Date of Conferral
7-23-2024
Date of Award
July 2024
Degree
Ph.D.
School
Nursing
Advisor
Janice Long
Abstract
There is a worldwide nursing shortage that has been heightened by the COVID-19 pandemic. Several factors have contributed to the worsening shortage, including high attrition rates in nursing programs. Retention strategies have been suggested to support nursing students during their education to have success and graduate. The purpose of this descriptive qualitative study was to explore how nursing students experience retention strategies and their perceived contributions to academic progress. Bandura’s social cognitive theory was the theoretical framework used to guide the study. Data were collected from one-on-one interviews with 12 nursing students recruited using purposeful and snowball sampling. Data were thematically analyzed to reveal categories and themes. Three themes emerged: finding balance in personal life and academia, visualization of success, and a sense of belonging. Findings suggest that student-centered activities, social relationships, enhanced orientation, student support services, and learning accommodations greatly contributed to academic progress. Results may lead to positive social change as nursing programs recognize effective strategies to support nursing students and reduce attrition.
Recommended Citation
Dugas, Jessica, "Student Nurse Experiences of Retention Strategies and the Perceived Contribution to Academic Progress" (2024). Walden Dissertations and Doctoral Studies. 16245.
https://scholarworks.waldenu.edu/dissertations/16245
