The Relationship Among Variables in Tinto’s Conceptual Model and Attrition of Bachelor’s Degree Nursing Students EVELYN

JENENNE

BENDA,

PHD,

RN*

This study examined the relationship among the constructs In Tinto’s model of college student retention in a sample of 166 freshmen, 141 sophomores, and 236 junior bachelor’s degree nursing students. Data for the independent variables, labeled pre-entry, academic and social institutional, and commitment, were gathered from subjects’ American College Testing (ACT) assessments and the WI-item Student Attitude Questionnaire. Data for retention were gathered during a subsequent semester. Results of the t tests and x2 analyses determined that there were significant differences between retained and departed students, eg, retalned freshmen scored higher than departees on the ACT subscores, Mathematics and Composite, two measures of high school grades, and high school class rank. Retained freshmen were also more likely to choose a major other than nursing at the time of the ACT assessment, perceived more external control from institutional rules and regulations, and were more certain of their ability to pay for their education. Eight pre-entry, four academic, four social-institutional, and nine commitment variables differed sig nificantly in retained and departed freshmen. Subsequently, these variables were examined across academic classes to ascertain whether there were significant differences in retained students. Twelve of the variables differed significantly in retained students, and 13 did not. (Index words: Attrition; Retention; Persistence; Bachelor’s degree nursing students) J Prof Nurs 6:76-24, 1991. Copyright 0 1991 by W.B. SaundersCompany

about this topic for it was in the enviable

position

having

to nursing

C

programs

OLLEGE

of longtime

est for higher tensive 1978; many

scholarly

education

literature

Lenning,

attrition

STUDENT

has been a subject

and administrative

as evidenced

reviews

(Cope

inter-

by several ex-

& Hannah,

1975;

Beal, and Sauer, 1980; Pantages & Creedon, Spady, 1970; Tinto, 1975). However, for

years,

the nursing

profession

was less concerned

*Associate Professor and Chairman, Department of Nursing Education, Coe College, Cedar Rapids, IA. Address correspondence and reprint requests to Dr Benda: Department of Nursing Education, Coe College, Cedar Rapids, IA 52402. Copyright 0 1991 by W.B. Saunders Company 8755-7223/91/0701-0010$03.00/0 16

a surplus

of qualified

applicants

of

programs.

Significance The 1980s witnessed ing programs

declining

(Redman,

generic students

in 368 American

leges of Nursing

programs

1984 to August

the first

1985. During

women

who wanted

time

ever,

at 4-year

medicine

In addition ing argument ported between

of col-

In fact, for freshman

for a career in

1987).

interest

programs

attrition

20 per cent

opting

(Sharp,

for attention

national

in the number

year saw more

to declining

of ColAugust

this same year, a 33

institutions

rate in nursing

drop in

from

to be nurses.

that

than in nursing

attrition

in nurs-

Association

occurred

per cent decrease was reported lege freshmen

enrollment

1986). A significant

in nursing,

presents

to attrition.

With

rates in nursing and 41 per cent

the

a convincre-

programs (Rosenfeld,

1988; Munro, 1980), nursing faculties need to document the number and percentage of students who depart and whether their departure is for reasons amenable to preventive action. In a time when it has been projected

that the need for nurses with baccalaureates

will be almost double the number in 1980 (Sharp, 1987), it is certainly time to attend to attrition in cording

of bachelor’s degree nursing to Donovan

are established

(1989,

for identifying

the need for development

p.

education.

120), “Once

Ac-

criteria

the high risk student,

and testing

of strategies

to

improve retention of students becomes a high priority.” Therefore, the purpose of this study was to determine whether the constructs described in Tinto’s (1987) conceptual model of college student departure were related to retention of bachelor’s degree nursing students.

Conceptual Framework Tinto’s model of college student departure (Fig 1) has been the focus of considerable research during the

Jownal of Professional Nursing, Vol 7, No 1 (January-February),

1991:

p 16-24

TINT03

17

MODEL AND STUDENT AlTRlTlON

past decade

(Aiken,

1977; Bean,

1980,

Horne,

1987;

1982; 1982,

Munro,

& Johnstone,

1985; Carter,

1980,

Pascarella & Chapman, 1978,

Baumgart 1983,

1981;

Pallett,

Defined

as a student’s

1986;

stitution

that extends

1984;

commitment

1983; Pascarella & Terenzini,

1979; Terenzini,

Lorang,

1985; Terenzini

Broadly

understood,

vidual’s

departure

Pascarella,

Theophilides,

& Pascarella,

1977,

als intend &

1980).

Given attributes

cation (IHE) is viewed as arising

of higher

edu-

out of longitudinal

processes. model

certain

ground

posits

that

pre-entry

individuals

attributes,

ie, family

(social status and parent’s

Individuals

also bring

ities (intellectual intellectual

enter

educational

with them certain

and social),

and varying

accomplishments

associated

with

ing to Tinto,

of

example,

College Testing

Accord-

positive

attributes

and goal and

ments (T,). At this time, level and type of education

formulate

institutional

intentions

ini-

desired by the individual.

AN0 COMMITMENTS

(T,)

integration

negative

critical

INSTITUTIONAL

PERSONAU NORMATIVE

EXPERIENCES

INTEGRATION

experiences

faculty, into

For

such as unsatisevents

or less

will decrease

the IHE,

commitments

point,

dimin-

the institution.

at extracurricular

integration

serve

and social integration

into

with

within Accord-

experiences

social experiences,

interactions

a certain made.

are interactive

academic

the

experiences

affect the depar-

institutional

goals and institutional

specify both the

subsequent

while negative

interactions

individual’s

commit-

GOALS PRE-ENTRY ATTRIBUTES

positive

ish a student’s

prior

pre-entry

academic and social systems.

into the institution

American

these pre-entry

they

commitments,

also directly

to increase a student’s

abil-

and

These experiences

back-

factory

intentions

that

the institution

average,

ing to Tinto,

argues

within

(high school class rank, gradepoint [ACT] subscores).

enters with certain goals

further

the institution’s

types

1985),

the degree to which individu-

initial

model

schooling

tial

and

IHEs level).

skills,

to the in-

(Bean,

these goals in the institution

that a student

ture decision.

Tinto’s with

indicates to attain

attachment

into the future

enter.

this model argues that an indifrom an institution

personal

a departure

GOALS AND COMMITMENTS (T,)

(T,),

weaken

the the

and, after

decision

will be

OUTCOME

ACADEMIC SYSTEM

/ FORMAL

I I

INFORMAL

I I I

I

SOCIAL SYSTEM

TIME (T)

Figure 1.

w

A model of institutional departure. (Reprinted with permission from Tinto, V. (1987). Leaving College. Chicago: University of Chicago Press, 0 1987 by the University of Chicago.)

18

EVELYN JENENNE

LiteratureReview An extensive review of the literature found limited research endeavors using samples of bachelor’s degree nursing students in particular. However, extensive research has been published that includes bachelor’s degree nursing students as part of a sample of college students across academic majors. Of necessity, some of these studies are included in the following literature review, which is organized as follows: pre-entry attributes, institutional experiences, and commitment as influencing retention. Not surprisingly, a review of the literature demonstrates that the pre-entry attributes of individual ability and past performance are frequently found to be associated with retention (Astin, 1975; Blanchfield, 1971; Johanssen & Rossman, 1973). As part of their descriptive profile of students who did not complete bachelor’s degree nursing programs, Hudepuhl and Reed (1984) stated that 67 per cent of the failing students had completed their first 2 years of liberal arts course work at junior colleges. In addition, 25 per cent of the attrition attributed to academic deficiencies occurred during the first year of the nursing major. Higgs’ (1984) investigation of retention of bachelor’s degree nursing students determined that prerequisite GPA was positively correlated with all three operational definitions of progression in her study: nursing, science, and clinical GPA. Again, the key factor for predicting success was based on whether students’ prerequisite nursing courses were taken at a junior or senior college. Other studies also verified that lower prerequisite GPAs and cumulative GPAs were associated with a higher risk for noncompletion of the bachelor’s degree nursing program (Allen, Higgs, and Holloway, 1988; Knuopke, 1979; Munro, 1980).

the key factor for predicting success was based on whether students’ prerequisite nursing courses were taken at a junior or senior college.

. . .

Academic and social institutional experiences, such as informal out-of-class contact between faculty and students, have been empirically linked with retention in samples of college students across majors (Horne, 1987; Pascarella, 1978, 1979). Small residential liberal arts colleges where faculty are rewarded for more out-of-class contact with undergraduate students and student use of campus services and facilities have also

BENDA

been linked to improved persistance (Braziel, 1984; Kuh, 1981). Defined as the students’ personal attachment to the institution that extends into the future (Bean, 1985), commitment has been linked with retention by a number of investigators, but none so explicitly as Bean. Using regression analysis, Bean concluded that the most important indicator of dropout was the intervening construct commitment. Variables measuring commitment such as intent to leave, perceived value of the education, certainty of choice of a college, loyalty to the institution, major and job certainty, and opportunity to transfer have been empirically linked to dropout in Bean’s (1980, 1982) work. Bachelor’s degree nursing students were included in his samples of college students across all academic majors.

Specific Research Questions 1. Whether pre-entry attributes relate to reten-

tion of freshman nursing students. 2. Whether a relationship exists between selected academic and social institutional experiences and retention of freshman nursing students. 3. Whether a relationship exists between selected commitment indicators and retention in freshman nursing students. 4. Whether there are significant differences in these variables in retained bachelor’s degree nursing students across class levels. Independent variables defined: 1. Pre-entry attributes: abilities and resources the student brings to the program as identified by ACT data. 2. Academic institutional experiences: those formal and informal interactions related to degree requirements and coursework as measured by the Student Attitude Questionnaire

(SAQ) . 3. Social institutional experiences: those formal and informal interactions with the socializing agents of the institution, the faculty, staff, advisors, and other students, that are unrelated to degree requirements or coursework. These were identified by students’ responses to the SAQ. 4. Commitment: the strength of responses to specific questions on the SAQ that were concerned with attachment to the program of study and institution.

19

TINTO’S MODEL AND STUDENT AlTRITION

Dependent

variables

defined:

1. Retention/departure: nonenrollment student

remaining

as a nursing

at the institution

enrolled

or

or prenursing

at the beginning

of

for pre-entry

from existing

variables

Data included

valid measures

students

were gathered

construct

model (Bean, Garland,

in-

1982,

& Lowe,

1979;

taining

(Bean,

con-

of the presence of commitment during

the program

model identifies

1980,

The sample retention sented

in Table

official of the college or university

1982,

the sub-

during

that retention

SAMPLE

class on a given

141 soph-

bachelor’s degree nursing in a nursing

day in nine nursing

the greatest

the freshman

per-

out of BSN

year. A x2 determined

was related to class status at P = .05. of the sample are described

Table 2. It is evident

that retention

of public-private

status for freshmen.

sample of 188 freshmen,

used. The rights of the human

or

rate across class levels is pre-

typology

class levels but dependent

who were present

at two

the path to retention

in the study dropped

Other demographics pendent

fall semester.

omore, and 236 junior

of study;

commitment

1. As anticipated,

centage of students

3. Data for retention were collected with completion of a brief checklist from a designated

dents

level of qual-

version of

programs

A convenience

League for Nursing

Results

1985).

sequent

All

of a 104-

scale questionnaire

valid

nurs-

states.

departure.

variables were col-

was a modified

a Likert and

to ensure a consistent

separate times during

items shown in previous studies to be

reliable

were National

accredited

to each of the subjects.

The questionnaire

and six private

in two midwestern

at one time

institutional

the administration

questionnaire

to:

in three public

2. Identification

1980,

and social

variables and commitment

the SAQ,

this also was en-

file.

programs

Tinto’s

for academic during

had re-

ity.

1987).

lected

Subsequently,

ing programs

on the ACT assessment

of the pre-entry

1985; Hutcheson, 2. Data

or departed.

1988, data were

the subject

1. A sample of generic bachelor’s degree nursing

been shown to be reliable and

cluded in Tinto’s

fall session whether

tered into the computer

data, the subjects’ ACT assess-

have previously

item

mained

during

This study was limited

DATA COLLECTION INSTRUMENTS

Tinto,

to ascertain

LIMITATIONS

Methodology

ments.

Finally,

1988.

fall session

1. Data

annexed. gathered

status was indeand gender

on full-time

The x2 statistics

in

for all

registration

and significance

levels are also included.

stu-

RESEARCH QUESTION 1

or prenursing programs

was

research subjects

were

Eight pre-entry tionship

variables

to retention

showed a significant

rela-

at the .05 level of significance.

protected by previously gaining approval for conducting the research from the respective college or univer-

Individual ACT subscores accounted for two of the eight variables. Among those pre-entry variables that

sity human

did not significantly

research committees.

PROCEDURES FOR DATA COLLECTION

Initially,

the investigator

tered the SAQ. Subjects

or an assistant

indicated

ipate in the study by including security number, and semester and first entered college on the cover enabling the researcher to match

consent their year sheet data

were: ACT natural glish,

perceived

relate to retention sciences,

adequacy

in this study

social studies,

of high

and En-

school education,

administo partic-

name, social in which they of the SAQ, submitted on

the SAQ with previously completed ACT assessment data and subsequent retention data. Subsequently, data from the SAQ was keypunched into a Wylbur file. Next, ACT assessment data for each subject was

TABLE

1. Sample Retention Rate Across Class Levels Retained n (W

Freshman Sophomore Junior Total

155 134 233 522

(82.4) (95.0) (98.7) (92.5)

Departed n (W 33 7 3 43

(17.6) (5.0) (1.3) (7.5)

NOTE x2 = 22.95; df = 2; significance

= .OO.

Total n WI 188 141 236 565

(33.3) (25.6) (41.8) (100)

EVELYN JENENNE BENDA

20

2. Demographic Sample

TABLE

Per cent Retained Freshman X2 Sophomore X2 Junior

Characteristics

TABLE

Public/Private

Female/Male

Full-Time/ Part-Time

79.6186.7 1.09, P = .30 96.6193.5 .48, P = .49* 98.31100

80.3/100 .07, P = .79* 94.81100 .oo, P = 1 .oo* 98.71100 .oo, P = 1.00*

82.410 4.6, P = .03* 95.0/l 00 .oo, P = i.oo* 99.1/100 .oo, 0 = 1.00*

.lO, P = .76

X2

of the

*After Yates correction.

self-reported

family

income,

size of graduating

class,

and other variables. Pre-entry

variables significantly

However, major, likely

were positively

the final variable,

had surprising to be retained

related

frequency

origina

results.

intended

Students

nurse (RN), students

RESEARCH

Among variables

those

social

citing,

faculty contact,

friends,

and feelings

advisor contact, of comfort

retained

tutional

experiences.

TABLE

significance

t r t t t t

ease making As

and departed of several insti-

the x2 statistic

ACT mathematics ACT composite HS GPA per 4.0 scale HS GPA per 7.0 scale Years math taken HS Years natural sciences taken HS r HS class rank 1 Liklihood choosing RN as career choice

t test t test t test t test X2

2 4

.04 .oo

t Certainty ability pay i Outside responsibilities

10.19

4

.04

interfere school J Rebelliousness i Confidence social life J Value education for learning rather than to get a job

15.28 9.77 10.93

4 4 4

.oo .04 .03

11.89

3

.Ol

Among portance

QUESTION

those commitment

significantly

related

to retention

of bachelor’s

degree,

difficulty

picturing

oneself

variables

that were not

were: perceived

finishing

to transfer to another

commitment

3

variables

difficulty

nursing

program,

without

studied

im-

the program, a BSN.

exhibiting

and Those

a statisti-

cally significant relationship to retention status at the .05 level of significance are included in Table 5.

Finally, and

nine

QUESTION

those eight pre-entry, commitment

variables

cantly related to retention across academic determine groups.

whether The

there

4

eight that

institutional, were

in freshmen

class levels

signifi-

were analyzed

of retained

students

was a difference

to

in the

13 variables that did not significantly

5.

Commitment Variables Significantly Related to Retention in Freshmen Variable

Value

df

Significance

-1.86 -3.41 -2.96 -3.41 19.29

186 186 181 180 1

,000 ,001 ,004 ,001 ,000

t t t t t t 1

X2

math skills

RESEARCH

TABLE

3. Pre-entry Variables Significantly Related to Retention in Freshmen Test Statistic

6.5 23.27

on time t Confidence

and re-

values are included.

Variable

.04

RESEARCH

courses ex-

at institution.

differed in their perceptions Again,

4

control by

institutional rules f Completion of homework

institutional

asking instructors

students sulting

2

assignments,

4, however,

9.83

f Perceived

were not significantly

were: difficulty

for help, delays completing

in Table

was RN as a career.

academic

from the SAQ that

related to retention

shown

The next

and the least fre-

QUESTION

and

Significance

college

were most

was the choice of health professions

quent choice for retained

df

the first

if they had chosen a nonhealth

other than registered

X2

Variable

to retention.

major at the time of their ACT assessment. highest

and Social Institutional Significantly Related to in Freshmen

related to retention

in Table 3. As expected,

status are presented seven variables

4. Academic Variables Retention

X2

15.54 8.12

2 2

.03* .04*

J

X2

42.76

2

.05

J

Abbreviation: HS, high school. *When columns with expected frequencies of < 5 combined, relationship failed to be supported at .05 level significance.

Full-time registration Certainty of nursing major Certainty this program Expectancy continued enrollment Expectancy enrollment here 1 yr Expectancy graduation sometime Expectancy to transfer another institution Extent discussed leaving insiders Extent discussed leaving outsiders

X2

df

Significance

4.61 12.01 16.67

4 4

.03* .02-t .oot

9.5

4

.Ol

19.88

4

.oo

21.3

4

.oo

26.99

5

.oo

17.42

4

.oo

12.88

4

.Ol

*After Yates correction. tP > .05 when columns with frequencies

< 5 combined

TINT05

MODEL AND STUDENT ATTRITION

21

differ at the .05 level of significance did significantly ing students tively.

are included

As appropriate

analysis

and those that

differ across classes of retained

of variance

in Tables

nurs-

ing procedures tential

Another

6 and 7, respec-

ment

to the level of measurement,

or x2 statistics

finding

with

between

small liberal previous

Discussion of Findings

in the sample,

caution

of departed

is warrented

students

in interpreting

the findings.

However,

some of the findings,

the pre-entry

variables

of high school class rank and

high school GPA, are in agreement (Allen,

Higgs,

Hudepul, mitment

variables

year, certainty ficulty

& Holloway,

1984;Knopke,

ment

(Bean,

rates for bachelor’s

degree

presents

nursing

ple, which consisted

of this

1988) and 41 with the attri-

of students

may be that in this era of nursing faculties

grams included

TABLE

in this

in Iowa and Wiscon-

sin. Another

students.

(Bean,

1985;

degree

While

are already directing

Finally,

perhaps

in this particular

the nursing

ACT mathematics HS GPA per 4.0 scale Years math taken HS Years national sciences taken HS HS class rank Certainty ability pay Extent discussed leaving, insiders Extent discussed leaving, outsiders Completion of homework on time Rebelliousness Confidence math skills Confidence social life Value education for learning rather than to get a job

pro-

sample have screen-

6. Variables Not Significantly Classes Variable

short-

efforts at

1984;

students

mastu-

Kuh,

1981;

using only

in the

linking

total

sample,

of these variables.

confidence

departure

education,

the data do suggest

and experiences others.

High

following

that “a strong fundamental intellectual

admissions

ACT subscores,

program

to a nursing acumen”

of study.

and the like,

disposition

are more

career than a high level of by this study.

who had chosen nursing of the ACT assessment

as a ca-

were more

than those who chose it later,

possible

that high school students

mation

concerning

components

counselors

The stereotype

was not supported

Because students to depart

are

with low high school GPAs,

back and caring

reer at the time

departure

of the findings.

advise students another

with

recommendations

school and collegiate

to consider

a

degree nursing

that some attributes

are more associated The

that

for predicting

from bachelor’s

class rank, mathematics

likely

were

nursing

1977), this study,

candidate’s

should

the

this study did not show a set of criteria

can be used with

than

relationship

degree

nursing

study in While

across academic

Braziel,

& Pascarella,

bachelor’s

may be the nature of the sam-

age, nursing retaining

at-

students

with the findings

1980) are in conflict

An explanation

dif-

are also

tion rate across classes of 7. S per cent obtained study.

dents

Terentini

are not in agree-

Rates of 20 per cent (Rosenfeld,

per cent (Munro,

in 1

1982) with re-

The literature

this

bachelor’s

made for application

some of the ftndings

that were in disagreement study.

institution

1980,

including

1984; the com-

and perceived

to another

with the literature.

trition

Higgs,

of enrollment

of choice of major,

linked in the literature tention. However,

1988;

1979). Similarly,

establishing

on samples of students

jors

contact,

and retention.

failed to establish a significant

with the literature

of expectancy

of transferring

such as

at po-

was the lack of a positive

faculty student

arts colleges,

studies

conducted Because of the small number

those candidates

of this study that was in disagree-

the literature

relationship

were used.

for eliminating

risk for departure.

the

of being

realistic

a nursing

it is

need more inforrequirements

student.

and

It behooves

Different in Groups of Retained Nursing Students Across Construct

Statistic

Significance

Pre-entry Pre-entry Pre-entry Pre-entry Pre-entry Social Commitment Commitment Academic Social Academic Social

ANOVA X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2

.03* 56 .92 .70 .38 .33 .93 .40 .18 .49 .17 .33

X2

.70

Social

Abbreviation: HS, high school. *No group significantly differed at .05 level with Scheffe Post Hoc Comparison

Test.

22

EVELYN JENENNE

TABLE

7. Variables Significantly

BENDA

Different In Groups of Retained Nursing Students Across Classes Construct

Variable

Statistic

Pre-entry Pre-entry Pre-entry Commitment Commitment Commitment Commitment Commitment Commitment Commitment Academic Academic

ACT composite HS GPA per 7.0 scale Liklihood choosing RN as career Full-time registration Certainty of nursing major Expectancy to transfer Certainty this program Expectancy continued enrollment Expectancy enrollment here 1 yr Expectancy graduation sometime Perceived control, institutional rules Outside responsibilities interfere

Significance

.oo*

ANOVA

.05 .O!i .05 .Oi .oo .Ol .oo .oo .oo .oo .oo

X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2

“Per Scheffe Post Hoc Multiple Comparison Test, juniors differed at ,051level

our profession toward

to engage in public

awareness ventures

this end.

Student

progress

the curriculum,

should

especially

points of critical transitions Special attention

is possible that high school students need more information concerning the realistic requirements anti components of being a nursing student.

. . . it

to nursing

programs,

ence of statistically ascertain Those number

which

significant students

students

whose

nursing

cates less certainty with

faculty

files for the pres-

pre-entry

variables

to

fellow

or a combination

include

a large

of those factors should

another

be

or requests

college,

intervention

students

a system

should

The practical faculty.

faculty,

rently,

lower faculty-student

tutorial

and group

study

ratios,

courses

concur-

and referral

sessions may increase

to

their

roles should

Because departed

chances for success. Because part-time students tended to depart, encouragement of full-time study in nursing is warrented.

However,

departed

students

were also con-

cerned with finances; therefore, efforts at securing funding for education of nurses should be continued as this may in fact be an intervening variable encouraging part-time study. Nursing faculty and advisors should be cognizant of students who are unconcerned with completion of homework or perceive that extensive outside responsibilities interfere with school. Based on the results of this study, this is an early warning signal of departure. Assistance with time management, finances, and the like may help with retention.

advisors,

education students

leaving

or campus be sent to

for early identification

and

for a variety of future

be emphasized students

to Iearn the skihs

employment for learning’s

should

by nursing

felt closest to other

who were at the institution

Since a number retained

discusses

that a transcript

value of nursing

nursing

nursing

system and

be available.

fewer

and

at

fails to register for the next semes-

required for obtaining enjoyment of learning

science

of content.

be provided

an early warning

students,

advised to take a less concentrated program of nursing study. A 5-year plan of study requiring them to take natural

should

of career choice,

personnel,

employment

are at risk for departure. backgrounds

year and other

or complexity

and guidance

these times. In addition,

ter’s courses, On admission

the freshman

throughout

a plan for intervention should be developed for students considering departure. When a student indi-

support

and advisors should survey student

be monitored

rather than for sake, the use of

be stressed.

of the variables across academic

were similar class levels,

in

these

preceding recommendations also apply to sophomores and juniors. However, it is imperative that these retention dent’s

initiatives program

be implemented of study

because

early in the stuthe freshman

year

demonstrated the highest attrition rate. Yet, this is the time when nursing faculty have minimal classroom and clinical contact with students. Therefore, brown bag lunches, induction into the student nurses’ association, and offering at least one nurse-taught class per semester can initiate and maintain contact with freshman students. The present study suggests several recommendations for future research. The variables identified as statistically related to departure should be tested for further clarification of the relationships. Controlling

23

TINTO’S MODEL AND STUDENT ATTRITION

for certain pre-entry variables could determine predictiveness and in turn provide admissions mittees with a basis for determining nally,

curricular

design,

teaching should

variables

within

the

structs

studied

nursing

major,

to effect

strategies,

be further

interfacing success

The author

at-risk candidates

who are most likely to succeed with remediation. ganizational

Fi-

and oridentified

with

in the

Acknowledgment

their com-

the

con-

nursing

pro-

thanks

the administration and faculty at the and encouragement of this research project, which was part of a doctoral dissertation. The author acknowledges the contribution of the faculty and administrators in the nine nursing programs participating in the study. Their cooperation with this project was outstanding. Finally, the author thanks the Gamma chapter of Sigma Theta Tau located at The University of Iowa College of Nurs-

College for support

ing, Iowa City, for its monetary

gram.

support

of this study.

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