title: Pedagogy and Academic Success in Prelicensure Nursing Education.
abstract: The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs.
authors.affiliation: Associate Professor & Dean, Saint Louis University, MO.
authors.forename: Teri A
authors.initials: TA
authors.lastname: Murray
keywords: Academic success; Accelerated nursing education; Active learning strategies; Prelicensure nursing education; Student engagement; Underrepresented minority