Nursing Universal Retention and Success (NURS) Model: A Holistic, Discipline-Focused Framework

Autor/in	Jeffreys, Marianne R.
Titel	Nursing Universal Retention and Success (NURS) Model: A Holistic, Discipline-Focused Framework
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 3, S.650-675 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeffreys, Marianne R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120939254
Schlagwörter	Nursing Education; School Holding Power; Professional Development; Academic Persistence; Models; Undergraduate Study; Self Efficacy; Student Motivation + Suchen Sie Ihr Suchwort? Pflegepädagogik; Analogiemodell; Grundstudium; Self-efficacy; Selbstwirksamkeit; Schulische Motivation
Abstract	Understanding the multidimensional process of college student retention and success and faculty's pivotal role in making a positive difference can be daunting without an easily adaptable organizing framework. Although classic models of college student attrition provided an essential, valuable foundation and a guiding framework for early nursing student retention research and strategy design, several areas for enhancement were identified. This article presents the empirically supported Nursing Universal Retention and Success (NURS) model as an easily adaptable framework for developing strategies that embrace a "diversity of diversity" world view; address the intersectionality of multiple identities and roles; actively involve faculty and students; consider post-graduation outcomes, and incorporate a discipline -- focused proactive, culturally congruent, holistic approach. Applied in a variety of undergraduate and graduate settings, over sixty nursing and college-wide professional development programs, and over seventy published studies in the US and abroad, the NURS model encompasses features warranting consideration across disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01