The use of grounded theory to develop a framework for understanding student retention in community college nursing programs

Abstract

Gaining admission into pre-licensure nursing programs has proven to be quite difficult for the average college student. Topping the list of crucial priorities for many academic institutions is the retention of these nursing students. Yet, the reality is that many students decide not to complete their course of study for reasons other than academic failure. The retention of nursing students is essential to securing competent, well-educated nurses to care for society in years to come. Current research has indicated that the enrollment of students pursuing an Associate Degree of Nursing within the Community College systems has greatly increased; however, attrition rates remain high in these groups when compared to Baccalaureate Nursing programs. Quantitative studies have identified academic as well as non-academic reasons that influence students' decisions to stay in school. Yet, our efforts to fully understand these reasons remain limited by the closed-ended questions asked of these students about their challenges to remain in school. This study took a different approach to further investigate the actions and processes identified by non-traditional college nursing students in order to contribute to student retention theory. The grounded theory methodology of Charmaz (2006) was used to identify three major study concepts that were identified from audio-recorded interviews which highlighted the retention actions and processes from ten non-traditional college nursing students. The major concepts of enhancing personal capacity, learning to balance, and maintaining support were interpreted from this study's findings. The postulate interpreted from this study included the following: Community college non-traditional nursing students who are able to enhance their personal capacity through the actions and processes of learning to balance and maintaining support may have increased capabilities to remain in their nursing programs.