Abstract

In 2021, approximately 509,000 undergraduate nursing students graduated from baccalaureate nursing educational programs. These new registered nurses (RNs) faced the same adversities as prior generations, including feeling unprepared to practice nursing, personal expectations did not match the reality of the situation, and working in an unwelcoming environment exacerbated by COVID-19 changes. During the time of COVID-19 changes in classroom delivery and settings brought these issues to the forefront (Dewart, 2020; IOM, 2010; NLN, 2015). There is a lack of information about nursing education modalities and their efficacy. Preliminary review documented that there was no clear evidence of which teaching modalities improve knowledge, satisfaction, self-confidence, and critical thinking. There is little research that describes the factors influencing outcomes of undergraduate nursing student's education. The aim of this dissertation was to explore factors influencing outcomes of undergraduate (UG) nursing student's education. It serves to address existing gaps in the literature and to inform recommendations for future research about the factors that contribute to the newly licensed registered nurse (NLRN) overall success as part of the nursing profession, including undergraduate education, transition to practice and motivation. This research explored nursing education among baccalaureate nursing students using a multi-faceted research approach of qualitative, systematic literature, and quantitative research methods.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30631315; ProQuest document ID: 2866682197. The author still retains copyright.

Author Details

Patricia Jenkins Barnard, PhD, MSN-Ed, RN

Sigma Membership

Beta Xi

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Other

Research Approach

Mixed/Multi Method Research

Keywords:

Nursing Students, Teaching Modalities, Educational Programs

Advisor

Jennifer Saylor

Second Advisor

Jennifer S. Graber

Third Advisor

Donna Ruelens-Trinkaus

Fourth Advisor

Thomas W. Ilvento

Degree

PhD

Degree Grantor

University of Delaware

Degree Year

2023

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

2024-06-24

Full Text of Presentation

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