Purpose:Two-fold, first to test specific hypotheses using Bean and Metzner's (1985) model of Nontraditional Undergraduate Student Attrition in junior baccalaureate nursing students and second to describe junior African American baccalaureate nursing students' perceptions of their nursing programs as well as factors that support or restrict their academic success. Specific Aims:(1)to examine student behavior as it relates to retention and academic success in a specific cohort nursing students,(2)to describe and compare those academic and environmental factors that support or restrict academic success in the cohort groups,(3)to determine whether students' perceptions of their BSN programs influences their motivation to be successful Methods: Purposive sampling was used to collect data from a sample of self-identified African American(black,non-Hispanic)junior BSN (N=152), enrolled in generic BSN programs located in the North Atlantic and a portion of the Southern NLNAC accredititng regions. Three instruments,the Minority Students' Perceptions of their Educational Programs(MSPEP), the Student Perception Appraisal(SPA),and the Desirability for Control Scale(DC),and a researcher designed demographic data sheet were used. Alpha coefficients ranged from .66 to.84. Data was analyzed used descriptive and inferential methods, ANOVA to determine whether the variables were statistically different by schools,along with simple & multiple regression.Results:Perceptions(R=.50;p=.001)significantly explained 25% of the variance in the composite of academic variables.Seven academic and five environmental factors were identified as supportive of the students' academic success.Four environmental factors were identified as "moderately" restricting academic success. Study participants provided written comments concerning the lack of minority faculty in the classroom and clinical areas. Conclusions:age is not significant nor an indicator of academic success and there is a need for minority faculty to provide students with role models and mentors.Implications for the workforce:the delivery of culturally competent care, and nursing education diversity.
Session #1172 - Nursing Education: Student Outcomes
The 29th Annual MNRS Research Conference (April 1-4, 2005)