| 008 |
|
200521n^^^^^^^^xx^^^^^^o^^^^^|||^u^eng^d |
| 024 |
7 |
|a RT86.45.C66 2019_ConnorKathleenAnne |2 BU-Local |
| 100 |
1 |
|a Connor, Kathleen Anne. |
| 245 |
10 |
|a Meeting students where they are : exploring mentoring and nursing student success in a for-profit institution, a case study approach |h [electronic resource]. |
| 260 |
|
|a Miami, Fla. : |b Barry University, |c 2019. |
| 300 |
|
|a xiv, 162 leaves : |b illustrations |
| 490 |
|
|a Barry University Dissertations -- College of Nursing and Health Sciences. |
| 502 |
|
|a Thesis (Ph.D.)--Barry University, 2019. |
| 504 |
|
|a Includes bibliographical references (leaves 125-142). |
| 506 |
|
|a Copyright Kathleen Anne Connor. 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. |
| 520 |
3 |
|a Background: Mentoring is an important tool used in the education of nurses. There is a need to understand the students’ perceptions of mentoring during education in for-profit schools. This study seeks to add to the body of knowledge related to mentoring in for profit schools of nursing. Purpose: The purpose of this embedded intrinsic case study inquiry was to explore mentoring and student success by meeting students where they are. Theoretical Framework/Philosophical Underpinning: The philosophical tenets of symbolic interactionism and pragmatism helped to narrow how the participants come to know and understand, thus giving meaning into their voices. Methods: The intrinsic qualitative case study research design was consistent with the qualitative research methodology which is to study and understand the problem under investigation. Yin’s (2014) data analysis process will be utilized to reduce, display, and draw conclusions including the participants’ voices to answer the research question. Results: The themes that emerged from this study were (a) supporting, (b) meeting students where they are, and (c) success, which represented the voices of the participants who provided a basis for understanding their perceptions about the phenomenon of interest. Bandura’s (1971) social learning theory by Bandura provided the conceptual framework to gain an in-depth understanding of the participants’ responses. Conclusions: The findings of this study supported other studies that have identified the significant role that mentoring plays in the retention of students in nursing education. Furthermore, this study identified a consistent concern within the academic literature regarding the shortage of qualified nurses and the need to support nursing students during their education. This study recommends that for-profit schools of nursing provide students with mentoring opportunities (formal and informal) in support of retention and meeting students where they are in preparation to enter the field of nursing. |
| 533 |
|
|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. |
| 535 |
1 |
|a Barry University Archives and Special Collections. |
| 650 |
0 |
|a Education, Nursing |x Methods. |
| 830 |
0 |
|a Barry University Digital Collections. |
| 830 |
0 |
|a Theses and Dissertations. |
| 852 |
|
|a BUDC |c Theses and Dissertations |
| 856 |
40 |
|u http://sobekcmsrv.barrynet.barry.edu/AA00001933/00001 |y Click here for full text |
| 992 |
04 |
|a https:/budc.barry.edu/content/AA/00/00/19/33/00001/RT86_45_C66 2019_ConnorKathleenAnnethm.jpg |
| 997 |
|
|a Theses and Dissertations |
