The purpose of this quasi-experimental study is to provide early identification of students at risk of attrition from an undergraduate baccalaureate nursing program. Retention of nursing students is paramount in producing a resilient nursing workforce. Attrition rates in the nursing program have doubled in recent academic years. Students are direct admitted to nursing with university admission. However, socialization within nursing does not occur until sophomore year. First-year programming will orient students to collegiate life, support students in academic needs, and measure a sense of belonging to the campus and nursing. Understanding a sense of belonging to a program is important for retention of students. Development of belonging is attributed to alignment of personal identity and collective identity, positive academic experiences, and an ability to reject negative experiences. Further, early identification of those with underdeveloped academic skills allows for intervention to increase retention students.
Methods:
This is a quasi-experimental study utilizing purposive sampling. The control group (n= 39) and the experimental group (n= 38) participated in an adapted Student Experience in the Research University (SERU) survey measuring belonging to the campus and nursing. In Fall 2019, the experimental group will participate in first-year programming specific to nursing students. This course will focus on identification of academic at-risk students using the Kaplan Admission Assessment. Interventions will be provided to those at increased risk for attrition. Additionally, the course will provide networking opportunities, socialization within the program, and mindfulness techniques, thus supporting a sense of belonging while providing valuable tools for success in the program and nursing profession.
Results:
Survey results of the control group indicate a perceived lack of support and belonging to the campus and nursing program. Specifically, students do not feel valued as individuals on campus (10%) or within the nursing program (20%) and do not feel as if they belong on campus (10%) or within the nursing program (10%). This lack of feeling valued and perception of not belonging demonstrates a potential for attrition from the nursing program. Additionally, the control group was not screened for academic support needs, thus placing them at a disadvantage for retention moving into nursing courses as compared to the experimental group. Experimental group results with findings pending implementation of seminar course in Fall 2019.
Conclusion:
Implications for nursing education are dependent on outcomes from the experimental group. It is hypothesized that a first-year seminar can help identify students who need additional resources prior to entering the rigor of nursing classes while providing an increased sense of belonging to the program, thus reducing attrition rates. Further research and educational changes can benefit from following both the control and experimental student groups longitudinally from Freshman year to graduation, noting academic struggles, feelings of belonging, benefits of the seminar course, retention, and graduation rates. A reduction in attrition through an increased sense of belonging and access to academic support will increase graduate nurse rates and develop a resilient nursing workforce.