Kristina L King, John R Blakeman, Susan M Watkins, MyoungJin Kim, Patricia L Pence
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引用次数: 0
Abstract
Background: Accelerated nursing programs address the workforce short; however, current graduation rates are problematic. The purpose of this integrative review was to explore the literature for underlying variables associated with accelerated second-degree nursing students' academic success.
Method: A comprehensive, systematic method, guided by Whittemore and Knafl, was used to search, screen, select, evaluate and analyze the records retrieved in 2025.
Results: Sixteen articles published in the United States met the inclusion criteria for this review. Findings suggest student success is influenced by a student's science background, high HESI scores and peer support. Factors such as family health, English as a Second Language and receiving "C" grades in nursing courses were identified as negative influences on student success.
Conclusion: The variation in study designs, methods, and measures compromise the generalizability for uniform student success predictors. Further research to identify consistent success predictors for accelerated nursing students is warranted.
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