Factors affecting the success and persistence of pre-nursing students
Leslie A. Jennings, PhD, RN, CNE
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This article-based dissertation consists of two manuscripts related to factors affecting the success and persistence of pre-nursing students. The first manuscript was a matched cohort study that compared selected academic variables between two groups of pre-nursing students admitted to a pre-licensure baccalaureate nursing program via two different routes. The purpose of this study was to determine if there were any differences in academic performance between these two groups of students in the first semester of a formal nursing program. Analyses of the data revealed a difference in semester grade point average (GPA), but no significant differences in the RN Fundamentals Assessment Technologies Institute (ATI) score between students admitted directly from high school versus those admitted after completed pre-requisite courses. The results of this study suggest that students who meet benchmark criteria are just as successful as their counterparts in their first semester of their nursing program.
The second manuscript utilized a qualitative, descriptive approach to explore short answer study data of pre-nursing students enrolled in an introductory nursing course. This study described how PN students were affected by COVID-19 when all learning occurred in online formats during the Fall of 2020. Deductive thematic analysis was applied using the social determinants of learning framework as a guide. The results of this study provided a rich description of participants’ experiences, including apprehension about getting the COVID-19 virus infection, mental health and financial difficulties, and isolation. Some reported little to no effect, and negative experiences were coupled with future goal confirmation.
This dissertation concludes with an analysis of the guiding theoretical models and the limitations of both studies. Implications for nursing education and future research recommendations are offered.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30593123; ProQuest document ID: 2827544655. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Mixed/Multi Method Research|
Social Determinants of Learning;
Assessment Technologies Institute
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