Linguistic diversity as sociodemographic predictor of nursing program progression and completion
Yenna Salamonson
School of Nursing and Midwifery; Family, Community Health Research Group (FaCH), University of Western Sydney, Sydney NSW
Sharon Andrew
Department of Acute Care, Faculty of Health and Social Care, Anglia Ruskin University, Chelmsford, United Kingdom
Jennifer Clauson
School of Nursing and Midwifery; Family, Community Health Research Group (FaCH), University of Western Sydney, Sydney NSW
Michelle Cleary
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
Debra Jackson
Professor, Faculty of Nursing, Midwifery and Health, University of Technology, Sydney (UTS), Broadway NSW
Sharon Jacobs
School of Nursing and Midwifery, University of Western Sydney, Sydney NSW
PP: 084 - 093
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.
Keywords
diversity; attrition; nursing students; progression; program completion
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