EFFECTIVENESS OF A MENTOR PROGRAM ON STUDENT SATISFACTION AND RETENTION IN A BACCALAUREATE NURSING PROGRAM.
Contributors: Georgia State University.
Published: 1993
Number of pages: 179
Subjects: Health Sciences, Nursing.; Education, Administration.; Education, Higher.
Description: Purpose. The purpose of this research was to determine the effectiveness of the NMPSDB on student satisfaction and retention in the sophomore year of a baccalaureate nursing program with a three year nursing curriculum.

Methods. Through a quasi-experimental, pre-test/post-test design employing Bean's (1985) Student Entry Level questionnaire (SEL-Q) and review of student academic records this project determined the effectiveness of NMPSDB. Subjects for the experimental group were those students who were enrolled in the 1992-93 sophomore nursing curriculum and NMPSDB. The control group were chosen by computer from those non-mentored students in the same class who agreed to participate in this research. Each student was asked to complete the SEL-Q and agree to have their academic records reviewed. Data analysis included analysis of variance, chi-square and descriptive statistics.

Results. Statistically significant results were found between mentored and non-mentored students on variables related to satisfaction. Mentored students were more satisfied with the university as a whole than were their non-mentored classmates. Although there was no statistically significant difference in retention between mentored and non-mentored students, the retention rate for mentored students was 3.14% higher than for non-mentored students.

Conclusions. It is clear from the findings of this study that mentored students had higher levels of satisfaction with the university than non-mentored students. Since no significant differences were found in demographic and pre-entry variables among mentored and non-mentored students it is recommended that closer monitoring of student characteristics be done prior to program admission and that some type of orientation or mentoring be done for all students from disadvantaged backgrounds.
Notes: Source: Dissertation Abstracts International, Volume: 54-11, Section: B, page: 5606.

Thesis (PH.D.)--GEORGIA STATE UNIVERSITY, 1993.

School code: 0079.