Title: Nurse Educators Perceptions of their Role in Retaining Nursing Students

Biography:

Dionne Gibbs is a Nurse Educator and a Life and Leadership coach with over 20 years of experience as a nurse, educating, coaching, supporting and developing individuals into the leaders of tomorrow. She is a skilled practitioner in the cutting-edge field of adult education, career development, curriculum design, and teaching a diverse group of learners.  Her background includes working in higher education leadership as a dean and regional dean of nursing; with expertise in change and conflict management, coaching, effective communication, and talent development for the next generation of leaders and educators. Dr. Gibbs is Certified Nurse Educator who earned her Doctoral Degree in Education with a specialization in Higher Education and Leadership from Capella University, a Master’s of Science degree in Nursing with a specialization in Nursing Education from Walden University, a Bachelor’s Degree in Nursing from Virginia Commonwealth University, and her Registered Nursing Degree from Norfolk State University.

Abstract

Statement if the Problem

Nurses are often thrilled to assume the role of a nurse faculty member. However, many nurse faculty who work in proprietary schools are often unaware of the role they will play in student retention. Past studies identified faculty behaviors that nursing students experienced as supportive, but gaps in the literature exist regarding faculty’s perceptions of their role in retaining nursing students. Trolian, Jach, and Hanson (2016) explained that further research is necessary to identify the various functions of nursing faculty members. This research study addressed the gaps by asking nursing faculty to explore their roles as nurse educators and discuss their perspectives of how their positions require them to influence student retention and academic success.

Purpose

The purpose of this basic qualitative research was to investigate the perceptions of nurse educators who work in proprietary institutions regarding their roles in retaining nursing students enrolled in an associate degree in nursing program. Information about nursing faculty’s perceptions of their role in nursing students’ retention was missing from the literature. The sample consisted of 10 nursing educators who taught in associate degree nursing programs at proprietary institutions. The nurse educators participated in semistructured interviews and answered open-ended questions about their experience and perceptions regarding retention of nursing students.

Analysis and Finding

Data analysis revealed four overarching themes. First, educators described the importance of developing relationship with students and spending time with their students outside of the classroom. The second theme was the need to seek resources to assist with student retention. The third theme involved seeking strategies to assist with academic performance. In the final theme, faculty revealed the need for faculty training regarding student retention. The interviewees discussed that they had primarily developed what they believed were practical techniques for working with students based on their own experiences. The findings particularly highlighted the need for formal faculty training and resources to support educators in their roles in improving student retention rates.