Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes
<p><em>Student attrition from nursing programs impacts on sustainability of the profession. Factors associated with attrition include: lack of academic capital, extracurricular responsibilities, first generation tertiary students, and low socio-economic or traditionally underrepresented...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Queensland University of Technology
2015-03-01
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| Series: | International Journal of the First Year in Higher Education |
| Subjects: | |
| Online Access: | https://fyhejournal.com/article/view/251 |
| _version_ | 1819229062605832192 |
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| author | Marion Tower Rachel Walker Keithia Wilson Bernadette Watson Glenyss Tronoff |
| author_facet | Marion Tower Rachel Walker Keithia Wilson Bernadette Watson Glenyss Tronoff |
| author_sort | Marion Tower |
| collection | DOAJ |
| description | <p><em>Student attrition from nursing programs impacts on sustainability of the profession. Factors associated with attrition include: lack of academic capital, extracurricular responsibilities, first generation tertiary students, and low socio-economic or traditionally underrepresented cultural background. Successful Australian government reforms designed to advance equity in higher education have increased student population diversity, which is accompanied by a rise in the incidence of risk factors for attrition (Benson, Heagney, Hewitt, Crosling, & Devos, 2013).This prospective study examined commencing nursing students in their first semester to track critical risk markers associated with attrition, and implemented timely interventions to support subject completion or enrolment perseverance in the event of subject failure. Students who attended orientation, accessed blended learning, attended early tutorials, submitted and passed first assessment items, and studied part-time were significantly more likely to pass the subject overall. Interventions based on good practice principles for student engagement and support resulted in increased retention.</em></p><p> </p> |
| first_indexed | 2024-12-23T11:07:12Z |
| format | Article |
| id | doaj.art-6897e0b51c324d08a2e6a13daa023fb8 |
| institution | Directory Open Access Journal |
| issn | 1838-2959 |
| language | English |
| last_indexed | 2024-12-23T11:07:12Z |
| publishDate | 2015-03-01 |
| publisher | Queensland University of Technology |
| record_format | Article |
| series | International Journal of the First Year in Higher Education |
| spelling | doaj.art-6897e0b51c324d08a2e6a13daa023fb82022-12-21T17:49:27ZengQueensland University of TechnologyInternational Journal of the First Year in Higher Education1838-29592015-03-016112113410.5204/intjfyhe.v6i1.251133Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomesMarion Tower0Rachel Walker1Keithia Wilson2Bernadette Watson3Glenyss Tronoff4University of QueenslandGriffith UniversityGriffith UniversityGriffith UniversityGriffith University<p><em>Student attrition from nursing programs impacts on sustainability of the profession. Factors associated with attrition include: lack of academic capital, extracurricular responsibilities, first generation tertiary students, and low socio-economic or traditionally underrepresented cultural background. Successful Australian government reforms designed to advance equity in higher education have increased student population diversity, which is accompanied by a rise in the incidence of risk factors for attrition (Benson, Heagney, Hewitt, Crosling, & Devos, 2013).This prospective study examined commencing nursing students in their first semester to track critical risk markers associated with attrition, and implemented timely interventions to support subject completion or enrolment perseverance in the event of subject failure. Students who attended orientation, accessed blended learning, attended early tutorials, submitted and passed first assessment items, and studied part-time were significantly more likely to pass the subject overall. Interventions based on good practice principles for student engagement and support resulted in increased retention.</em></p><p> </p>https://fyhejournal.com/article/view/251Academic at-risk studentsacademic successdrop outretentionacademic engagement |
| spellingShingle | Marion Tower Rachel Walker Keithia Wilson Bernadette Watson Glenyss Tronoff Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes International Journal of the First Year in Higher Education Academic at-risk students academic success drop out retention academic engagement |
| title | Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes |
| title_full | Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes |
| title_fullStr | Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes |
| title_full_unstemmed | Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes |
| title_short | Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes |
| title_sort | engaging supporting and retaining academic at risk students in a bachelor of nursing setting risk markers interventions and outcomes |
| topic | Academic at-risk students academic success drop out retention academic engagement |
| url | https://fyhejournal.com/article/view/251 |
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