Faculty Attributes That Influence the Academic Achievement of High Risk Black Nursing Students.

Abstract

The purpose of this study was to investigate the relationship between faculty attributes and the successful achievement of high risk students in an associate degree nursing program. Nationally, metropolitan student populations have been characterized by marked differences in learning abilities due in part of various pressures that fostered intellectual deprivation in the classroom. There is considerable evidence that urban Black students of low socio-economic backgrounds have not enjoyed the same success in school as that generally ascribed to urban white students. Skeptics have repeatedly questioned the ability of these students to achieve. This study focused on an urban community college that has retained excellence in education, and graduated a large number of Black students who originally entered the nursing program with basic academic deficits. Hypotheses were developed to determine if there were statistically significant differences between attributes of two faculty groups, perceptions of the utilization of selected teaching strategies, and perceptions of faculty role as facilitator of supportive services. The data for this study were derived from survey statements completed and returned by faculty and nursing student participants. Student responses were utilized to validate faculty responses, and indicated whether faculty attributes were demonstrated in teaching behavior. Differences between the two faculty groups were analyzed with a t-test, and differences among the two faculty groups and nursing students were analyzed with a one-way analysis of variance. Major findings indicated that faculty groups were more similar than dissimilar, and that commitment surfaced as an essential attribute of faculty teaching high risk students. Other noteworthy findings from faculty and student responses are discussed. This study provided evidence that a strong relationship exists between attributes relative to faculty belief systems and characteristics, teaching strategies and the faculty role, and successful academic achievement of high risk students. The value of this supportive relationship was evidenced further in the performance of high risk Black nursing students on the national examination for licensure.