The purposes of this descriptive study were to identify and describe criteria used to identify students at-risk for withdrawal or failure, and strategies in place to assist and retain students. Data were collected regarding admission policies, retention strategies, assistance programs, and perceptions of the administrators regarding the effectiveness of retention and assistance strategies. A survey method of data collection was conducted using an instrument developed by the researcher for the study. A stratified random sample of 156 NLNAC accredited associate and baccalaureate degree nursing programs was carried out and program administrators were sent the survey for voluntary, anonymous participation. The study sample consisted of the 57 programs whose surveys were returned. Retention/ Assistance Programs. Similar percentages of associate and baccalaureate degree programs reported having retention/assistance programs. Programs were found more prevalent at private, secular institutions; at smaller programs; and in the Central region. A Pearson correlation determined no relationship between the existence of an organized assistance program with NCLEX-RN pass rate or retention rate. Retention/Assistance Strategies. Strategies reported available in the nursing program most often were academic advising of nursing and pre-nursing students, academic assistance in the form of a skills lab and computer access, and early notification to students when they are failing. Comparison of the mean NCLEX-RN pass rate and the mean retention rate with 29 strategies was conducted using Pearson correlation coefficients. Analysis determined a positive and statistically significant relationship between pass rate on NCLEX-RN and the presence and perceived effect of a cultural diversity program, grading options, and early notification to students when they are failing. Positive, statistically significant relationships were determined between retention rates and the presence and perceived effect of childcare, academic advising of nursing and pre-nursing students, early notification to students when they are failing, and faculty office hours. Administrators' Perceptions. Program administrators perceived the strategies financial aid, academic assistance to reinforce course content, academic advising of nursing students, and faculty mentors to have the greatest effect on student retention. Additional survey responses revealed a strong academic background and financial aid were strategies reported by administrators to affect both success and failure. Advising, orientation, and academic preparation were ranked by administrators as the top factors contributing to student retention and success. They ranked academic/cognitive variables and outside responsibilities as the top factors leading to student withdrawal or failure.

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This correlation study focused on the lack of understanding of the relationship between social self-image "face" and conflict styles among adult employees on school campuses. An individual's social self-image may involve concerns for the social representation of oneself, another individual, or a relationship. Limited research pertaining to the degree face concerns affect conflict styles within school communities is a problem for school administrators because conflict styles can influence conflict outcomes and impact workplace quality on school campuses. This study relied on Ting-Toomey's face-negotiation theory, which proposes that individuals prefer conflict styles based upon face concerns. Research questions explored correlations between self-face, other-face, and mutual-face concerns with dominating, emotional expressive, neglect, integrating, obliging, compromising, third-party help, and avoiding conflict styles. The sample consisted of 192 adults employed on 3 school campuses located in a large metropolitan region in the western region of the United States. Participants completed a survey by recalling a conflict with an adult coworker. Participants responded to items measuring social self-image and behavioral responses to conflict. Results were analyzed using multiple regression tests. Findings suggest that preferences for conflict styles were very different in the presence of self-face than in the presence of other-face and mutual-face, and face-concerns were either weak predictors or nonpredictors for avoiding and third-party help. This study has the potential to enhance workplace quality on school campuses in that it suggests mutual-face concerns for relationships associate with cooperative conflict styles that tend to promote constructive conflict outcomes.

Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.