Gatherings as a retention strategy

ABNF Journal, The, July-August, 2003 by Lillian Gatlin Stokes

Abstract: Retention has long been an issue for minority students enrolled in nursing programs. Indiana University put into place an initiative to enhance retention. The initiative is "Gatherings" which provide a means for maintaining contact and direct communication with minority/international students. Gatherings allow students at varied levels in the program to interact with each other and to share issues and concerns. Over a five-year period, the benefits of this initiative have been voiced by students. These students have strongly encouraged continuation of "gatherings ". Plans are underway to start similar sessions for all students.

Key words: Retention, Support, Empowerment

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Indiana University School of Nursing has implemented a number of programs and initiatives to facilitate academic success for all students. Gatherings are one such initiative. Gatherings were primarily established to maintain contact and direct communication with minority/international students. A secondary intent was to serve as a forum for informal interaction between faculty and students. They were designed to be supportive and educational in nature. At gatherings, students informally support each other, share feelings, and exchange ideas and concerns. Direct efforts are made for students to share positive experiences and strategies that have worked for them in specific situations. Students are encouraged to share success stories and to empower each other. One associate dean annually comes to gatherings to present information about graduate education, with specific emphasis on matching career interests with specific programs. These presentations not only heighten interest in graduate education, but broaden students intellectual and career horizons.

Initially the initiative was referred to as "seasonal gatherings" with the intent of meeting at least four times each academic year to coincide with the seasons. However, due to student requests, the frequency of meetings has ranged from one to four per semester; with an average frequency of three times during a semester.

Due to busy schedules of students, gatherings have been held during lunch breaks for approximately one to one and one-half hours. Students who have classes immediately after lunch leave after one hour, but those with more flexible schedules tend to remain for longer periods of time. The process used at gatherings has been simple. They generally start with introductions and greetings with a brief explanation of the purpose of the gathering. This is followed by an open-ended question such as Tell me what's going on with your classes? The use of open-ended questions helps students share their concerns and many times facilitates them in answering their own questions. Depending on their concerns, students begin sharing. It is important to say that their responses to open-ended questions are not always negative. Multiple success stories have been shared. Often students begin by asking specific questions to clarify an area or areas of course difficulty. Sophomore students, who are not enrolled in clinical courses, are more likely to voice concerns about writing skills, specifically related to APA format, communication and conflict issues specific to group assignments. Students enrolled in clinical courses have tended to voice concerns about test-taking specifically related to application of knowledge. It has been interesting to note how the concerns and issues voiced by students have changed over five years. During the first two years of the program, students had a great deal to say about the social climate--"feeling isolated," "not feeling accepted," loneliness, and anxiety, as well as about academics from personal perspectives. For example, hesitancy in asking questions, self doubt about ability to complete their course/program, lack of knowledge about how to handle specific courses, ineffective study habits, and inadequacy in skills such as test-taking and time management. Hesitancy in seeking assistance from faculty has not gone away over five years. However, it does seem that this problem has lessened. Students are increasingly focusing on specific academic issues, such as writing, handling conflict, presentations, and issues specific to class assignments. This may suggest a change in climate. Or, students may be more attentive to encouragement to strive for excellence. Excellence, a central theme, is emphasized during campus-wide orientations, as well as orientation to the nursing program.

Over a five-year period, 76 students have attended the gatherings. Students who participated tended to do so over four semesters. Typically, students in both the associate degree and the baccalaureate programs attended sessions during their first semester in the program. A core of students attended throughout their enrollment in the program and a few attended sporadically. The range in attendance has been from 1-19. Initially junior students in the baccalaureate program, their first year in the nursing program, and beginning students in the associate degree program were frequent attendees, especially when enrolled in the medical-surgical nursing courses. Most recently, sophomore students, who are now the beginning students in the program, are in frequent attendance.