WITHDRAWAL OF ACADEMICALLY QUALIFIED STUDENTS FROM NURSING EDUCATION

This ex post facto study compared persisters and withdrawers from one nursing education program in terms of such nonacademic factors as home environment, college environment, and personal characteristics. To address the spectrum of nonacademic factors, a researcher-designed questionnaire was utilized. One hundred twenty-two persisters and 39 withdrawers met the standard admission criteria, completed the support courses in general education, and enrolled in nursing courses during the academic years 1981-1982 and 1982-1983. The attrition rate was 29.4 percent. The typical nursing student was a young, single, white female, distributed evenly among urban, suburban, and rural backgrounds. A significant percentage of withdrawers came from private secondary schools. Data revealed two factors within the home environment which significantly influenced the student to withdraw: (1) father holding a graduate degree and (2) mother being in the medical profession. Statistics indicated a remarkable resemblance between the persisters and withdrawers in the areas of family size, family relationships, and financial support. Statistics related to the college environment revealed a significant relationship between lack of self-esteem and withdrawal from the program. The withdrawers perceived the college did not help them grow, develop independence, develop trust, establish friendships, feel important, or to learn. Neither did they feel the financial aid program was adequate. Other areas of the college environment were perceived similarly by both the persisters and withdrawers. The workload was considered heavy and the program difficult; interaction with faculty and staff was reported as satisfactory; and the majority indicated academic policies and student services were appropriate. Data regarding personal characteristics revealed withdrawers lacked institutional commitment. Personal problems, such as academic, physical, emotional, and financial, were significantly related to withdrawal from the program. Other factors relating to the student\u27s personal characteristics were non-significant, including academic motivation and clinical performance. The majority of withdrawers left during the second semester; emotional concerns were cited as the major focus for their decision