An Analysis of Perceived Factors Impacting on Student Attrition in a Federally Funded Practical Nursing Program (Michigan).

Abstract

The intent of this research was to determine and compare factors impacting on attrition in the Job Training Partnership Act (JTPA) School of Practical Nursing in the Detroit, Michigan Public Schools. The four basic questions of the study pertained to the perceived importance of and perceived help needed in relation to basic skills, prior work experience in the health field, adequacy of child care arrangements, and the solving of personal/family problems. A researcher-developed questionnaire was used to survey responses from presently enrolled students, graduates, dropout students, teachers, and counselors of the JTPA School of Practical Nursing. A list of items impacting on attrition was included on the instrument and two questions were asked of each item: (1) how important is the item in the practical nurse program, and (2) how much help is needed? Reading, mathematics, writing, and listening skills were perceived as being very important. Needed help was perceived as greatest in reading, mathematics, and writing skills. Little help was needed for listening skills. Perceptions of prior work experience in the health field ranged from not as important to very important. Those being very important included work performance skills. Those perceived as being not as important or unimportant occurred more in the communication skills area. Adequacy of child care arrangements was perceived as very important and that very much help was needed in assisting students to arrange for child care. While this research was based on a single agency study, important implications for application to practice can be inferred. Level of previous education, reading scores, student motivation and approaches to problem-solving all appear to be strongly related to persistence in adult education programs.