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Linguistic diversity as sociodemographic predictor of nursing program progression and completion

Citation

Salamonson, Y and Andrew, S and Clauson, J and Cleary, M and Jackson, D and Jacobs, S, Linguistic diversity as sociodemographic predictor of nursing program progression and completion, Contemporary nurse, 38, (1-2) pp. 84-93. ISSN 1037-6178 (2011) [Refereed Article]

Copyright Statement

Copyright eContent Management Pty Ltd. Contemporary Nurse (2011)

DOI: doi:10.5172/conu.2011.38.1-2.84

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 Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Medicine, Nursing and Health Curriculum and Pedagogy
Objective Division:Health
Objective Group:Health and Support Services
Objective Field:Nursing
Author:Cleary, M (Professor Michelle Cleary)
ID Code:107962
Year Published:2011
Web of Science® Times Cited:26
Deposited By:Health Sciences
Deposited On:2016-04-01
Last Modified:2017-11-02
Downloads:0

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