Linguistic diversity as sociodemographic predictor of nursing program progression and completion

Salamonson, Yenna and Andrew, Sharon and Clauson, Jennifer and Cleary, Michelle and Jackson, Debra and Jacobs, Sharon (2011) Linguistic diversity as sociodemographic predictor of nursing program progression and completion. Contemporary Nurse.

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Abstract

Attrition from undergraduate nursing programs continues to warrant investigation particularly in the climate of nursing shortages and fiscal reflection on academic institutional programs. This three-year study used a prospective longitudinal survey design to determine entry characteristics of students, attrition, progression and completion in an undergraduate program. Students were surveyed in the first three weeks of commencing their program and gave permission for academic grades to be collected during their six session, three year Bachelor of Nursing program. Of the 740 students enrolled 48% (357 students) were surveyed and 352 students (99%) gave consent for their grades to be collected. One-third of the student cohort graduated in the expected three-year timeframe, one-third had dropped out and one-third was still completing their studies. A higher Grade Point Average and being a native English speaker were most predictive of students completing their course in the minimum expected timeframe.

Item Type: Journal Article
Additional Information: Citation: Salamonson, Y., Andrew, S., Clauson, J., Jacobs, S., Cleary, M., and Jackson, D., 2011. Linguistic diversity as a sociodemographic predictor of nursing program progression and completion. Contemporary Nurse: Vol. 38, Advances in Contemporary Nurse Education, 2nd edition, 38(1), pp.84-93..
Faculty: Faculty of Health and Social Care (for research published prior to September 2011)
Depositing User: Mr I Walker
Date Deposited: 29 Apr 2013 14:52
Last Modified: 30 Jun 2017 13:10
URI: http://arro.anglia.ac.uk/id/eprint/285654

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