Demetrius A Abshire1, Janessa M Graves2, Mary Lee Roberts2, Janet Katz2, Celestina Barbosa-Leiker2, Cynthia F Corbett3. 1. University of South Carolina College of Nursing, Columbia, SC; Formerly at Washington State University College of Nursing, Spokane, WA. Electronic address: abshired@mailbox.sc.edu. 2. Washington State University College of Nursing, Spokane, WA. 3. University of South Carolina College of Nursing, Columbia, SC; Formerly at Washington State University College of Nursing, Spokane, WA.
Abstract
BACKGROUND: Factors that contribute to student success in accelerated degree nursing programs are poorly understood and may vary by gender. PURPOSE: Examine associations between satisfaction with peer and mentor support, gender, and academic outcomes among students in accelerated degree nursing programs. METHODS: We used data (demographic variables, satisfaction with peer and mentor support, graduation, and attempts of National Council Licensure Examination for Registered Nurses) from the American Association of Colleges of Nursing and Robert Wood Johnson Foundation's New Career in Nursing Program. Multivariable mixed effects regression models were used to examine associations among gender, satisfaction with support, and academic outcomes. FINDINGS: Males had an increased probability of reporting high satisfaction with peer support. Both males and females who were very dissatisfied with peer support were less likely to graduate than students who were very satisfied with peer support. Gender did not moderate the relationships between satisfaction with peer and mentor support and academic outcomes. CONCLUSION: Peer support is an important aspect of graduation among students in accelerated degree nursing programs. Continuous quality improvement strategies to improve student peer support may be warranted.
BACKGROUND: Factors that contribute to student success in accelerated degree nursing programs are poorly understood and may vary by gender. PURPOSE: Examine associations between satisfaction with peer and mentor support, gender, and academic outcomes among students in accelerated degree nursing programs. METHODS: We used data (demographic variables, satisfaction with peer and mentor support, graduation, and attempts of National Council Licensure Examination for Registered Nurses) from the American Association of Colleges of Nursing and Robert Wood Johnson Foundation's New Career in Nursing Program. Multivariable mixed effects regression models were used to examine associations among gender, satisfaction with support, and academic outcomes. FINDINGS: Males had an increased probability of reporting high satisfaction with peer support. Both males and females who were very dissatisfied with peer support were less likely to graduate than students who were very satisfied with peer support. Gender did not moderate the relationships between satisfaction with peer and mentor support and academic outcomes. CONCLUSION: Peer support is an important aspect of graduation among students in accelerated degree nursing programs. Continuous quality improvement strategies to improve student peer support may be warranted.