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|a RT86.54.T46 2005_ThomasKathy |2 BU-Local |
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|a Risk, protective factors, and psychological resilience in relation to educational resilience in Associate Degree nursing students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2005. |
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|a x, 148 leaves ; |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, 2005. |
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|a Includes bibliographical references (leaves 119-134). |
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|a Copyright Kathy J. Thomas. 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 individual confronts a threatening life situation. The outcome of this interaction affects the individual’s attainment of resilience. In the case of educational resilience, it is important to study those factors that are associated with academic competence. This study examined selected risk and protective factors that affected the academic competence of a group of first year nursing students in a two-year college setting. After consent was obtained from the appropriate institutions and from the participants, one hundred and twenty two multi-ethnic nursing students completed the three study instruments. The College Student Inventory measured the protective factors, Academic Motivation, General Coping, and Receptivity to Support Services. Psychological Resilience was also measured as a protective factor using the Wagnild and Young Resilience Scale (1988). The risk factors of age, ethnicity, and GPA were also measured as independent variables. Whether a student passed or failed any one of Level 1, Semester 1 nursing courses served as the dependent variable. A logistic regression procedure was performed to uncover those factors that best predicted membership in either the Pass or the Fail group. The logistic regression procedure, using the Stepwise method, identified three factors that best predicted Pass/Fail status. These factors were GPA, Receptivity to Support Services (self-reported student needs and receptivity related to academic, financial, and personal-social concerns), and a third factor which emerged in preliminary testing, Having Children. Nursing educators seeking to reduce student attrition need to be cognizant of the important role that support services can play in fostering educational resilience. Supporting and retaining students from a variety of social, economic, and cultural backgrounds should be a high priority for nursing faculty in order to ameliorate the nursing shortage that threatens the delivery of quality health care. |
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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 Transcultural nursing |x United States. |
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|a Nursing students |x Florida. |
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|a Nurses |x Recruiting |x Florida. |
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|a Nurses |x Supply and demand |x Florida. |
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|a Nursing students |x Education. |
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|a Multicultural education. |
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|a Nursing |x Study and teaching. |
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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/AA00001689/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/89/00001/RT86_54_T46 2005_ThomasKathythm.jpg |
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|a Theses and Dissertations |
