Download or read book The Relationship of Career Commitment and Social Determinants of Academic Achievement on Perceived Academic Persistence Among Undergraduate Nursing Students written by Robyn C. Walter and published by . This book was released on 2021 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examining why a student leaves a nursing program, voluntarily or involuntarily, after successfully meeting competitive admission criteria is an important area of research. The ability to persist in higher education, and in particular for student nurses, is a critical determinant of academic success. Attrition rates among nursing programs range on average from 30% to 50%. Attrition rates nationally and internationally in nursing programs are of concern as they reduce the supply of nurses and, furthermore, contribute to nursing shortages. A limitation of past research has been the lack of a theoretical framework that explains the relationship between nursing student academic persistence and career-related variables such as career commitment and social determinants of academic achievement. Guided by the Social Cognitive Career Theory, this descriptive cross-sectional study examined the relationship between career commitment on perceived student nurse persistence as well as considering the predictor variables of selected social determinants of academic achievement. Findings indicated a significant relationship between nursing student career commitment and perceived academic persistence. The outcome of this study assists in the deployment of further intervention-based research that can guide institutional resources to provide persistence-based interventions that are evidence-based.
Download or read book The Effects of Career Commitment Distress and Persistence on Academic Success Among Undergraduate Baccalaureate Nursing Students written by Kimberly D. Kennel and published by . This book was released on 2018 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability of students, specifically in higher education environments, to persist is a critical determinant of academic success. Student success is especially precarious within programs of nursing, where curricula include clinical, laboratory, and didactic content. Identifying and describing the barriers and facilitators to nursing student persistence provides a blueprint to appropriately use financial and human resources as well as determine the effect student demographic variables has on desiring, attending, or benefiting from persistence interventions. The outcome of this study can guide the deployment of institutional resources to provide persistence-based interventions that are evidence-based. Framed by Tinto’s Theory of Student Departure, this study assessed the effects of career commitment, distress, and persistence on academic success among undergraduate baccalaureate nursing students. Findings indicated a significant relationship between persistence, emotional concerns (a subscale of distress), and the outcome variable of academic success.
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Factors that Contribute to Men Nursing Student Persistence in Associate Degree Nursing Programs written by John F. Lagosz (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nursing profession is in the midst of an epic shortage that will require an additional 400 thousand new nurses by 2026 due to an aging population (Bureau of Labor and Statistics, 2019) and it’s estimated that 11% of the current workforce will leave the profession entirely due to the COVID-19 pandemic (Raso et. al., 2021). Simultaneously, the National League for Nursing (2016) is calling for greater diversity within the nursing profession that includes gender. Nurses who are men may help alleviate the nursing shortage and contribute to diversity within the profession. However, men in nursing education experience barriers related to entering a predominately female profession (O’Lynn, 2004) that negatively affect their abilities to persist (Christensen & Knight, 2014). The purpose of this qualitative phenomenological study was to examine the factors that contribute to men nursing student persistence in associate degree nursing programs. This study utilized the framework of Swail and colleagues’ (2003) model of geometric persistence and achievement to answer the following research questions: what cognitive, social, and institutional factors contribute to men nursing student persistence in associate degree nursing programs. Findings from this study were derived from qualitative data. The men in the study demonstrated a strength-based approach to overcome gender barriers typically encountered in nursing education that ultimately aided in abilities to persist. They achieved this through demonstrating: (a) goal commitment, (b) time management skills, (c) utilization of academic resources, (d) self-care activities, (e) positive outlooks regarding their gender, and (f) the use of relationships. Results from this study shaped the recommendations that inform administrators, faculty, and future men nursing students on the factors that contribute to men nursing student persistence. This study helps fill the gap in the literature on the phenomena and opens the door for future studies of men nursing students in both 2-and 4-year programs and their persistence.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Self efficacy and Perceived Faculty Support as Predictors of Persistence and Academic Performance in Nontraditional Associate Degreee Nursing Students written by Elisabeth Nesbitt Shelton and published by . This book was released on 2000 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of the Sociology of Education in the 21st Century written by Barbara Schneider and published by Springer. This book was released on 2018-10-10 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today’s populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school and teacher effects. Additionally, the book explores the changing landscape of higher education institutions, their respective populations, and how labor market opportunities are enhanced or impeded by differing postsecondary education pathways. Written by leading sociologists and rising stars in the field, each of the chapters is embedded in theory, but contemporary and futuristic in its implications. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.
Download or read book Exploring the Relationship Between Self efficacy Academic Success and Persistence for Adult Undergraduate Students in Urban Universities written by Debra Jean Fenty and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Persistence to graduation for adult undergraduate students has been challenging for decades. Many adult learners enroll into the university with numerous sociodemographic characteristics that can hinder their success. Adult students must manage multiple roles and balance their personal, professional and student roles in order to succeed. Twenty-eight percent of first year undergraduate students will not return to college in their second year (American College Testing, 2012). The purpose of this study is to examine the relationship between self-efficacy, academic success and persistence for undergraduate students through the lens of Donaldson & Graham's (1999) model of college outcomes for adult learners.The sample for this study represented 310 undergraduate students from two large urban public universities in the United States. This study measured the students' level of self-efficacy and academic persistence in college. The following surveys were employed for this study: the New General Self-Efficacy Scale (Chen, Gully and Eden, 2001) and the Social Integration and Persistence Scale (Pascarella & Terenzini, 1980). Because this survey is nearly 40-years old, the researcher employed an exploratory factor analysis on the data which now suggest that there are six factors that measure academic persistence for adult learners in urban universities. These six factors include: (1) intellectual development, (2) peer group interaction, (3) non-classroom faculty interaction, (4) negative faculty interaction, (5) academic aspirations, and (6) university interconnectedness. This study suggests a significant positive correlation between five of the six factors, with exception to the factor: interconnectedness to the university. The findings suggest that there is a significant correlation between self-efficacy and undergraduate credit hours earned, but no significant correlation between self-efficacy and cumulative grade point average. The findings suggest that there is a positive correlation for student persistence factors: intellectual development and student academic aspirations and between the credit hours earned. There is a significant positive correlation for student persistence factors: intellectual development, student academic aspirations, and university interconnectedness and between the GPA. The findings suggest a negative correlation exists between the students' persistence factor: negative faculty interactions and GPA. This study found a significant influence between numerous student sociodemographic characteristics and factors measuring student persistence.
Download or read book The Relationship Between Perceived Academic Self efficacy Remediation and Academic Performance in Pre licensure Baccalaureate Nursing Students written by Debra Jean Wilson and published by . This book was released on 2014 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1969 with total page 938 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Longitudinal Examination of the Relationship Between Interest major Congruence and the Academic Persistence Satisfaction and Achievement of Undergraduate Students written by Kerrie G. Wilkins and published by . This book was released on 2016 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a sample of 931 undergraduate students, the current study examined the influential factors on undergraduate students' academic performance, satisfaction, and intentions to persist in their enrolled major. Specifically, the current study investigated the salience of interest-major match in predicting academic success. Interest-major match has been found to be one of the most influential determinants of academic and occupational success. However, support for this relationship has been equivocal and modest at best. The present study was designed to improve upon the current understanding of this relation by examining the moderating effect of gender and employing a longitudinal design to investigate the reciprocal relation between interest-major match and academic outcomes. Correlational results suggested that women reported greater interest-major match and results of the path analyses demonstrated a moderating effect of gender. Although a reciprocal relation was not supported, the findings indicated that a student's level of academic satisfaction may influence the degree of fit between his or her interest and academic major. The results also highlight the tendency for students further along in their academic tenure to persist to graduation despite poor fit. Implications for educators and administrators are discussed.
Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Student Persistence Factors Among Undergraduate College Students written by Andrea J. Bishop and published by . This book was released on 2018 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Factors contributing to student persistence are important topics to investigate to minimize wasted finances, time, and effort by both students and institutions (Chen & St. John, 2011; Cornacchione & Daugherty, 2013; Jobe & Lenio, 2014). This quantitative study examined how some factors (i.e., academic and social integration, goal and institutional commitment) contribute to a student's intent to persist academically. For the study, a guiding theoretical framework was developed based on Tinto's (1975) theory of student departure and Ajzen's (1991) theory of planned behavior. Utilizing two quantitative, self-reporting survey instruments administered simultaneously, a convenience sample (N = 405) of undergraduate students representing two data collection sites, a regional comprehensive state university and a primarily two-year state college, within the southeast region of the United States, provided data during the Fall 2016 semester. A correlational analysis conducted revealed a significant positive relationship between academic integration and student intent to persist, r(405) = .13, p
Download or read book The Influence of Teacher and Institutional Support on Academic Self efficacy Academic Outcome Expectations and Academic Interest written by Maureen Quiles Ponce and published by . This book was released on 2018 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: While college and career readiness benchmarks were created to provide evidence that a student is academically ready to succeed in a post-secondary educational setting, many high school graduates do not reach these academic benchmarks, and of students who go on to college, many do not complete their bachelor’s degree. Furthermore, current college and career readiness markers neglect to consider non-academic factors despite research suggesting that psychosocial factors strongly influence readiness beyond academic performance. The literature supports the premise that other powerful forces, namely social-cognitive factors also shape learning and performance, which in turn shapes academic and career outcomes. Self-efficacy emerged as an important social-cognitive factor which can influence academic readiness and by extension, college and career readiness as it affects the ability to adapt and meet varying academic demands and is a key construct in career identity development and interest development. To address this gap, this quantitative study used a modified model of Social Cognitive Career Theory to examine the influence of the learning environment on the academic self-efficacy beliefs, academic outcome expectations, and academic interest of undergraduate college students. The primary research focus was to study the relationship of the students’ perceptions about the level of teacher and institutional support to their beliefs about their ability to complete academic tasks, expected outcomes, and academic interests or persistence. Data was collected from 158 undergraduate college students to answer the research questions. The results of the study found that academic interest was statistically significant in mean between upper and underclassman undergraduate college students. Teacher support explained a significant amount of variance in academic self-efficacy and academic outcome expectations. Additionally, academic self-efficacy and academic outcome expectations were correlated. Institutional support explained a significant amount of variance in academic outcome expectations, and academic outcome expectations explained a significant amount of variance in academic interest. Finally, no relationship was observed between institutional support to academic self-efficacy nor between academic self-efficacy and academic interest. Implications, limitations, and further research recommendations are discussed for school counselors, teachers, administrators, and counselor educators as they relate to addressing the college and career readiness needs of the student.
