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首页> 外文期刊>The Journal of nursing education >Faculty support and student retention.
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Faculty support and student retention.

机译：教师支持和学生保留。

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摘要

A study was conducted to explore the relationship between nursing students' perceived faculty support and nursing student retention. The 458 associate degree nursing students who participated were categorized according to their persistence-those who had persisted continuously throughout a nursing program, those who had withdrawn voluntarily at some time during a program, and those who had been required to withdraw because of academic failure. Perceived faculty support was measured by scores on the Perceived Faculty Support Scale, an instrument developed by the researcher for this study. A factor analysis of the instrument revealed two factors-psychological support, directed at promoting a sense of competency and self-worth, and functional support, directed at the achievement of tasks to reach the goals of persistence and academic success. Analysis of variance revealed persistence group differences in perceived faculty support. Students who reported greater perceived faculty support were more likely to persist throughout a nursing program than students who withdrew either voluntarily or because of academic failure. To promote retention of nursing students, faculty need to provide the caring atmosphere of a mentoring relationship and direct assistance to facilitate student learning.
机译：进行了一项研究，以探讨护理学生感知的教师支持与护理学生保留之间的关系。 458名副学士学位护理学生按其坚持程度进行分类：在护理计划中一直坚持不懈的人，在计划期间的某个时间自愿退学的人以及因学习成绩不佳而被要求退学的人。教职员工的感官支持度是通过“教职员工感性支持量表”上的得分来衡量的，该评分标准是研究人员为这项研究开发的一种工具。该工具的因素分析显示了两个因素：心理支持（旨在促进能力和自我价值感）和功能支持（针对完成任务以实现持久性和学术成功的目标）。方差分析显示，在持续的团队支持感方面存在差异。与自愿退学或因学业失败而退学的学生相比，认为获得更大教职员工支持的学生更有可能在整个护理计划中坚持下去。为了促进留学生的保育，教师需要提供一种指导关系的关怀氛围，并提供直接帮助以促进学生学习。

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