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|a RT79.O56 2014_OlofinLola |2 BU-Local |
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|a The lived experience of being a minority full-time nursing faculty in the State of Florida : a phenomenological inquiry |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2014. |
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|a xiv, 160 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, 2014. |
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|a Includes bibliographical references (leaves 134-141). |
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|a Copyright Lola Olofin. 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: Minority nursing faculty currently represented less than 11% of all full-time nursing faculty in the United States according to the report of Registered nurses’ survey in 2008 conducted by U.S. Department of Health and Human Services Health Resources and Services Administration (DHHS HRSA), (2010). Minority nursing faculty faced the interrelated challenges of underrepresentation and indifferent treatments in nursing academia. Purpose: The purpose of this study was to explore what meanings minority nurses ascribed to their lived experiences as minority full-time nursing faculty in Florida. Specifically, the purpose of this study was to attain a better understanding of the practices that influence the concerns or conditions of being a minority full-time nursing faculty in Florida. Philosophical Underpinnings: This study was guided by phenomenological perspectives of van Manen to explore the shared interpretations of the essence of minority nursing faculty. Methods: A purposive sample of 12 minority nursing faculty employed in nursing academia in Florida was selected to explore the overarching question: What is the lived experience of being a minority full-time nursing faculty in the State of Florida? Data collection occurred from semi structured interviews that were tape-recorded, transcribed for verification, and member checked. Data analysis included describing, interpreting, and textual writing as guided by van Manen. Results: The essence of the phenomena was discovered with eight themes: guiding, teaching, transitioning, mentoring, othering, neglecting, triumphing, and rewarding. Conclusion: This research study exposed the depth of the challenges confronting full-time nursing faculty, however, more themes that were unique to the experience of minority full-time nursing faculty also emerged. Such themes were othering, neglecting, and mentoring. The uniqueness of the lived experience motivated the minority full-time nursing faculty to cultivate abundance of self-esteem, self-confidence, self-advocacy, and self-determined attitudes and skills that enable them to be successful. |
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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 (Higher) |x United States. |
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|a Minority college teachers |x United States. |
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|a Minorities in nursing. |
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|a Faculty, Nursing |x United States. |
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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/AA00001916/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/16/00001/RT79_O56 2014_OlofinLolathm.jpg |
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|a Theses and Dissertations |
