Noncognitive Factors That Put Students at Academic Risk in Nursing Programs

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Abstract
A random sample of 112 baccalaureate nursing students were surveyed. The relationship of noncognitive variables to student academic success was identified. Findings suggest that 1) students who do not understand how to negotiate the system, or students who feel they will not "fit in" may have difficulty, 2) male students are more likely to need support for their academic plans, and 3) minority students may need support to establish community ties.

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