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|a RT74.5.W54 2015_WightSharalyn |2 BU-Local |
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|a Does role overload predict academic achievement in associate degree nursing students? |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2015. |
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|a xii, 135 leaves : |b illustrations ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2015. |
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|a Includes bibliographical references (leaves 99-112). |
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|a Copyright Sharalyn Wight. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: The nursing shortage has been a well-documented problem since the 1950s. The United States is predicted to need an additional 1.2 million nurses by 2020 (United States Department of Labor Bureau of Labor Statistics, 2011), and the number of nursing graduates is too low to keep pace with the projected need. Therefore, educators must focus on improving nursing student performance in order to provide a pool of well-prepared, diverse, and qualified candidates to provide quality patient care. Although typical academic predictors of attrition remain important, identifying psychosocial factors that put students at risk may allow educators to improve student achievement and reduce attrition. Purpose: The purpose of this predictive cross-sectional correlational study was to examine role overload as a predictor of academic achievement as measured by semester points and semester HESI score in associate degree nursing students enrolled in semesters I-V. It also examined the relationship between selective demographic variables (age, gender, and ethnicity), hours worked, hours studied, and caregiving hours as potential indicators of role overload. Theoretical Framework: The Role Theory/Overload Theory of Robert Merton (1957) was used to guide this study. Methods: A cross-sectional correlational design was selected for this research study to examine the relationship between the independent variables (role overload score, work hours, caregiving hours, and study time) and the dependent variables (semester points and semester HESI scores). The participants were asked to complete a demographic tool and role overload questionnaire by Michael Reilly (1982). Results: Role overload, study hours, work hours, and caregiving hours were not significant predictors of academic achievement, although caregiving hours of greater than 40 hours was significantly related to academic achievement. There was a significant relationship between role overload scores and work hours, study hours, and caregiving hours. Gender is the demographic variable most strongly associated with role overload. Conclusion: Caregiving hours was associated with greater role overload and poorer academic achievement. Nursing programs may be able to impact student attrition and the nursing shortage by targeting this at risk group for early remediation and additional supportive resources. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Study and teaching (Associate degree). |
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|a Nurses |x Supply and demand. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001683/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/83/00001/RT74_5_W54 2015_WightSharalynthm.jpg |
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|a Theses and Dissertations |
