Back
 OJN  Vol.4 No.1 , January 2014
Risk factors in dropping out of nursing studies
Abstract: School failure is a worrying phenomenon of the educational system that affects most sectors of the education regarding parents, teachers and students and covers education at all levels, from basic education levels to higher levels. One of the levels where there is a high incidence of this problem is in university education, where dropout rates at university are between 25% and 50% in the early formative years. Therefore, it is considered that this phenomenon of school failure and dropout must be addressed and treated from all support systems and services that merge at school, because there are many interests involved not only in the student who fails himself, but also in society in general. The objective of this survey is finding out the effects of anxiety and personal problems in ULPGC nursing students and the consequences that can bring in their academic performance. The results obtained show direct influence of variables such as attendance, studies organization, disappointment feelings, approaching dropout and others, however the hypotheses that were not met differentially, offer us relevant information, for better understanding and making decisions to prevent school failure at university.
Cite this paper: Rosa Hormiga, M. , Díaz-González, C. , Ramal López, J. and Herrera Hernández, J. (2014) Risk factors in dropping out of nursing studies. Open Journal of Nursing, 4, 9-14. doi: 10.4236/ojn.2014.41002.
References

[1]   [1] Cabrera, L., Bethencourt, J., Alvarez, P. and González, M. (2006) El problema del abandono de los estudios universitarios. Relieve, 12.
http://www.uv.es/relieve/v12n2/RELIEVEv12n2_1.htm

[2]   García Torres, B. (1983) Afectividad y rendimiento escolar. Cuadernos de Pedagogía, 103-104, 18-21.

[3]   Núñez, J.C., González-Pienda, J.A., González-Pumariega, S., González Cabanach, R., Barca, A., Valle, A., Porto, A. and Santórum, R. (1995) Motivación, cognición y rendimiento académico. Revista Galego-Portuguesa de Psicoloxía e Educación, 12, 183-209.

[4]   Carabaña, J. (1983) Le llamaban fracaso escolar. Cuadernos de Pedagogía, 103, 26-30.

[5]   Riviere, A. (1983) Por qué fracasan tan poco los niños. Cuadernos de Pedagogía, 103-104, 7-12.

[6]   Molina, S. and García, E. (1983) Fracaso del profesor o fracaso del sistemañ Cuadernos de Pedagogía, 102-103, 22-26.

[7]   Ventura De Pino, L. and Tavares, J. (1999) Expectativas de los alumnos, su nivel de aspiraciones e integración en la carrera y en la institución universitaria.
http://www.aufop.com/aufop/uploaded_files/articulos/1224340137.pdf

[8]   Corominas, E. (2001) La transición a los estudios universitarios: Abandono o cambio en el primer año de universidad. Revista de Investigación Educativa, 19, 127-151.

[9]   Cabrera, L., Bethencourt, J., Alvarez, P. and González, M. (2006) Un estudio transversal retrospectivo sobre prolongación y abandono de estudios universitarios. Relieve, 12, 105-27.
http://www.uv.es/RELIEVE/v12n1/RELIEVEv12n1_1.pdf

[10]   Martín, E., García, L. and Hernández, P. (1999) Determinantes de éxito y fracaso en la trayectoria del estudiante universitario. La Laguna. Servicios de publicaciones Universidad de La Laguna.
http://www.ijpsy.com/volumen8/num3/213/estrategias-de-aprendizaje-y-rendimiento-ES.pdf

[11]   Tinto, V. (1986) Una reconsideración de las teorías de deserción estudiantil. Handbook of theory and research, 359-384.

[12]   Holland, J.L. (1966). The Psychology of the vocational choice. Blaisdell, Walthau Mass.

 
 
Top