This study is designed to understand the patterns of selection, preparation, retention and graduation of undergraduate pre-licensure clinical nursing students in the College of Nursing and Health Innovation at Arizona State University enrolled in 2007 and 2008. The resulting patterns may guide policy decision making regarding future cohorts in this program. Several independent variables were examined including grades earned in prerequisite courses; replacement course frequency; scores earned on the Nurse Entrance Test (NET); the number of prerequisite courses taken at four-year institutions; race/ethnicity; and gender. The dependent variable and definition of success is completion of the Traditional Pre-licensure Clinical Nursing Program in the prescribed four terms. Theories of retention and success in nursing programs at colleges and universities guide the research. Correlational analysis and multiple logistic regression revealed that specific prerequisite courses--Human Nutrition, Clinical Healthcare Ethics, and Human Pathophysiology--as well as race/ethnicity, and gender are predictive of completing this program in the prescribed four terms.
- Student retention in higher education: examining the patterns of selection, preparation, retention, and graduation of nursing students in the undergraduate pre-licensure nursing program at Arizona State University
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- Public Administration
- public policy
- Nursing schools--Arizona--Administration--Case studies.
- Nursing schools
- Nursing schools--Curricula--Arizona--Case studies.
- Nursing schools
- Nursing students--Arizona--Case studies.
- Nursing students
- Nursing school dropouts--Arizona--Prevention--Case studies.
- Nursing school dropouts
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Statement of Responsibility
by Cheryl Herrera