Abstract
In 2017, 755,479 veterans received Post 9/11 GI Bill benefits to attend higher education (VA, 2018). For many returning veterans a rapid transition from military life to student life not only creates academic barriers but also increases stress (Bagby et al., 2015). Studies focusing on transition found 51% of Post 9/11 veterans experienced difficulty transitioning into civilian life (Anderson & Goodman, 2014). Additionally, combat veterans have reported experiencing greater social isolation and emotional struggles compared to non-combat veterans (Bagby et al., 2015). Schonfeld et al. (2015) studied general student veterans and found that: 34.5 % had severe anxiety, 23.7% had depression, 43.6% were experiencing symptoms of PTSD, 46% reported suicidal thoughts, and 20% had a suicide plan. Little is known about the lived experience of recently separated military medics and corpsmen entering a baccalaureate nursing program.
Sigma Membership
Kappa
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Nursing Students, Military Veterans, Career Transitions
Advisor
Janet Agazio
Second Advisor
Patricia McMullen
Third Advisor
Susan Perry
Degree
PhD
Degree Grantor
The Catholic University of America
Degree Year
2022
Recommended Citation
Llerena, June L., "The lived experience of veteran medics entering a baccalaureate nursing program" (2022). Dissertations. 1572.
https://www.sigmarepository.org/dissertations/1572
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
2022-11-07
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28866153; ProQuest document ID: 2621281233. The author still retains copyright.