Sherrod R A, Harrison L L, Lowery B H, Wood F G, Edwards R M, Gaskins S W, Buttram T
Capstone College of Nursing, University of Alabama, Tuscaloosa 35487-0358.
J Prof Nurs. 1992 Jul-Aug;8(4):203-8. doi: 10.1016/8755-7223(92)90081-9.
As a component of the evaluation for a program designed to enhance recruitment and retention of disadvantaged nursing students, qualitative interviews were conducted, with a sample of 20 baccalaureate nursing students at the end of their freshman year. Students were asked to describe positive aspects of their academic and nonacademic experiences as well as problems that were experienced, with recommendations for resolving these problems. Positive aspects of the freshman experience that were identified included academic, social, familial, and financial support. Problems cited were related to two categories of factors, external and internal. Problems related to external factors included excessive academic loads, course-specific problems such as with the sciences, large class size, faculty inattentiveness, racial tensions, dorm/roommate problems, and parking or commuting time. Problems related to internal factors included poor study habits, loneliness, homesickness, family conflicts, and difficulties with peer relationships. The findings can be used by nursing faculty to determine the extent to which programs address students' perceived needs and to identify innovative retention strategies that would enhance students' perceptions of their college experience.
作为一项旨在提高弱势护理专业学生招生和留存率的项目评估的一部分，研究人员在20名本科护理专业大一学生学年结束时进行了定性访谈。研究人员要求学生描述他们学术和非学术经历中的积极方面以及遇到的问题，并给出解决这些问题的建议。研究发现的大一经历的积极方面包括学术、社交、家庭和经济支持。提到的问题与两类因素有关，即外部因素和内部因素。与外部因素相关的问题包括学业负担过重、特定课程问题（如理科课程）、班级规模大、教师关注度不够、种族紧张关系、宿舍/室友问题以及停车或通勤时间。与内部因素相关的问题包括学习习惯差、孤独、思乡、家庭冲突以及同伴关系困难。护理教师可以利用这些研究结果来确定项目满足学生感知需求的程度，并确定能够增强学生对大学经历感知的创新留存策略。
