Abstract
Living-learning communities, although not a novel concept, have been known to promote student performance and a sense of collegiality. Because nursing is essential to the medical profession, nursing student retention and pass rates are of paramount importance. Attrition tends to happen to nursing students in their first formative years (Newton & Moore, 2009). Therefore, this study was conducted to explore findings associated with living arrangements and residential factors promoting and deterring retention. Although most studies on this topic have utilized quantitative methods, this qualitative comparative case study, involving two universities in Indiana during the winter of 2014, examined the personal experiences of 14 students residing or having resided in a nursing-themed living-learning community. The investigation searched for themes in mentoring and explored if and how mentoring was used. A symbiotic relationship was found among the various themes identified revealing that the dynamics of the living-learning community offer a strong network for mentoring and promoting the academic, social, and personal development of the nursing student that, in turn, promotes retention and program completion. Additionally, the resident assistant in the living-learning community was found to be of central importance in sustaining the positive dynamic. Implications for practice that are thought to be of most use in carefully building and sustaining a living-learning community were derived from the themes.
Sigma Membership
Lambda
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Grounded Theory
Research Approach
Qualitative Research
Keywords:
Nursing Student Retention, Nursing Student Performance, Sense of Collegiality, Mentoring, Living Arrangements
Advisors
Kiger, Susan||Tinnerman, Larry||Hal, Lea
Degree
PhD
Degree Grantor
Indiana State University
Degree Year
2014
Recommended Citation
Bauer, Renee N., "A qualitative study of nursing living-learning communities" (2022). Dissertations. 1156.
https://www.sigmarepository.org/dissertations/1156
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
2022-02-25
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3639815; ProQuest document ID: 1621506626. The author still retains copyright.