Linguistic diversity as sociodemographic predictor of nursing program progression and completion

Attrition from undergraduate nursing programs continues to warrant investigation particularly in the climate of nursing shortages and fiscal reflection on academic institutional programs. This 3-year study used a prospective longitudinal survey design to determine entry characteristics of students, attrition, progression and completion in an undergraduate program. Students were surveyed in the first three weeks of commencing their program and gave permission for academic grades to be collected during their six session, three year Bachelor of Nursing program. Of the 740 students enrolled 48% (357 students) were surveyed and 352 students (99%) gave consent for their grades to be collected. One third of the student cohort graduated in the expected three-year timeframe, one third had dropped out and one third was still completing their studies. A higher Grade Point Average and being a native English-speaker were most predictive of students completing their course in the minimum expected timeframe.