According to Adamson, K. A., & Kardong-Edgren, S. (2012), the adoption and implementation of simulation-based learning in our LVN program has enhanced teaching. For instance, a recent article published assesses the significance of certifying the quality of simulation-based education. To achieve valuable and believable results of simulation-based assessments, educators should employ study protocols and accurate instruments. Nursing 599 Module 4 Literature Review is important to improve the effectiveness and efficiency of our education-related interventions. Some of these concerns are outlined in the article, and suggestions are provided on how to tackle them when assessing the validity of the tools. It also offers a clear structure for performing reliability assessments regarding the data gathering, analysis, and interpretation of results. It is to these principles that our program can enhance the quality of simulation-based learning hence educating our students to gain more practical experiences. This practice not only helps to increase enrollment and satisfaction of students, but it also enhances the position of our program among other healthcare education institutions.

Enhancing Clinical Learning

According to Bastoni, A. et al., (2023), there is also an emphasis in enhancing the clinical learning setting as part of our LVN program. In the following articles there presented an update of the tools employed for the assessment of quality of these environments in nursing education. Further, it also covers such issues as the Universal Design for Learning (UDL) which is much valuable for the adult education context. Based on the UDL principles, educators design instruction environments and materials that make formal learning accessible to students with learning difficulties. It is argued that linking specific UDL strategies to our professional development programs will lead to improvement of instructors’ performance and thus student learning. This approach would be ideal for our institution’s goal of keeping the students and making sure they are satisfied. By enhancing the School’s clinical learning environment and by implementing UDL principles, it is possible to foster a supportive culture for student success and increase the likelihood of molding effective future healthcare professionals.

According to Bonis (2007), It is equally important for our LVN students to take the NCLEX examination and pass it after they have completed this program. An article examines the role of the ACE Star Model in closing the curriculum and NCLEX preparation divide. This model assists in integrating the learned practices and other evidence-based approaches that promote student success in this licensure examination. In implementing this approach, our program is more structured and grounded in evidence and therefore enhances the preparedness of students for professional practice. This preparation not only enhances confidence among the students but also enhances their efficiency when doing the NCLEX exam. Using these strategies can help in overcoming some of the challenges that are present including prejudice from other institutions concerning the quality of our program. By burdening strong NCLEX pass rates and well-prepared graduations, we can promote the program and gain more clinical sites for the students. This concern with rigorous preparation based on research evidence is consistent with our mission to improve student recruitment and retention.

Nursing 599 Module 4 Literature Review

According to Booth, (2011), building critical thinking skills is a crucial goal for us as LVN students to ensure the delivery of superior patient care. An article spotlights the need to embrace critical thinking as a core competency for nurses, insisting that CT is more than simply following the nursing process. This skill particularly plays an important role in the processes of assessing the patient, making decisions, and analyzing the results of implemented measures. By integrating critical thinking training into our curriculum, we are more capable of nurturing our students for the complexities of life. I have embraced this approach so that our graduates do not just do the correct things mechanically but have to do them while cogitating. These skills can be developed to lead to better outcomes for patients and much satisfaction for students as they gain more competence and confidence in their tasks. This focus on critical thinking also enhances our program’s authority and, in turn, decreases prejudice from other institutions and increases the number of clinical sites that our students can attend.

According to Dalmaijer et al,. (2023), socio-economic background as a critical factor that influences a student’s academic performance in their learning phase, including their nursing education. An article discusses the Socio-Economic Status (SES) effect on performance and reviews strategies that help to close achievement gaps. Essential elements such as mental health, attitude toward learning, and cognitive skills may be influenced by SES. It also makes the development of effective interventions for students coming from different learning spaces easier in our LVN preparation. If we supply more facilities and assistance to the learners with socio-economic-related problems they are in a position to achieve better results and have higher rates of attendance. For example, providing access to counseling, academic help, and role models all work towards creating equality. Eliminating these gaps ensures that students improve their performance, and in turn, improves the quality of the program and its ranking. This strategy may help to enroll more clinical sites and decrease the negative attitudes from other institutions regarding our program, as well as evidence of the dedication to diversity and quality education for future nurses.

Namely Social support

According to Ding et al.,(2024), It is hoped that recognizing the interdependence of these factors, namely social support, bullying, and psychological health will enhance the learning experience within our LVN program. A cross-sectional questionnaire study examines the relationships between perceived social support, bullying, and positive psychological capital in nursing students. Such findings can be useful in designing strategies to improve support systems and decrease bullying. Thus, by creating a student-friendly environment and avoiding misleading or humiliating statements, we work to enhance the positive psychological states that are necessary for further learning and practice. Measures like peer mentoring, counseling services, and anti-bullying policies can help with improving the atmosphere for learning. This not only helps in improving the retention and satisfaction of our students, but it also enhances the credibility of our program. It may also show that we are keen to support student well-being so that prejudice from other institutions is diminished and more clinical sites are secured, which in turn will allow our students to gain the finest training and support.

According to Hemtasin, et al., (2024), the success of the LVN program can be greatly enhanced by the promotion of a growth mindset. Despite the fact that it was written for and about secondary school students, there are concepts of a growth mindset that can be applied to nursing education and practice. Deciding on what works for the promotion of a growth mindset will assist educators in enhancing their delivery methods and ways of mentoring. Negative attitudes that affect achievement in a growth mindset include difficulty, perseverance, and goal orientation among nursing students. N 599 Module 4 Literature Review mentality assists them in embracing failure as a chance for personal and career growth and advancement. Third, employees with a growth mindset can be promoted more often, as they possess a higher potential for change and personal development. This continuous improvement also benefits patients since the nurses become more efficient in delivering their services. Holding a growth mindset in our program lets us enhance our student rates, their satisfaction, and their performance rates which contributes to the development of our program and resistance to prejudice from other institutions.

LVN Program

According to Merrill, (2015), adopting technology into our LVN program has played a big role in improving the learner’s understanding of concepts. The concept is to ensure that future nurses are equipped with the skills they will require as practice in a modern healthcare environment that is dominated by advanced technology. By adopting technologies like e-health records, and computer-simulated learning, we are preparing our students with the necessary skills and knowledge to provide the best care to the patients. This way, our graduates are familiar with the current technology in the health sector and are apt to the current circumstances. Also, the adoption of technology in education increases learning outcomes through enhancing the level of interest and innovation for enhanced learning. This commitment to integration ensures the advancement of our students whilst consolidating the legitimacy of our program, eradicating prejudice from other institutions. Consequently, we can access more clinical sites and ensure that our students are well-equipped with quality hands-on knowledge.

According to Miller et al., (2024), determining ways in which LVN clinical skills education could be given efficiently and at a low cost is a paramount concern for our program. The article is all about determining the most effective strategies for instructing nursing students at the lowest cost as much as possible. It reviews instructional strategies to determine which ones are effective in enhancing students’ achievement, knowledge retention, and clinical performance. In this way, knowing which methods are the most successful, we would be able to make a good decision for the programs of training. This means that each one of our students will be provided with the best education without having to spend a lot of cash. Enhancing our skills as clinicians can result in enhanced learning outcomes, reduced attrition, and superior graduating classes. This emphasis on lower cost yet effective training also aids in enhancing the image of our program, which tends to alleviate prejudice from other institutions and enable us to procure even more clinical sites. In sum, these endeavors support the student satisfaction and success that characterizes our graduates as they embark on professional practice.

N 599 Module 4 Literature Review

According to Milone-Nuzzo, P. (2007), there can be no doubt that increasing diversity, equity, and inclusion in our LVN program is critical. The article targets Black and Latina vocational nursing students in California and documents the challenges faced by women in their endeavors to pursue further education in nursing. It also looks at why these people consider taking up vocational nursing given such challenges and the need to address equity and diversity in nursing education. It is vital to establish a diverse nursing workforce, as this will enhance inclusion and support for minorities when they are employed. These guidelines can be useful for nursing education institutions, key stakeholders, and policymakers who wish to enhance the experience and the outcomes of Black and Latina students. If these suggestions are to be put into practice, we believe that we shall be in a position to increase our diversity in student enrollment as well as the students’ satisfaction and retention rate. This inclusiveness, in turn, is beneficial to our students as it strengthens our program while addressing prejudice from other organizations to gain clinical placements.

According to Müller et al., (2023), acknowledging the factors that define the effectiveness of courses in flexible learning is a significant step toward enhancing our LVN program. Claude Müller has written an article that discusses the usage of the blended learning approach and the factors that cause the difference in the success rate of courses. It focuses on understanding and evaluating how varied teaching methodologies and course structures affect learner performance, participation, and satisfaction levels. Knowing what makes some courses more effective should be valuable for educators and instructional designers to enhance their teaching methodologies and delivery strategies. Applying these concepts assists in designing more compelling material that can foster the educational experience of our students. It proves to be very efficient because besides improving the learning outcomes and satisfaction of students it also serves the purpose of achieving our goal of student retention. A well-designed and superior quality blended learning program emphasizes our commitment to providing quality education and puts bars on prejudices by other institutions to incline more clinical sites. This helps our students be very equipped with the knowledge they need for a successful nursing career training.

According to Rodríguez-Prieto, (2024), there is a need to tackle the needs of students from low socioeconomic backgrounds in order to promote enrolment in the LVN program. The purpose of this article explain why these students should be reached out with interventions by analyzing the impact of neuropsychological stimulation programs on children through controlled experimental design. In turn, the presence of multiple interacting socioeconomic factors can make it more difficult to engage in academic pursuits and focus on schoolwork. To eliminate these barriers, holistic measures have to be initiated to work on equality, academic achievement, and basic services. Such support services when integrated into our program will assist the disadvantaged students to excel. Nursing 599 Module 4 Literature Review involves making extra resources, studying, and counselor services available for any student who desires to succeed. Combating these disparities also serves to increase enrollment and retention of students as well as enhance the program’s recognition, which in turn addresses prejudice from other establishments and the acquisition of more clinical sites for our students.

According to Staib, (2003), critical thinking skills must be provided among LVN students to promote quality and efficient health-care services to the patients. Over the years there has been a continued debate on teaching techniques, critical thinking assessment in education article. As a result, this article assists educators in teaching and measuring the CTTT more fully by providing examples of effective practices. Such tactics can be adopted in our program to enable students’ higher-order thinking, as well as problem solving skills that are essential in nursing. These concepts are also valuable to educators, as they select the materials that would help them foster critical thinking among the learners and select the appropriate instruments that would help them assess the learning process. This emphasis on critical thinking also benefits the student’ learning accomplishments and makes them more fit to meet different challenges that they encounter in their day-to-day lives. Critical thinking skills have also a positive impact on patient care since they results in the competence and confidence of nurses. This commitment to promoting critical thinking also enhances the image of our program and helps to gain more clinical practice places for students against bigotry from other facilities.

According to Tanner, C. (2000), teaching our LVN students skills in critical thinking is crucial in enhancing patient care as well as addressing challenges in the complicated profession of healthcare. The purpose of an article is to enhance knowledge of critical thinking and its relevance within the practice of the nurses. They describe the most important features of critical thinking, including critical thinking dispositions like being open-minded and skeptical, along with knowledge and skills in problem-solving in nursing. These skills allow nurses to practice not only as subordinate personnel who implement doctors’ instructions; they also learn healthcare independently and ensure the safe treatment of acute patients. Through the incorporation of these principles into our program, our students are in a position to practice what they have been taught when joining the nursing profession. Promoting critical thinking skills enables our students to be more competent and confident in handling their responsibilities to healthy patients. This focus on the cultivation of critical thinking also does much to promote our program, to dispel prejudice from other academic institutions, and to secure more clinical locations for our students.

According to Weerasekara, (2023), It is crucial for our LVN program to assess and enhance the exercise of clinical learning environment. Exploring the literature, one can find an article that specifically discusses the available tools and their effectiveness in measuring this environment, including their reliability, validity, and usability. The synthesis allows stakeholders to evaluate which of the instruments are best for determining assessment and enhancement of quality in nursing education. Thus, making the use of valid and reliable tools ideal for identifying strengths and weaknesses regarding clinical learning settings. The article also provides a guideline to all the nursing educators, researchers, and policymakers on how to choose the appropriate instruments. The following recommendations are therefore applicable, and their implementation would assist in arriving at better assessments and our program. Promoting student success is thus not only beneficial in increasing clinical learning environment standards but also in bolstering our program’s image. Being able to show a commitment to quality education can help in reducing prejudice from other institutions on the availability of more clinical sites to the students, allowing for their better training.

According to Blay and Smith (2020),  there has been a critical shortage of ENs in Australia in the past few years and thus attempts are being made to boost recruitment and retention. This study sought to establish by conducting a systematic review of the literature to identify factors that influenced these efforts between 2000 and 2018. The arguments on the boundaries of the EN scope of practice continue to rage and this has resulted in discrimination practices which affects EN recruitment and retention. Acknowledging the roles played by ENs in the delivery of patient care could create avenues for career progression for assisting in nursing.

According to Chen et al. (2022), nurses are the biggest population in the healthcare sector, and dealing with high turnover rates and it has become a global issue, particularly in Taiwan. This paper aims to establish the nature of factors that lead to the turnover of nurses and what can be done to avoid this. The study provided empirical evidence that most demographic factors were related to job turnover intention except the affiliated unit. The structural attributes, repetitive nature of the work, involvement of nurses in decision-making, and empathy in management determined their turnover. Positive working relationships with others also made a difference in intentions to turnover. Professional practice requirements that involve fair distribution of resources, in-service educational opportunities, and good rapport with colleagues were associated with high job satisfaction and less turnover.

According to Flores-Caballero (2022), education is required to produce a skilled workforce and to assist society in the social, financial, and even political fronts. However, the challenge that colleges and universities normally face is the retention of students they are awarded until they complete their degrees. This aspect motivated me to learn more about how educational institutions can attract and retain students. The study centers on factors about the teaching activities and social requisites proposes approaches to the factors impacting retention and supports effective practices reflected in the theory of retention models. These strategies can be useful in helping higher education institutions support students and prevent dropouts. However, these practices can be modified to correspond to different educational policies so that at least some students would not leave school despite all the efforts.

According to James (2020), adult learners are undertaking more online courses, and their completion rates and retention rates in online programs are lower than in traditional classrooms. There is very little knowledge about what these students require and what is expected from them to achieve success in online learning. A study was conducted to determine time and difficulty as issues of student persistence. Challenges include home problems, low income levels, few resources available outside the college, and feeling excluded from scholarly discourse. The study reported in this article provides additional information on how expectations affect students’ persistence. The participants comprised 205 students, who are 24 years old or above, and they are taking online courses. The study found that two factors significantly affect student persistence: the degree of challenge that the course material and the level of commitment they expect the students to make.

According to Khan et al. (2021), a higher education institute consists of five main groups: targeted at current students, alumni, faculty members, employers, and the industrial advisory board. Nursing 599 Module 4 Literature Review is important because faculty members have the knowledge and skills to impart to learners in meeting the challenges of the job market. The present paper aims to discuss the elements affecting faculty retention in schools and in higher education institutes together with those of ABET member institutions. The research indicated that only a small percentage of faculty members exit due to the high rate of students to faculty or lack of tenure.

According to Lee et al. (2023), the readiness of undergraduate nursing students for practice is essential in creating competent and safe nurses. Thus, Astin’s theory of student involvement claimed that readiness depends on internal and contextual factors. The survey was administered from November 16 to December 21, 2020, and 838 senior nursing students from 54 nursing schools in Korea participated in the study. They filled out an online questionnaire with questions related to their demographic information, self-esteem, depression level, working-to-family balance, clinical learning environment, anxiety during clinical practice, and readiness for practice with the help of the Casey-Fink Readiness for practice questionnaire.

According to McCloskey et al. (2023), bridging programs grant academic credit for practical nurses experienced which shortens their time in attaining a nursing degree. Associates valued help from parents, colleagues, friends, and fellow students. Students anticipated that educational institutions would provide them with more support and that the faculty members would possess a higher level of expertise. There were significant leadership challenges when it came to managing responsibilities and roles in student academic processes. The review established that having support from family, co-workers, classmates, and faculty is essential for a student to balance their needs as well as requirements when they are in a position to grow once they are through with the program.

According to McKenna et al. (2023), the nature and organization of clinical placements in care settings for older people can teach nursing students how to care for the aging population in the future and may shape this skill. This paper’s integrative review sought to identify the approaches that can be applied in offering adequate clinical education to the RACF-SNs for nursing learners. Twenty-three studies on teaching and learning models were reviewed, identifying four key themes: concerning the establishment of partnerships, extensive institutional orientation, student management, and staff assistance. As shown in the outline of the identified models, eight different models were also described in order to improve the clinical learning experience in these settings. The research outcomes are consistent with the senses framework that has been used in assessing gerontological clinical placements. There exists an optimistic potential for positive working relationships between nursing schools and residential aged care facilities for well-coordinated clinical education without the need for funds and infrastructure. A guideline based on the findings made in the review shall follow this process.

Research Purpose Investigation

According to Stemmer et al. (2022), the purpose of this research was to investigate the impact of incomplete tasks on the situation of the nurse. It complied with NIHR and NICE guidelines and searched databases in April 2020, such as CINAHL, Embase, and Medline. Out of the nine hospital studies, all but two were conducted cross-sectionally and with many participants. The reported investigations had low internal validity and were prone to bias. There was only one study that had nurse outcomes as the main index of success though the other ones incorporated them in the analysis. The policymakers should specifically provide grant support for the investigation of the effect of left-over nursing care on the outcomes of the nurses to enhance their satisfaction, recruitment, and retention.

According to Batton et al., (2009), enhancing the clinical learning environment is crucial to the success of our LVN program, hence the need to assess and make improvements as needed. A review of the article demonstrates various tools that can be used to measure this environment and evaluates their usefulness, reliability and validity. They also facilitates the selection of assessment and quality improvement instruments that are suitable for use in nursing education by the stakeholders. This way, we are able to assess the clinial learning settings and their assets and liabilities with efficient, reliable, and valid instruments. The article also contains guidelines for choosing the right instruments relevant to nursing educators, researchers, and policymakers. If adopted, these suggestions can begin meaningful changes in our assessments and hence our program. This focus on improving the clinical learning environment for the students is not only beneficial for student achievement, but it is also beneficial for the promotion and progress of our program. Ensuring the commitment towards quality helps dealing with prejudice from other institutions to grant clinical sites and provides our students with the best training.

According to (McGee, 2020), it is significant to establish the levels of stress in the minority students in our LVN program to increase their retention. Research has looked at stress perceived stress and minority status stress (MSS) especially among Bachelor of Science in Nursing (BSN) students. Moreso the study determined that underrepresented minority (URM) students feel a higher level of stress due to their minority status than their white counterparts. This stress significantly affects their perceived persistence in their academic programs in terms of attitudes. The study employed a cross-sectional survey with the students from three public BSN programs in the Midwest and focused on the role of parental income and the level of education of the mother toward academic persistence. Implications drawn from these findings can be used to argue that our LVN program should cater for stress factors among minority students. In this way, targeted interventions and support will enable URM students to address their stress levels more effectively, consequently increasing their levels of academic persistence, and therefore, course retention for students. It will also enhance the reputation of our program as well as increase the number of clinical sites available.

According to (Brown, 2024), It is important for the improvement of nursing education for the faculty to know how the Social Determinants of Health (SDOH) influence the Skill of Involvement (SOI) of nursing students. As stated by Benner, the SOI is necessary for genuine professional nursing because it offers cognizance and control for decisions that might be necessary in the clinical setting. It was a cross-sectional study intended to assess how SDOH influenced SOIs among first-year nursing students and compare the results between ADN and BSN students. The study involved students from twelve colleges and universities within Oklahoma state and employed a quantitative descriptive-bivariate correlational design. Based on the research it can be concluded that deliberated aspects such as; socioeconomic status, availability to resources, and education level of students can greatly affect the performance of nursing students. Under these influences, the program for LVN can be able to address the challenges of students from diverse backgrounds and improve their clinical performance.

According to Gibbs. (2018), The board consensus that identified the roles of the nurse educators in the retention of students is relevant to our LVN program. A study investigated the attitudes of nurses teaching in proprietary colleges about their functions in students’ persistence. In conducting interviews with 10 educators using semi-structured interviews, four themes emerged from the analysis. First, respondents focused on the need to communicate with the students, spend time with them, and know them personally. Second, they pointed out the necessity of tools to support retention work. Third, they talked about learning tactics for enhancing performance. Lastly, the educators mentioned the lack of professional student retention training for faculty members. The views presented in this work can be summarized as follows: The role of personal connections, resources, and teaching methodology are crucial prerequisites for student retention. In the same way, offering professional development for teachers may further their capacities as advocates for children. The application of these ideas to the improvement of our program enables us to retain and satisfy the students, fortify the standing of our program, and ensure that clinical sites for students are available.

According to (Johnson, 2021), due to people in America living longer, they need sophisticated care at the end of life which is why Advanced Practice Registered Nurses (APRNs) are required in LTC settings. Nursing 599 Module 4 Literature Review examined the horror stories and positive stories of APRNs who switched to LTC, and how the role of complexity science could be used to explain their experiences. The study identified five key themes: acquiring recognition, integrating services into the healthcare system, attaining identity and meaning within their position, forging goodwill relationships, and achieving the tension between individual patient needs and mass care. These observations raise awareness of the lack of stewardship and preparation of APRNs in LTC. It is critical to emphasize that APRN transition programs should be designed to help such practitioners develop role definition, practice independently, and navigate organizations. Through reflection on APRN preparation and emphasizing the collaboration between physicians and APRNs, care in LTC facilities may be enhanced. Introducing the mentioned strategies in our program should help to prepare students for their future career; improve their job satisfaction and retention rates; and build up a positive image of our LVN program.

According to Lee, (2009) the reasons for improving a preceptorship program can play a very important role in enhancing the LVN program by addressing issues of turnovers and professional development. A study proposed and assessed the effectiveness of developing a preceptorship program that would help address the nurse turnover issue, which thus resulted in reducing costs and enhancing the quality of care as well as professional development. Nurses entering the program had well-defined roles for preceptors in their training. A decrease in turnover rates by a minimum of 5% which prevents the loss of $186,102 in turnover cost. The proportion of medication errors made by new nurses reduced from a median of 50% to 0%, and other adverse events, and falls were also significantly reduced. It was a positive message from new nurses on the preceptor support. Each of these outcomes shows that with a more feasible and structured preceptorship program, the turnover rate can be reduced, costs can be saved and the quality of care in nursing can be enhanced. Therefore, by adopting this program, the LVN program of the corresponding facility can provide better support to newly employed nurses, thereby motivating them and keeping them around. As a result, our program appears to be more credible and effective in fighting prejudice from such institutions, making it easier to obtain more clinical sites for students.

According to Diggs. (2013), There are significant numbers of ethnic male students who are joining ADN programs in Texas, but they experience specific challenges in a profession that is occupational dominated by Caucasian Women. These barriers include the absence of positive images of minority males, perceiving that faculty and classmates do not support them, and gender stereotyping. Such issues are likely to foster stressful conditions that slow their learning processes. The survey was designed to find out how these stresses are managed by male minority NM students and whether or not the ways they manage stress alter their chances of program completion. The study also adopted a mixed methods approach, which involved statistical analysis of coping skills and retention rates alongside focus group discussions. The results stressed the relevance of coping patterns for continuance rates and offered an understanding of those men’s impressions regarding nursing programs. That is why it is crucial to consider these challenges that prevent male minority students from remaining in the LVN program and support them in increasing the rates of retention and making the educational environment more friendly.

References

Adamson, K. A., & Kardong-Edgren, S. (2012). A method and resources for assessing the reliability of simulation evaluation instruments. Nursing Education Perspectives, 33(5), 334-9. https://aspenuniversity.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/method-resources-assessing-reliability-simulation/docview/1086347579/se-2

Bastoni, A., EdD., Goldammer, S., Pérez, L., PhD, Schwab, T., & Vobornik, E. (2023). Improving professional development for adult education instructors using universal design for learning (udl): the resource for adult education. COABE Journal, 12(2), 91-106. https://aspenuniversity.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/improving-professional-development-adult/docview/2892081761/se-2

Batton, K. (2009). Adult student satisfaction in an accelerated LPN-RN nursing program. Dissertations. https://aquila.usm.edu/dissertations/995/

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Brown, C. (2024). Impact of social determinants of health on skill of involvement: Differences in first year ADN and BSN nursing students in rural Oklahoma. Dissertations. https://aquila.usm.edu/dissertations/2230/

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Hemtasin, C., Antasee, C., & Thongsuk, T. (2024). The development of Jitsuksa’s training activities to promote a growth mindset of secondary school students. Pegem Egitim Ve Ogretim Dergisi = Pegem Journal of Education and Instruction, 14(2), 109-118. https://doi.org/10.47750/pegegog.14.02.13

James, J. L. (2020). Students as stakeholders: Understanding expectations can increase student retention. Journal of College Student Retention: Research, Theory & Practice, 24(1), 152102511989884. https://doi.org/10.1177/1521025119898844

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Khan, F. Q., Buhari, S. M., Tsaramirsis, G., & Rasheed, S. (2021). A study of faculty retention factors in educational institutes in context with abet. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.678018

Lee, T., Lee, S. J., Yoon, Y. S., Ji, H., Yoon, S., Lee, S., & Ji, Y. (2023). Personal factors and clinical learning environment as predictors of nursing students’ readiness for practice: A structural equation modeling analysis. Asian Nursing Research, 17(1), 44–52. https://doi.org/10.1016/j.anr.2023.01.003

Lee, T.-Y., Tzeng, W.-C., Lin, C.-H., & Yeh, M.-L. (2009). Effects of a preceptorship programme on turnover rate, cost, quality and professional development. Journal of Clinical Nursing, 18(8), 1217–1225. https://doi.org/10.1111/j.1365-2702.2008.02662.x

McCloskey, R., Keeping-Burke, L., Morris, P., Witherspoon, R., Knight, H., & Cave, S. (2023). Nursing students’ experiences of a post-licensure practical nurse bridging program: a qualitative systematic review. JBI Evidence Synthesis, 21(7), 1359. https://doi.org/10.11124/JBIES-22-00217

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