WWC review of this study

The impact of developmental and intrusive academic advising on grade point average, retention, and satisfaction with advising and the nursing program among first semester nontraditional associate degree nursing students (Order No. 3369636).

Conklin, J. F. (2009). Walden University.

  • Randomized Controlled Trial
     examining 
    40
     Students
    , grade
    PS

Reviewed: May 2021

No statistically significant positive
findings
Meets WWC standards without reservations
Academic achievement outcomes—Substantively important negative effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

First-semester GPA

intrusive advising vs. Business as usual

0 Days

Full sample;
40 students

2.55

2.86

No

--
Progressing in college outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Retention

intrusive advising vs. Business as usual

1 Semester

Full sample;
40 students

65.00

70.00

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 95%
    Male: 5%

  • Rural
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    New York
  • Race
    Black
    3%
    Native American
    3%
    Other or unknown
    5%
    White
    90%
  • Ethnicity
    Hispanic    
    3%
    Not Hispanic or Latino    
    98%

Setting

The study took place at the State University of New York (SUNY) - Canton, a rural two-year college in upstate New York.

Study sample

All students were enrolled in the school’s nursing program prior to the onset of the study; 95% were female and they were on average 36 years of age. The majority (90%) of students were described as being White, non-Hispanic. Of the remaining students, 2.5% were described as being either African American, Native American, Hispanic, or in an “other” category.

Intervention Group

Three nursing faculty volunteers served as advisors in this study. These advisors sent reminders to study participants prior to each advising session, and at least four sessions occurred during the first semester. In these meetings the advisors discussed advisees' academic histories, identified potential obstacles to meeting educational and professional goals, and presented strategies aimed at supporting students' success (including study skills, habits, and use of tutoring services). In the first meeting, meant to occur during the first week of the semester, the advisor queried about the advisee's interests and goals, oriented the advisee to campus services, and described general academic success strategies. Advisors then made an appointment for the second meeting, due to take place in the fourth week of the semester. At this meeting the advisee's progress was reviewed and any academic problems were discussed along with possible solutions. A third meeting took place in the 8th week when, once again, academic challenges and solutions were discussed. In the final meeting, due to occur in the 10th week of the semester, expectations for the following semester were reviewed. At each meeting, the advisor reminded the advisee that they could schedule another meeting at any time if needed.

Comparison Group

Comparison group students received academic advising as it had conventionally been offered on campus. The only required meeting between comparison group participants and their advisor occurred during week ten of the first semester, when a course schedule for the second semester was developed. New and transfer students in the comparison group met with nursing faculty members at a mandatory curriculum meeting to make any needed course scheduling adjustments. Like participants in the intervention group, comparison group participants were able to meet with their academic advisor at any time during the semester.

Support for implementation

The study author provided an orientation/training session for advisors prior to the program semester and provided a script for each of the four advising sessions.

 

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