International Journal of Nursing Education Scholarship
Ed. by Andrusyszyn, Mary-Anne / Cragg, Catherine Elizabeth / Goldenberg, Dolly / Maltby, Hendrika J.
1 Issue per year
SCImago Journal Rank (SJR) 2014: 0.363
Source Normalized Impact per Paper (SNIP) 2014: 0.937
Impact per Publication (IPP) 2014: 0.816
Volume 12 (2015)
Volume 11 (2014)
Volume 10 (2013)
Volume 9 (2012)
Volume 8 (2011)
Volume 7 (2010)
Volume 6 (2009)
Volume 5 (2008)
Volume 4 (2007)
Volume 3 (2006)
Volume 2 (2005)
Volume 1 (2004)
Most Downloaded Articles
- Successful Transition of the New Graduate Nurse by Romyn, Donna M/ Linton, Noreen/ Giblin, Cathy/ Hendrickson, Brenda/ Houger Limacher, Lori/ Murray, Carol/ Nordstrom, Pamela/ Thauberger, Gail/ Vosburgh, Di/ Vye-Rogers, Leianne/ Weidner, Arlene and Zimmel, Colleen M
- Educating the Future eHealth Professional Nurse by Booth, Richard G
- Transforming Nursing Education: A Review of Current Curricular Practices in Relation to Benner's Latest Work by Handwerker, Sarah M.
- Stress, Depression, and Anxiety among Undergraduate Nursing Students by Chernomas, Wanda M. and Shapiro, Carla
- Ready for What? An Exploration of the Meaning of New Graduate Nurses' Readiness for Practice by Wolff, Angela C/ Regan, Sandra/ Pesut, Barbara and Black, Joyce
A Model of Nursing Student Retention
1West Virginia University, (email)
Citation Information: International Journal of Nursing Education Scholarship. Volume 9, Issue 1, Pages 1–16, ISSN (Online) 1548-923X, DOI: 10.1515/1548-923X.2334, March 2012
- Published Online:
A model of nursing student retention was studied in nontraditional, associate degree nursing students. Student retention was defined as persistence, or choosing to continue in a nursing program, and successful academic performance, or meeting the necessary academic standards to continue in a nursing program. The model shows the interaction of background variables, internal psychological processes, and external supports, and their relationships to persistence and academic performance. Participants were 458 nontraditional associate degree nursing students. There were significant differences in background variables between students who persisted and those who withdrew voluntarily or failed academically. Perceived faculty support was related to both persistence and academic performance, such that students with higher perceived faculty support were more likely to continue in a nursing program until graduation and were more likely to be successful academically. Students with higher perceived faculty support also had higher outcome expectations of earning an associate degree in nursing.
Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.