STUDENT RETENTIONAn Innovative, Multidisciplinary Strategy to Improve Retention of Nursing Students from Disadvantaged BackgroundsIGBO, IMMACULATA N.; STRAKER, KATHLEEN C.; LANDSON, MARGIE J.; SYMES, LENE; BERNARD, LILLIAN F.; HUGHES, LISA A.; CARROLL, THERESA L. Author Information About the AuthorsImmaculata N. Igbo, PhD, is associate professor, Prairie View A&M University College of Nursing, Houston, Texas. Kathleen C. Straker, MEd, is an educational consultant, the Straker Group, LLC, Cypress, Texas. Margie J. Landson, MSN, RN, CNE, is clinical assistant professor, Prairie View A&M University College of Nursing. Lene Symes, PhD, RN, is associate professor, Texas Woman's University, Houston. Lillian F. Bernard, PhD, RN, is a retired associate professor, Prairie View A&M University College of Nursing. Lisa A. Hughes, MEd, was the CANDO program director, University of Texas Health Science Center School of Nursing, Houston. Theresa L. Carroll, PhD, RN, CNAA, is a retired professor, University of Texas Health Sciences Center School of Nursing, Houston. The CANDO (Consortium to Advance Nursing Diversity and Opportunity) program was supported by Nursing Workforce Diversity Grant #5D19HP02641-02-00 DHHS, HRSA, BHPr, Division of Nursing (2004-2007). Contact Dr. Igbo at[email protected]for more information about this article. Nursing Education Perspective: November 2011 - Volume 32 - Issue 6 - p 375-379 Buy Abstract Nursing students from disadvantaged backgrounds must overcome many barriers in order to succeed. This article will focus on how a multidisciplinary team helped 76 percent of these high-risk students persist in their nursing programs by addressing some of these barriers. Three baccalaureate nursing schools in the Texas Medical Center embarked on a three-year retention program designed to enhance the success of students identified by federal criteria as being at risk. Multidisciplinary teams led various activities, including a study skills component, which included preparing for lectures, taking notes, critical thinking, and test-taking strategies. Also addressed were written and oral communication skills, medical terminology, critical thinking, career coaching, and socialization activities. Collaboration among faculty and students at the three schools was key to the success of the program. Copyright 2011 by National League for Nursing, Inc.