The effect of specialized orientation programs on high -risk students in a south central Texas community college vocational nursing progra

The purpose of this posttest-only control-group study was to evaluate the effect of specialized orientation programs on high-risk vocational nursing students in a south central Texas community college. Dependent variables for the research study were student attrition rates, grade point averages, and semester hours successfully completed. The independent variable was the type of orientation program received by the student.;Major research findings of this study included: (1) Specialized orientation programs made a significant difference in decreasing attrition for students when compared to the students in the two control groups. Of the two treatment groups, the specialized orientation program with a Mathematical Skills Curriculum was more effective than the specialized orientation program that included a Life Skills Curriculum. (2) Analysis of the data on academic achievement as measured by grade point averages did not indicate a difference in the means of the four groups. However, the data were probably skewed by a liberal withdrawal-without-penalty policy at the college. (3) The specialized orientation program with the Mathematical Skills Curriculum produced a statistically significant difference in the semester hours successfully completed when compared to the students in the passive control group.;Recommendations for application to practice include: (1) All community college students should be evaluated for potential academic risk as indicated by established criteria from adult education literature. All students who match one or more high-risk factors should be enrolled in specialized orientation programs, preferably one with a Mathematical Skills Curriculum. (2) High-risk vocational education students need pre-enrollment counseling regarding realistic semester workloads. Faculty should meet with students mid-semester to reevaluate academic workloads and readjust them as necessary. (3) Administrators should carefully examine the effect of lengthening training programs for high-risk students. Alternative graduation timelines and funding strategies may enhance success.;Despite the odds, high-risk students have the potential to succeed. With specialized orientation programs, their transition to college can be facilitated and the path established to successful, life-long learning.