NURSING STUDENT RETENTION RATES

This researcher also believes that the change magnitude diversity within the American population demands that the population of master copy nurses also must become more diverse. A trial to address increasing rates of attrition among nursing students threatens the tendency of greater diversity in nursing because the members of population nonage groups are disproportionately among the students who drop-out of nursing programs (Sutton & Clayton, 1992, p. 31). Attrition rates for minority group nursing students ranges as high as 85 percent (Rodgers, 1990, pp. 36-39).

One strategy that has been employed with some tier of success to improve the retention rate among nursing students slackly is the implementation of a formal stress management incumbrance program (Godbey & Courage, 1994, p. 190). Another approach that has yielded some success is the tuition of a shipment among nursing students to the profession (Saucier, 1995, pp. 183-185). The key to motivating an individual to remain in an presidency or a program lies not in urging an individual to remain, but, rather, in the developing within that individual a strong commission to the organization or the program (Tett & Meyer, 1993, pp. 269).

From such a commitment will flow the desire to remain in the organization or the program.

a. Nursing students with ES and IS encyclopedism style preferences will perform at higher(prenominal) levels in collaborative learning environments than in traditional learning environments.

Chaffee, J. (1992). Critical sentiment across the curriculum. In Barnes, C. A. (Ed.). Critical thinking: Educational imperative. San Francisco: Jossey-Bass Publishers, pp. 25-36.

Glaser, E. M. (1985). Critical thinking: Educating for responsible citizenship in a democracy. National Forum: Phi Kappa Phi Journal, 65(1), 24-27.

2. IS pattern: concrete reflective.

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