Abstract
Understanding the factors that influence nursing students to stay or leave a nursing program is vital to ensure our population has prepared nurses to care. Low student retention leads to fewer nurse graduates, negatively impacting the nursing shortage. Although several factors contribute to the nursing shortage, with many well beyond the influence of nursing education programs, student retention is a factor where nurse educators can play a pivotal role. Research indicates that students perceive faculty relationships as influential to their success, satisfaction and retention in education programs. However, a gap in the literature exists on faculty perspectives of student retention, especially in nursing. As nurse faculty are also nurses and represent the profession the students are preparing to enter, their interactions with students are likely relevant to student perceptions about the profession and likely affect students' commitment to persist through their nursing programs.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Nursing Students, Educational Success, Nursing Faculty, Retention Practices, Organizational Influences
Advisor
Cynthia Teel
Second Advisor
Kesa Herlihy
Third Advisor
Pamela Barnes
Degree
PhD
Degree Grantor
University of Kansas
Degree Year
2021
Recommended Citation
Jones, Lauri, "Faculty perceptions of nursing student retention in community college associate degree programs: A qualitative descriptive study" (2022). Dissertations. 1095.
https://www.sigmarepository.org/dissertations/1095
Rights Holder
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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
2022-03-14
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28499554; ProQuest document ID: 2555160330. The author still retains copyright.