Why they succeed: Completion, retention, and early departure of registered nurses returning for the baccalaureate degree in nursing

The purpose of this study was to explain and predict completion, retention, and early departure of Registered Nurse (RN) students seeking the baccalaureate degree in nursing at Institutions of Higher Education (IHEs) and to gain a broader understanding of this process from the student's perspective. A modified causal model of Tinto's theory of student departure and Bean and Metzner's conceptual model of nontraditional undergraduate student attrition was tested by discriminant function and path analysis. In addition, qualitative short answers were analyzed by a constant comparative method to determine the critical issues these students identified that affects success or non-success in obtaining a Bachelor's in Science in Nursing (BSN) degree. Two hundred and thirty-three RN-BSN students enrolled at IHEs throughout a three state region returned questionnaires. Results yielded that of the 18 variables tested in the modified model by discriminant function, three showed significance for discriminating between the graduated and returning group compared to the early departing group. They were: enrollment status, age, and commitment (early departing students were more likely to be enrolled part-time, younger, and less committed). Testing of the model with structural equation modeling revealed a fit (comparative fit index of .94) between the data and the hypothesized model. Findings by path analysis showed the only significant influence on persistence was by satisfaction. The direction of influence was not expected; the more satisfied student was more likely to depart early. Qualitative data yielded six categories students identified that affects success or non-success. They were: support systems, financial issues, external influences, juggling time, internal reactions, and future opportunity. Early departing student comments differed from graduated and returning student comments in the categories of internal reactions and future opportunity. Early departing students had more negative psychological reactions associated with attending college and did not see a future payoff in obtaining a BSN. Qualitative data showed institutional factors and psychological adjustment to college are additional variables that need to be considered in order to understand the departure process for the RN-BSN student. Results may be used by RN BSN program coordinators, faculty, and academic institutions interested in improving service to the RN-BSN student population.