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20200521113940.0 |
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|a RT86.73.C53 2018_ClaytonPatriciaJ |2 BU-Local |
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|a RT86.73.C53 2018 |
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|a Clayton, Patricia J.. |
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|a Non-traditional nursing students enrolled in a baccalaureate nursing program : a phenomenological study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2018. |
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|a xiv, 262 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, 2018. |
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|a Includes bibliographical references (leaves 232-250). |
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|a Copyright Patricia J. Clayton. 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: Nurses impact almost every patient receiving healthcare, yet there is a global nursing shortage which stifles the capability of providing safe and effective healthcare. Successful recruitment and retention of traditional and non-traditional pre licensure nursing students is vital to address this global deficit. Purpose: The purpose of this qualitative, phenomenological inquiry is to explore the lived experience of non-traditional student nurses who have successfully graduated from a generic baccalaureate nursing program. Philosophical Underpinning: This qualitative inquiry is guided by Moustakas’ transcendental phenomenology, using a descriptive and heuristic approach. Methods: This inquiry uses a qualitative phenomenological approach. In-depth interviews using open-ended questions guide data collection. Data analysis follows Moustakas’ methodology. Results: From the analysis of the data, Challenging, Autonomy and its sub-theme Altruism, Supporting, and Transforming and the sub-theme of Motivation emerged as the themes from the lived experience of non-traditional nursing students who had successfully graduated from a baccalaureate nursing program. The findings were linked to the concepts of the Self-Determination Theory. Conclusions: Nursing faculty, healthcare administrators, and policymakers should recognize and actively pursue educational supports that will facilitate the learning needs of a non-traditional nursing student. |
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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 |x United States. |
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|a Nurses |x Study and teaching |x United States. |
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|a Nursing students |x United States. |
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|a Nontraditional college students. |
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|a Transcultural nursing. |
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|a Part-time college students. |
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|a Academic theses. |
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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/AA00001935/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/35/00001/RT86_73_C53 2018_ClaytonPatriciaJthm.jpg |
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|a Theses and Dissertations |
The record above was auto-generated from the METS file.
