Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students

Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students by Joanna Ramsden-Meier MBA, Upper Iowa University, 2001 BA, University of Northern Iowa, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2015 Abstract As there continues to be a nursing shortage and a lack of diversity in the nursing profession, it is important to retain at-risk students who have been admitted to nursing programs. The purpose of this program evaluation was to compare at-risk students who had not received retention services to at-risk students who had received retention services at a Midwestern college. A formative evaluation was conducted using information fromAs there continues to be a nursing shortage and a lack of diversity in the nursing profession, it is important to retain at-risk students who have been admitted to nursing programs. The purpose of this program evaluation was to compare at-risk students who had not received retention services to at-risk students who had received retention services at a Midwestern college. A formative evaluation was conducted using information from three sources: the college, the students, and the community. Guided by a constructivist theory defined by Ponticell, this study examined the effectiveness of the retention program in terms of its impact on course completion rates, semester, and cumulative GPAs, and number of students on probation and dismissed from the college. Using a retrospective quasi-experimental design, data from 72 students in 2 groups were compared using chi-square, t tests, and one-way repeated-measures ANOVA. Although the results were not significant, students who received retention services were less frequently on probation and dismissed, had higher course completion rates, and had higher GPAs. In addition, 54 graduating students were surveyed, and their perceptions of the retention services were positive, with an overall mean score of 4.02 out of 5.0. Themes identified through a community key informant interview included student/personal responsibility, family responsibility, and community responsibility. The program evaluation was summarized in an evaluation report that included the results and recommendations for continuation or the addition of retention services. This study may impact social change as the retention services are reviewed and adjusted in order to produce an increased number of qualified, diverse registered nurses. Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students by Joanna Ramsden-Meier MBA, Upper Iowa University, 2001 BA, University of Northern Iowa, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2015 Dedication This work is dedicated to my grandparents, Bob and Joan Nohre. While they began this journey with me, they will help me celebrate this accomplishment from a place greater than I can even imagine. Thanks to my husband, Kevin, who is and always will be the calm to my storm. And to the rest of my family, including my coworkers, thank you for your part in my doctoral journey through words of encouragement, tolerance, understanding, and helpfulness as this “paper” took the front seat. My heart is filled with gratitude. Acknowledgments I would like to express my gratitude and thankfulness to numerous individuals listed below. I am truly blessed.  Dr. Wendy Edson, faculty member at Walden University, who served as my chair and offered words of encouragement and motivation to keep me going through this process. She is appreciated more than she can know.  Dr. Marianne Borja, faculty member at Walden University, who served as my committee member and helped me dig just a little bit deeper with each review.  Dr. Jerry Durham, Chancellor at Allen College, who both encouraged and supported my doctoral journey.  Dr. Lisa Brodersen, faculty member at Allen College, who helped me tackle SPSS and provided much-needed encouragement.  Dina Dowden, administrative assistant at Allen College, who helped me with formatting, as formatting sometimes got the best of me.  David Wu, instructional technology specialist at Allen College, who helped with various technical aspects that I could not have figured out on my own.  Panera Bread staff and friends, for keeping me full of coffee, power sandwiches, and sodas every weekend morning.  Next Level Extreme Fitness trainers for giving me a place to punch out my frustrations.