses that taught study skills and critical thinking skills, specialized lab that assisted with math skills, and the use of academic advisors prior to nursing school admission, as well as nursing faculty whose workload was student persistence in nursing school were associated with persistence. Conversely, when programs offered courses that taught test taking skills prior to nursing school and provided test prep sessions during nursing school, students were less likely to persist and graduate. Academic support contributed to nursing student persistence; interpretation of findings; implications for nursing education; and recommendations for future studies were reported.
