The purpose of this study was to determine the level of occupational stress among nurse administrators and to identify the types of strategies used by nurse administrators to deal with or manage occupational stress. The study examined the relationship between selected demographic variables, occupational stress, and strategies. The research design included five research questions along with seven null hypotheses testing the relationship between occupational stress and demographic variables--age, gender, marital status, years of professional nursing experience, years as a nurse administrator, educational attainment, and hospital bed capacity. There were seven additional hypotheses testing the relationship between the same demographic variables and three categories of coping strategies. The instrument used included the researcher-designed Demographic Questionnaire, the Health Professions Stress Inventory (HPSI), and a listing of 17 coping strategies. Nurse administrator's HPSI overall mean stress score was lower than the HPSI mean stress level scores reported for nurses in previous studies. Five subscales of stressors (Stress Factors) were identified by analyzing the HPSI using Principal Components Factor Analysis. A statistical significant difference (p $<$.05) was revealed for nurse administrators for: (1) overall stress level when tested by three of the demographic variables, years as a nurse administrator, educational attainment, and hospital bed capacity; (2) subscale level of stress when testing the HPSI five stress factors by marital status, years as a nurse administrator, and educational attainment. A statistical significant difference (p $<$.05) for strategies used by nurse administrators was revealed with testing: (1) Avoidance strategy by demographic variables--age, number of years of professional experience, number of years as a nurse administrator, and hospital bed capacity and, (2) Active Cognitive strategy by demographic--gender. The Spearman Rho correlation coefficient procedures used to correlate the HPSI five Stress Factors with Active Cognitive, Active Behavioral, and Avoidance strategies revealed: (1) Stress Factor 1, Professional Conflicts was significantly related to Avoidance strategy (r$\sb{\rm s}$ =.24). (2) Stress Factor 2, Lack of Recognition as a Professional, was negatively significantly correlated with Active Cognitive Strategy (r$\sb{\rm s}$ = $-$.22). (3) Stress Factor 3, Work Overload, was significantly related to Active Cognitive strategy (r$\sb{\rm s}$ =.23). (4) Nurse administrators overall stress was significantly related to Avoidance Strategy (r$\sb{\rm s}$ =.28).

In the 1990s, due in part to declining enrollment numbers and prolonged budget constraints, student retention became a primary focus in higher education. Aligned with the nationwide interest, this longitudinal, archival study focused on the correlates of student retention at Walters State Community College, located in Morristown, Tennessee. The population involved 17,497 students enrolled from the fall semester of 1992 through the fall semester of 1997. Four sets of variables were investigated--demographic variables, pre-matriculation variables, post-matriculation variables related to grades, and post-matriculation variables related to enrollment. The data were collected through the use of a computer program written to access the Tennessee Board of Regents' Student Information System database, and the data obtained were analyzed through the application of two univariate approaches--the chi-square and the t test for independent samples. The major findings of the study were: (1) Younger, White, females persisted at higher rates than did other students at Walters State; (2) students who: had higher high school GPAs, had higher admission test scores, attended public high schools, had pre-college residences that were located within the college's service area, and made applications for college less than two months prior to the first day of classes persisted at higher rates than did other students at Walters State; (3) students who: had higher college GPAs, were required to take one or two remedial and developmental courses, had not received any "F" grades, and had greater than zero reported absences persisted at higher rates than did other students at Walters State; and (4) students who: attended on a full-time basis, were enrolled in programs designed for transfer to four-year institutions, changed their major programs of study more than one time, and received financial assistance persisted at higher rates than did other students at Walters State. These findings should be communicated with all college personnel in an effort to increase their sensitivity to the "special" needs of these "at-risk" constituencies. Furthermore, the findings should be used in developing a retention plan that incorporates programs and services designed to address the needs of targeted audiences as identified in this study.

The research focused on the identification of entry-level competencies needed by Bachelor of Science in Nursing (BSN) graduates who will begin employment in acute healthcare agencies in the next 10 years in Tennessee. The purpose of the study was to gain increased awareness of the competencies needed by graduates of BSN programs in Tennessee in order to meet the demands of the acute healthcare agencies, in light of present and anticipated changes in the healthcare delivery system. The opinions of nurse educators, nurse administrators, recently graduated BSNs, and experienced BSN graduates were solicited to assess congruency of perceptions. In addition, the subjects were requested to indicate whether they had observed the competencies in new BSN graduates, rank-order the importance of the entry-level competencies, list any additional entry-level competencies needed by BSN graduates, and list competencies no longer necessary in BSN programs. A list of 24 entry-level competencies was developed based on a comprehensive review of the literature, a review of the instrument by nursing experts, and a pilot study. Eighty-two nurse administrators, 96 experienced BSNs, 23 recent BSN graduates, 117 faculty members, and 11 deans/directors returned the questionnaire, for an overall return rate of 58%. The study found that there was a statistically significant difference in the perceptions of the importance of the entry-level competencies needed by BSN graduates between nurses in acute healthcare agencies and faculty in BSN programs. Also there was a weak (Kendall's tau b < 0.3) but significant relationship across 20 entry-level competencies between the ratings of the importance of the competency and the observation of the competency. The relationship was inverse; that is, the higher the importance, the lower the observation, or vice versa, between the rating of three competencies and the observation of these competencies. Technical skills and legal/ethical standards were the two most frequently mentioned additional competencies needed by BSNs. Care plans, bed-making, and bed-bathing were identified as competencies that remain part of current BSN education but are no longer necessary. The research is significant as it contributes to the body of knowledge relevant to entry-level competencies needed by BSNs who will begin employment in acute healthcare agencies in the next 10 years in Tennessee. Hopefully, it will serve as a catalyst for the establishment of joint meetings and partnerships between service personnel and nursing faculty in BSN programs to discuss future curriculum planning and design.

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