Abstract

Baccalaureate nursing education requires a high level of academic performance for both acceptance and completion of the program. Nursing students often identify faculty as a source of support to persevere through this rigorous educational program. In 2013, a new generation of students entered nursing education: Generation Z. It is unclear as to how the unique characteristic of Generation Z will align or differ with Millennial nursing students regarding their need for faculty support. Husserl's descriptive phenomenological method was used to explore pre-licensure baccalaureate Generation Z nursing student experiences of faculty support.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28647584; ProQuest document ID: 28647584. The author still retains copyright.

Author Details

Amy Shearer, PhD, RN, CEN, CHSE

Sigma Membership

Non-member

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Phenomenology

Research Approach

Qualitative Research

Keywords:

Nursing Education, Generation Z Students, Faculty Support

Advisor

Elizabeth Palmer

Second Advisor

Riah L. Hoffman

Third Advisor

Luke Faust

Degree

PhD

Degree Grantor

Indiana University of Pennsylvania

Degree Year

2021

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2024-09-10

Full Text of Presentation

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