A model of nursing student retention.

A model of nursing student retention was studied in nontraditional, associate degree nursing students. Student retention was defined as persistence, or choosing to continue in a nursing program, and successful academic performance, or meeting the necessary academic standards to continue in a nursing program. The model shows the interaction of background variables, internal psychological processes, and external supports, and their relationships to persistence and academic performance.

Training nursing students in evidence-based techniques for cognitive-behavioral pediatric pain management.

This study evaluates the effects of a didactic training program for nursing students involving developmentally appropriate strategies for cognitive-behavioral pain management in children. Junior-level nursing students were assigned to one of two groups: training or control. Pretraining and posttraining knowledge and attitudes toward pain management were assessed.

Faculty support and student retention.

A study was conducted to explore the relationship between nursing students' perceived faculty support and nursing student retention. The 458 associate degree nursing students who participated were categorized according to their persistence-those who had persisted continuously throughout a nursing program, those who had withdrawn voluntarily at some time during a program, and those who had been required to withdraw because of academic failure. Perceived faculty support was measured by scores on the Perceived Faculty Support Scale, an instrument developed by the researcher for this study.