Nursing Education and Risk for Failure What is Risk for Failure?
Students are at risk for failure when they fail to meet course objectives or fulfill the required academic and practical criteria of their educational program. The inability to meet course requirements typically results in course failure, which can have serious consequences for the student’s academic journey. Failure to complete a course can delay future coursework, which may disrupt the overall progression in a program of study. In some cases, students may have to repeat failed courses, further extending their time in the program. The risk for failure is present in all types of educational programs and can occur at any stage of a student’s academic career.
In nursing education, course failure can have particularly far-reaching consequences. Since many nursing programs are structured in such a way that students must pass all courses to progress through the curriculum, failure in one course may delay their entire educational timeline. Moreover, since licensure is required to practice as a nurse, failure to complete a nursing program or pass the National Council Licensure Examination (NCLEX) can hinder students from entering the profession.
Risk for Failure in Nursing Education
The concept of “risk for failure” in nursing education applies to both the ability of students to meet academic requirements and their capacity to pass the NCLEX exam after program completion. Success in nursing education is measured not only by completing courses but also by achieving satisfactory results on the NCLEX, which is a critical step in becoming a licensed nurse. Key outcomes for nursing students include being retained in their nursing program, progressing through coursework in a timely manner, and passing the NCLEX on the first attempt.
However, failure in nursing education can manifest in various ways. Voluntary attrition occurs when students choose to leave the program, often due to personal reasons or uncertainty about pursuing a nursing career. Involuntary attrition, on the other hand, happens when students are dismissed from a program due to academic failure in nursing courses. Failing the NCLEX is another form of failure, and it can delay students’ entry into the nursing profession.
For students, failure can lead to disappointment, frustration, and a loss of confidence. The psychological toll, along with financial and time costs, can create barriers to future success. For nursing programs, high rates of attrition and failure can negatively impact the program’s reputation, accreditation, and financial sustainability, particularly if NCLEX pass rates decline.
Factors Contributing to Risk for Failure in Nursing Education
A range of intrinsic and extrinsic factors contribute to a student’s risk for failure in nursing programs. These factors can be categorized into student characteristics and program characteristics, both of which play a role in determining success or failure.
1. Student Characteristics
- Age and Life Stage: Younger or traditional students (typically 24 years of age or younger) may have fewer external responsibilities, such as family or work obligations, allowing them to focus more fully on their studies. They may also retain academic skills from high school, which can enhance their ability to succeed in nursing programs. In contrast, older or nontraditional students may face additional challenges related to balancing school with work, family, and other responsibilities. However, these students often possess greater life experience and motivation to overcome obstacles (Jeffreys, 2004; Shelton, 2003).
- Ethnicity and Cultural Barriers: Ethnically diverse students may encounter unique challenges, such as cultural or language barriers, that make it difficult to succeed in a nursing program. First-generation college students may not have family members who understand the demands of nursing education, which can lead to a lack of support at home (Gardner, 2005).
- Educational Background: Students who have performed poorly in high school, especially in science courses, may struggle with the rigorous academic requirements of nursing programs. Additionally, failure in prerequisite courses or nursing program assessments may indicate a higher risk of failure in more advanced nursing coursework (Fraher et al., 2008; Seago et al., 2012).
- Family and Financial Responsibilities: Balancing school with family responsibilities, such as caring for children or elderly family members, can increase the risk of failure. Financial instability also contributes to failure, as students may need to work long hours while studying to cover educational and household expenses. This can lead to burnout and academic underperformance (Jeffreys, 2004; Gardner, 2005).
2. Program Characteristics
- Admission Policies: Nursing programs with stringent admission criteria ensure that only students who are likely to succeed are admitted. Students who are deficient in essential skills, such as English composition or mathematics, may struggle to meet the demands of nursing coursework, increasing their risk for failure. Ensuring that students complete preparatory coursework before beginning nursing courses can mitigate this risk.
- Faculty Expertise and Support: Faculty members play a critical role in supporting student success. Faculty who are knowledgeable about course content, critical thinking strategies, and NCLEX requirements can better prepare students for the challenges they will face. Additionally, faculty support through mentorship, academic counseling, and promoting resources can help students who are at risk for failure (Shelton, 2003).
- Support Services: Nursing programs that offer academic support services, such as tutoring, peer study groups, and early intervention strategies, can significantly reduce the risk of failure. For example, performance improvement plans and individualized strategies for success can help students stay on track (Hadenfeldt, 2012).
Strategies to Address Risk for Failure
To minimize student failure and enhance retention rates, nursing programs can implement various strategies. Early identification of students at risk for failure is crucial to providing timely interventions.
- Performance Improvement Plans: These plans outline the specific course objectives students are struggling with and offer tailored recommendations for improving performance. This proactive approach can help students develop strategies to meet course requirements and increase their likelihood of success (Hadenfeldt, 2012).
- Student Success Programs (SSP): These programs, such as the one trialed by Harris, Rosenberg, and O’Rourke (2014), offer individualized mentoring, group meetings, and learning modules designed to support students at risk for failure. These programs help students build study skills, manage external responsibilities, and connect with available resources.
- Faculty Development: Providing faculty with professional development opportunities on culturally sensitive teaching strategies, diverse learning styles, and critical thinking techniques can create a more supportive learning environment. Faculty who are attuned to the diverse needs of their students can foster greater student engagement and success.
- Comprehensive Testing and Remediation: Programs can incorporate comprehensive testing throughout the curriculum to identify students who may be at risk for failing the NCLEX. Intensive remediation activities focused on weak areas can help students improve their knowledge and skills before taking the licensure exam (Reinhardt et al., 2012).
Conclusion
Risk for failure in nursing education is influenced by a variety of student and program characteristics. Factors such as age, ethnicity, educational background, financial resources, and program structure all play a role in determining a student’s likelihood of success. By identifying students at risk for failure early on and implementing targeted interventions, nursing programs can reduce attrition rates, enhance NCLEX pass rates, and ultimately produce a more competent and prepared nursing workforce.