TY - JOUR
T1 - Creating a nursing student center for academic and professional success
AU - Tantillo, Mary
AU - Marconi, Maria A.
AU - Rideout, Kathy
AU - Anson, Elizabeth A.
AU - Reifenstein, Karen A.
N1 - Publisher Copyright:
© SLACK Incorporated.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2017/4
Y1 - 2017/4
N2 - Background: The purpose of this article is to describe the development of an innovative broad-based initiative supportive of academic and professional success, the Center for Academic and Professional Success (CAPS) at the University of Rochester School of Nursing. While CAPS was founded to support all nursing students, it was also carefully developed to meet the special needs of students in the accelerated program for non-nurses (APNN) due to their diversity and the intensity and rapidity of the APNN program. Method: Faculty discussion, literature review, and student needs assessment findings informed program development. Outcome data obtained during the past 4 years are presented. Results: Data revealed a correspondence between identified student needs and use of program services, as well as high satisfaction ratings. Conclusion: Findings supported the provision of both traditional academic support, as well as other critical supports to address the academic and social stressors associated with the transitions experienced by nontraditional, working, and graduate nursing students.
AB - Background: The purpose of this article is to describe the development of an innovative broad-based initiative supportive of academic and professional success, the Center for Academic and Professional Success (CAPS) at the University of Rochester School of Nursing. While CAPS was founded to support all nursing students, it was also carefully developed to meet the special needs of students in the accelerated program for non-nurses (APNN) due to their diversity and the intensity and rapidity of the APNN program. Method: Faculty discussion, literature review, and student needs assessment findings informed program development. Outcome data obtained during the past 4 years are presented. Results: Data revealed a correspondence between identified student needs and use of program services, as well as high satisfaction ratings. Conclusion: Findings supported the provision of both traditional academic support, as well as other critical supports to address the academic and social stressors associated with the transitions experienced by nontraditional, working, and graduate nursing students.
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U2 - 10.3928/01484834-20170323-09
DO - 10.3928/01484834-20170323-09
M3 - Review article
C2 - 28383749
AN - SCOPUS:85017568629
VL - 56
SP - 235
EP - 239
JO - The Journal of nursing education
JF - The Journal of nursing education
SN - 0148-4834
IS - 4
ER -