Student retention is vitally important within nursing institutions, shaping the trajectory of future healthcare professionals. Identifying and understanding factors that significantly influence student retention rates hold importance for nursing education programs, allowing them to refine their educational practices and ensuring the continued success of their students. In this context, the current literature review explores existing research surrounding student retention, with a focus on a Bachelor of Science in Nursing program. Nursing education programs must recognize the significance of fostering an environment that supports students' academic and professional growth. As students start their journey into the nursing profession, it is important to comprehend the several components contribute to their profession and commitment. Among these influential factors, mentorship, preceptors, and clinical readiness are key determinants that impact students’ retention and performance during their time in the nursing program. The primary objective of this literature review is to synthesize the extant research on student retention, by examining the impact of mentorship, preceptors, and clinical readiness, this study aims to shed light on critical areas of improvement for the nursing education program, fostering the development of robust support mechanisms and enhancing the overall educational delivery.

Statement of the problem: As a higher education institution, it is important to recognize student retention in the nursing program. As nursing programs strive to create a supportive learning environment, it is important to identify and address underlying issues that hinder student success rates and impede student success in their educational journey. This study examines student retention rates and compares them with insights from the student, preceptors, and mentors. By using the experiences, the study will provide insights to improve the nursing program and create an improved learning environment.

Objectives:

1. Identify the key factors influencing student retention rates within a nursing program.
2. Examine the impact of mentorship on nursing students' retention and academic success.
3. Explore the role of preceptors in shaping nursing students' perceptions and their correlation with their commitment to the profession.
4. Assess the significance of clinical readiness in influencing nursing students' persistence in their educational journey.

Literature Review: Student retention is an important aspect for nursing institutions. Understanding the factors that influence student retention is important for education programs to improve their education practices and ensure the success of students. This literature review will explore the existing research on student retention by examining factors such as mentoring, preceptors, and clinical readiness. Identifying and understanding these factors will provide an insight for nursing education programs to develop good support mechanisms, enhance their educational delivery program and improve their student retention rates.

Mentoring: Mentoring plays a significant role in the professional development of nursing students and can positively impact the success of a student. The purpose of mentoring is to facilitate growth, development, and success of the mentee [1]. Mentoring goes beyond simple teaching or instruction; it involves fostering a supportive and nurturing relationship where the mentor can provide guidance, advice, and feedback towards the mentee’s goals. It makes learning easier and by expressing latest ideas or thoughts about a situation.

Peer mentors present themselves as resources for nursing student mentees at the secondary appraisal stage [2]. The secondary appraisal stage is evaluating resources available to overcome a stressor. Peer mentors provide both problem-focused and emotion-focused support through their lived experiences and survival tips in becoming a nurse. The frequency and quality of the mentor-mentee seems more critical than the program's duration. Mentors can influence the overall well-being, confidence, and success of nursing students. Sharing their own personal experiences develops a sense of resilience and growth to prepare for their nursing profession. Today’s workforce would rather connect with experts and fellow workers in a collaborative, intentional learning process than search for answers in impersonal databases or random contacts in social networking sites [3]. This intentional learning engagement allows people to learn through the lived experiences of others rather than other non-personal sources. Being able to connect with others makes learning easier and allows the learner to correlate an existing experience with their own given situation. Also of importance is the expanding of personal views and thinking on the concepts of group mentoring. Group mentoring should be viewed as topical learning that occurs in a peer environment. This will help set the right expectations for learners, advisors, and program administrators alike, creating endless opportunities for open, ongoing learning. Creating an optimal learning environment between the mentee and the mentor is essential to the promotion of student retention, ensuring a strong educational connection.

Preceptors: Student retention is important for nursing programs and the quality of future healthcare professionals. Preceptors are experienced nurses who provide guidance and support to students, primarily during clinical learning opportunities, where they play a vital role in shaping a student's education and career by demonstrating role professionalism. Existing research provides insight on preceptors and how they prepare students at clinical sites. Also noted are how preceptors influence students to find a sense of belonging in the nursing program. Preceptors agreed that to be effective preceptors, it was important to know ways to help students learn, have knowledge of course and evaluation requirements, and know how to interact with students [4]. To help students learn, preceptors emphasized the need to know the students' goals and objectives early in the experience, and how to foster development of critical thinking and problem-solving skills. Preceptors need a thorough understanding of the evaluation process including how to use the evaluation forms provided by the university and how to decide whether students were meeting course objectives (passing or failing). Preceptors also agreed it was important to understand principles of adult learning and adult learning styles. It is necessary to reorganize the preceptor education program so that preceptor nurses receive a high level of mentoring [5]. Rather than only focusing on basic nursing practice, current preceptor education programs should be innovative and include an in-depth education program designed to improve career, psychosocial and role modeling functions among the identified mentoring functions. This allows preceptors to be prepared to best practice role modeling to novice nurses in a positive way that implicates their practice. Having prepared preceptors that are helping nursing students will reflect and help with student retention. The function of preceptors in their mentoring role, as perceived by novice nurses, affected their self-efficacy and organizational commitment.

Clinical Readiness: Workplace readiness is a critical aspect of the transition from student to professional nurse, as it ensures that newly qualified nurses are ready to supply the healthcare environment's demands. This readiness demonstrates the skills, knowledge, and support necessary for nurses to provide safe and effective care and be competent caregivers. Workplace readiness is relevant as healthcare faces challenges in new graduate nurses overcoming the gap between nursing education and clinical practice. By analyzing preceptor clinical evaluations sheets, this review will demonstrate factors influencing workplace readiness, challenges by newly qualified nurses, and strategies to prepare them for professional practice.  Mentorship and preceptorship programs facilitated workplace readiness. Managers, educators, and preceptors shared the role they play in supporting newly graduated nurses, ensuring they receive support during the new shift from student to healthcare professional (Grayem, K., 2019). When students are not adequately prepared when they enter the workforce, it can place a risk to patient safety, jeopardize the quality of care, and retention of nursing [6]. Newly graduated nurses are often expected to apply all information learned straight into practice after graduation this can be an area of concern when nurses are still developing clinical competence. Preceptors may believe new nurses need more assistance but are more likely to be successful in their new carrier regardless of experience due to there not being an expectation for readiness as a new nurse [7]. This makes RN graduates feel more prepared in their clinical practice due to the presence of experienced mentors and preceptors. Additionally, the importance of organizational support and alignment between nursing education and the clinical practice environment is noted. Managers and educators expressed that supportive environments foster collaboration, teamwork, and a positive learning environment.

Methodology: This study uses a mixed methods approach, involving both quantitative and qualitative research aspects. The qualitative approach allowed for the collection of student responses via a survey about the mentoring opportunities they have experienced while in the nursing program. The quantitative aspect was obtained from evaluations sheets completed by preceptors measuring the students' clinical readiness. The combination of these methods allows for an exploration of the impact of mentorship, preceptors, and clinical readiness with student retention in a particular nursing program.

Data Collection and Participants: The university’s intuitional board approved this study. Once consent was obtained, data was collected from students enrolled in a BSN nursing program for the 2022-2023 academic year. Recruit subjects were contacted via classroom announcement within the university learning management system, with all responses retaining anonymity.