Success Of Nursing Students Research Articles

Improving Bachelor of Science in Nursing Student Success in Simulated Clinical Experiences.

Improving Bachelor of Science in Nursing Student Success in Simulated Clinical Experiences.

Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review.

Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

Bridging the Gap to Nursing Students' Academic Success : Nursing Student Success Facilitators.

Bridging the Gap to Nursing Students' Academic Success : Nursing Student Success Facilitators.

Association of mode of entry to a nursing programme and student success: A two-year retrospective multi-cohort study.

The issue of the mode of entry to nursing programmes and its effect on student success is a key concern among researchers globally. Identifying the mode of entry, which has the potential to improve academic success, decrease the failure rate and lead to the successful completion of a degree, is crucial to increase the nursing workforce. The objectives of this study were to assess the association of mode of entry to a nursing programme on student success among undergraduate students. The study was conducted at a public nursing education institution (NEIs) in the northeast of Namibia. A retrospective multi-cohort study was conducted to assess the association of mode of entry on student success. Academic outcomes were analysed, observing two cohorts of nursing students. Results show that 76.2% (f = 16) of mature-age entry students and 53.7% (f = 29) of direct entry students completed their programme on time. However, 42.1% (f = 8) of access students were expected to return. Female students 56.8% (f = 25) and male students 56.0% (f = 28) completed on time. There was no significant relationship between the mode of entry and completion status with p > 0.05, respectively. A higher percentage of mature-age entry students was found to complete their studies on time than direct entry and English access entry students. These findings could be used in the revision of student recruitment strategies to select nursing students who are more likely to achieve the best academic outcomes.

Nursing Student Success: A Concept Analysis.

The aim of this concept analysis was to develop a comprehensive definition of nursing student success. Nursing student success has traditionally been viewed as timely program completion and passing the licensure exam on the first attempt. Little consideration has been given to holistic indicators of success that are inclusive of student well-being and mastery of self-care skills. Nursing student success was examined using Walker and Avant's eight-step process of concept analysis. This concept analysis defined nursing student success in a holistic manner characterized by the achievement of performance standards, acquisition of nursing knowledge, skills, and competencies, and attainment of educational goals while experiencing a state of personal thriving. This concept analysis highlights the need for academic programs and accrediting bodies to embrace holistic perspectives of nursing student success that are inclusive of student well-being and mastery of self-care skills.

Sustaining success for Black nursing students

Of the estimated 5.2 million nurses across the United States of America, only 6 % identify as Black or African American. Increasing the number of Black Registered Nurses (RNs) can benefit society by improving the well-documented healthcare disparities. Black students continue to report negative experiences in nursing school that contribute to difficulty in nursing education programs. Nursing programs struggle to adequately support Black students so that they are successful in their quest to become RNs. Often when students are unsuccessful, faculty focus attention on the student's failed strategies, as opposed to examining possible programmatic and faculty failures. The purposes of this article are to describe challenges Black students may face and to present practical strategies focused on the programmatic and faculty improvements that are needed to foster success. Strategies such as using root cause analyses, use of academic care coordinators, academic success teams, and intentional faculty development can be used to facilitate success for Black nursing students. Addressing programmatic and faculty issues may improve Black students' success in nursing programs.

Indigenous Model to Support Nursing Student Success, Cultural Identity and Workforce Diversity.

Indigenous nurses are underrepresented in the nursing workforce. Important strategies have been developed to increase the diversity of the future nursing workforce; however, unique cultural needs of Indigenous students must be addressed to provide holistic support while maintaining and strengthening cultural identity. The Niganawenimaanaanig (We Take Care of Them) Indigenous Nursing Education Model was developed based on the Medicine Wheel and previous diverse nursing education models. This model supports the cultural, social, academic, and financial needs of Indigenous nursing students throughout recruitment, enrollment, retention, graduation, and licensure and specifies eight essential resources necessary for success. Lessons learned from implementing the Niganawenimaanaanig Model are shared. The Niganawenimaanaanig Model may be employed in nursing schools to guide educators and universities in promoting the success of Indigenous nursing students. [J Nurs Educ. 2023;62(9):523-527.].

Predictors of Academic Success in First Semester Nursing Students

The anticipated nursing shortage requires a closer look at academic predictors of success for first-year nursing students. Literature shows that there is a significant shortage of students graduating from nursing programs to replace the nurses leaving the workforce. This study examined whether self-efficacy and self-esteem predict student success for first-year baccalaureate nursing students taking an introductory science course: Biology for Science Majors (BIO 130). Understanding the relationships between self-efficacy, self-esteem, and the end-of-course grade to measure academic success can inform future student success programming for undergraduate nursing students. The study used a correlation design to determine relationships between students’ self-efficacy, self-esteem, and academic success. The independent variables were self-efficacy and self-esteem. The dependent variable was student academic success measured by students’ final course grades. Pearson correlation and linear regression analysis indicated a weak relationship between scores on the General-Self-Efficacy Scale (GSES) and final course grades. Similarly, a weak relationship was found between scores on the Rosenberg Self-Esteem Scale (RSES) and the final course grades. This finding remained consistent when controlling for each independent variable.

A National Survey of Medication Dosage Calculation Teaching Methods and Competency Criteria on Nursing Student Success: Recommendations for Nurse Educators.

The purpose of this study was to synthesize the current landscape of medication dosage calculation (MDC) education for prelicensure nursing students in the United States. There is little consistency in the format of MDC education and evaluation in prelicensure nursing education, yet consequences of not passing MDC exams can affect the number of graduating nurses. Consequences can include withdrawal from the course, delayed progression of a semester or more, or dismissal from the nursing program. An electronic survey was emailed to prelicensure administrators of 1,620 associate, bachelor's, and master's entry programs in the United States. Surveys were received from 210 programs. Results confirmed inconsistent methods used to teach and evaluate MDC competency. Inconsistent teaching methods and competency criteria can affect retention and subsequent growth of the nursing workforce. Based on the characteristics associated with MDC success, recommendations are made for nurse educators.

Care to Persist: A Campaign to Ensure Nursing Student Success During A Time of Crisis.

Student persistence is crucial for preparing nurses to meet the demands of an ever-changing health care environment. The RN to BSN Online Degree Completion Option at a large for-profit university implemented the Care to Persist campaign in 2018 to support student persistence. This campaign evolved during the COVID-19 pandemic and has been a critical component in ensuring students' success. First-term session-to-session persistence rates improved from 81.2 percent in May 2019 to 85.2 percent in May 2021. The campaign has been a beneficial strategy to care for students and ensure academic progression both before and during the pandemic.

Nursing Practice Test Remediation: Essential for Nursing Student Success

Nursing students will take hundreds of tests throughout their academic career to evaluate their ability to practice safely and effectively as a bedside nurse. However, if such students are to take such tests effectively, they must sufficiently practice and prepare.

Increasing Nursing Student Success With Early Individual Remediation

With the implementation of five remediation strategies immediately after the first failed exam in a pharmacology course, this quality improvement study demonstrated an increase in retention of at-risk associate degree nursing students. Unit exam scores and course failure rates were measured before and after implementation. Twelve of 14 students who completed the remediation demonstrated a statistically significant increase in scores from the first failed exam to the last exam taken. The mean increase was 17.3 percentage points (p < .0001, 95 percent confidence interval [13.3, 20.9]). Cohen's d, which equaled 0.604, indicated a significant increase in course pass rates.

Remediation for NCLEX-RN success in high-risk nursing students

Background: The National Council Licensure Exam (NCLEX-RN) pass rate is often used as a measurement to determine a successful undergraduate nursing program. Students that are not successful in the first attempt of taking this exam are statistically unlikely to pass on the second attempt.Purpose: To determine if the implementation of a prescribed remediation protocol would improve undergraduate baccalaureate predictor scores for passing the NCLEX-RN exam on the first attempt for high-risk students.Methods: A retrospective cohort study design was used to compare scores of nursing students after a prescribed remediation protocol was instituted.Results: A one-way ANOVA test was conducted to compare the effect of a remediation policy on nursing students enrolled in an undergraduate nursing program. Remediation had a significant effect at the p < 0.05 level for six cohorts consisting of F (5,232) = 9.90 and a p value of 0.0000000133. Post hoc comparisons using the Tukey HSD test indicated that the comprehensive predictor exam mean score for those that received remediation was significantly different than those that did not receive remediation in like cohorts.Conclusion: A prescribed remediation protocol assisted students in achieving the necessary scores on the Comprehensive Predictor exam to increase their likelihood of success on NCLEX.

Empowered by Cultural Identity and Catalyzed by Resilience: A Path to Support American Indian Nursing Student Success.

Since the early 1990s, the Institute of Medicine has identified the need to increase the number of ethnic minority nurses to improve access to care and eliminate health disparities in these populations (Institute of Medicine, 1994, 2011). American Indians (AI) and Alaska Natives endure the highest rates of poverty, depression, addiction, suicide, domestic violence, and diabetes in the United States (Sarche & Spicer, 2008). With the disadvantages AIs face, nursing schools have difficulty recruiting, retaining, and graduating AI nursing students. Based on the guidance needed by AI nursing students, a program called Niganawenimaanaanig was specifically designed to provide holistic support for these students to improve their chances of successfully completing the baccalaureate nursing program. This program, funded through a Health Resource Services Administration Nursing Workforce Diversity grant, was begun at Bemidji State University in Minnesota, proximal to three of the largest Ojibwe reservations in the state. Once enrolled in Niganawenimaanaanig, students are provided comprehensive care within a unique cultural, academic, and social support framework. Tuition scholarships and monthly stipends provide crucial financial relief to students once they are accepted into the 4-year prelicensure or RN-to-BS nursing programs. In Niganawenimaanaanig's first 2 years, the number of AI students declaring nursing as a major increased by over 600%, and the program has retained 100% of their prenursing freshmen. At the heart of Niganawenimaanaanig is a grounding in AI culture that empowers and fosters resilience among nursing students, which is a relevant and recreatable concept for schools seeking to recruit and retain ethnic minority nursing students.

Emotional Intelligence and Nursing Student Success: A Quantitative Study

Abstract Emotional Intelligence (EI) is a topic in nursing research that has far-reaching implications. The caring nature of nursing envelops the use of technical skills, interpersonal, and intrapersonal skills. Interpersonal and intrapersonal skills relate to how one interacts and responds with others. However, EI is not included is most nursing curricula. Purpose: The purpose of this study was to determine if a relationship between EI and Nursing Student Success (NSS) existed by examining first-semester nursing students at a mid-western university. The student’s initial Testing Essential Academic Skills Test (TEAS) score, a self-report EI score using the Schutte Self-Report Emotional Intelligence Test (SSEIT), the final theory (academic tests) grade, and overall grade (includes labs and clinical performance) in a first semester Nursing course as the independent variables, and NSS as the dependent variable. Population: 57 First semester nursing students. Methods: A correlational and regression analysis was performed at the end of the semester, based on an effect size of 0.30, setting the desired power level of 0.8, and using a probability level testing for significance at 0.05. Results and Conclusions: The study data did not reveal a significant relationship between EI and Nursing Student Success; however, the Testing Essential Academic Skills was significantly related to the overall course grade, and NSS (p =.000). However, a linear regression analysis confirmed the study variables, including student age and gender, provided a useful model to predict NSS. More research is needed to investigate the relationship between nursing and EI, as it undeniably contributes to nursing effectiveness, extending to patient outcomes. Keywords Emotions; Grades; Intelligence; Nursing; Perception; Success

The Academic Coach: A Program for Nursing Student Success.

According to the U.S. Census, 63.7% of the population is Caucasian, whereas 36.3% are minorities. In the United States, 33.1% of RNs are considered ethnic minorities whereas in Nebraska only 6.3% of RNs are minorities. Specific measures are needed to prepare a more diverse nursing workforce. The use of specific supportive methods directed toward educationally disadvantaged and minority nursing students may improve retention. The University of Nebraska Medical Center College of Nursing-implemented the Health Resources and Services Administration funded Generation Link to Learn (LTL) to help educationally disadvantaged students to be successful in a baccalaureate nursing degree (BSN) program of study. Students in the LTL program were successful in the BSN program, with 88% (24 of 27) of students graduating. Multiple supports, including robust academic coaching and scholarships, are effective strategies to help educationally disadvantaged nursing students. [J Nurs Educ. 2019;58(11):661-664.].

Factors Influencing Nursing Student Success After Readmission

This study investigated factors predicting attrition in students readmitted to an associate degree nursing program. The semester a student is initially dismissed and reason for dismissal influenced attrition. Other influences included readmission grade point average, reason for dismissal, taking coursework to raise grade point average, having a history of misconduct, having poor attendance, and failing skills evaluations. Results can be used as a guide to refine readmission criteria.

Using a Holistic Preadmission Assessment to Help Predict Second-Degree Nursing Student Success.

The purpose of this study was to identify a profile of noncognitive preadmission characteristics that were associated with academic failure in a cohort of second-degree nursing students who applied to an urban school of nursing. Preadmission testing data for 86 students from a suite of assessments that predict performance in high-stress environments yielded unique characteristics that were associated with vulnerability to attrition. The findings support the use of holistic admissions criteria to promote success.

Predictors of Success of Nursing and Health Science Students in Anatomy and Physiology

Predictors of Success of Nursing and Health Science Students in Anatomy and Physiology

Enhancing Nursing Student Success: A Critical Realist Framework of Modifiable Factors

There is a range of literature examining the predictors of academic success in nursing including age, entrance qualification and background.