Examining the Influence of Noncognitive Variables on the Intention of Minority Baccalaureate Nursing Students to Complete Their Program of Study

Retention of minority baccalaureate nursing students is imperative to resolving the absence of minority representation within the nursing profession and to aid in the elimination of health disparities among minority health care recipients. Improving minority nursing student retention requires a closer examination of the impact of noncognitive variables that contribute to attrition. This study explored the predictive value of select noncognitive variables on the intention of minority baccalaureate nursing students to complete their degree. A survey was sent to 1,519 students enrolled in generic, prelicensure baccalaureate nursing programs in the North Carolina University System. Unique data characteristics required the use of both parametric and nonparametric statistical analyses. The regression model included variables of age, race, gender, academic development, faculty interaction, peer interaction, hours worked, and faculty concern and accounted for 29% of the variation in student intention to complete their degree.