Nursing student retention and success: Action innovations and research matters

Nursing Universal Retention and Success (NURS) Model: A Holistic, Discipline-Focused Framework

“…Goals aimed at the minimum level do not prepare graduates to meet the yet unimagined challenges and changes of a future caught up in a whirlwind of rapidly moving people, technology, and global change (Jeffreys, 2014). Tracking students to document and comprehend students’ progress paths and evaluate effectiveness of retention strategies contributes to determining best practices (Jeffreys, 2007b; 2012b; Kruse et al., 2020) (Figure 1).…”

“…Strategies that consider post-graduation outcomes, embrace a “diversity of diversity” world view, address the intersectionality of multiple identities and roles, actively involve faculty and students, and incorporate a discipline, program, career, or specialty – focused proactive, culturally congruent, holistic approach can make a positive difference (Jeffreys, 2004, 2012b, 2014, 2015, 2020a). A “diversity of diversity” world view recognizes that diversity may exist based on birthplace, citizenship status, reason for migration, migration history, religion, ethnicity, race, language, kinship and family networks, educational background and opportunities, employment skills and opportunities, lifestyle, gender, sexual orientation, socioeconomic status (class), politics, past discrimination and bias experiences, health status and health risk, age, occupation, and other variables that go well beyond the restrictive labels of a few ethnic and/or racial groups (Jeffreys, 2016).…”

“…Students and faculty (and all individuals) belong to multiple groups (intersectionality) at the same time (Allaire, 2019; Coleman, et al., 2020; Duran, et al., 2020; Jeffreys & Zoucha, 2018; Legg et al., 2020; Williams et al., 2018) and bring their cultural values and beliefs (CVB) into the academic and professional setting.Organizations, disciplines, professions, and occupations also have unique cultural values, beliefs, and practices. CVB influence thinking, decisions, and actions consciously and unconsciously in all aspects of life, and therefore influence persistence and retention (Jeffreys, 2012b, 2016).…”

“…Therefore, faculty knowledge, buy-in, caring, accountability, and teamwork concerning student retention and success are essential to optimizing outcomes. Classic and contemporary scholars agree that student retention, achievement, and success is complex and multidimensional; there is no one “quick fix” solution (Barbera et al., 2017; Bean & Metzner, 1985; Jeffreys, 2012b; Metzner & Bean, 1987; Seidman, 2007, 2018; Simmons, 2019; Tinto, 1975, 1993, 1998, 2017). Understanding the multidimensional process and seeing where faculty fit in on making a positive difference can be daunting without an organizing framework.…”

“…This article focuses on the Nursing Universal Retention and Success (NURS) model (Jeffreys, 2015, 2016), an empirically supported model applied in a variety of undergraduate and graduate settings and over sixty professional development programs with nursing and college-wide faculty, staff, and administrators. The model (Jeffreys, 2004, 2012b, 2015) and/or its associated student perception questionnaires have been utilized in over seventy published studies in the United States and abroad. Although classic models of college student attrition provided an essential, valuable foundation (e.g., Bean & Metzner, 1985; Nora, 1987; Pascarella & Chapman, 1983; Tinto, 1975) and a guiding framework (i.e, Bean & Metzner, 1985) for early nursing student retention research and strategy design, (Jeffreys, 1993, 2001, 2002), several areas for enhancement, increased visibility, and/or added emphasis were identified.…”