Abstract

Undergraduate nursing programs continue to be unable to meet the current and projected demand for nurses. Faculty and administrators need to choose admission criteria that best predict student success in the program to provide newly graduated nurses to meet societal demands for nurses. The objective for this study was to investigate the perceptions of clinical faculty and undergraduate nursing students regarding effects of the nonacademic admission criterion of status as a Certified Nursing Assistant (CNA) on first-year student preparedness for the clinical setting, self-confidence and anxiety in clinical decision-making (CDM), and student success. A comparative case study design was used to investigate two similarly-sized baccalaureate nursing programs located within universities in the southeastern U. S. Five data collection methods were used, including semi-structured interviews (faculty, students), observations, document analysis, field notes, and the Nursing Anxiety and Self-Confidence in Clinical Decision-making (NASCCDM) scale. The study participants were a convenience sample of 9 faculty (Case A, n = 5, Case B, n = 4) and 54 students (Case A, n = 33, Case B, n = 21) who consented to take part in the study and recruited from the purposive sample of two nursing programs or cases. Three overarching, cross-case themes emerged: student preparedness, student learning, and student success. A subtheme regarding CNA status emerged from Case A participants with faculty not supporting and students supporting the admission criterion. More research is needed on nonacademic program admission criteria, such as CNA status, as part of the undergraduate nursing program admission process.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 13809580; ProQuest document ID: 2231608606. The author still retains copyright.

Author Details

Nancy Capponi, EdD, RN, CNE, CCRN-K, CEN, Assistant Professor

Sigma Membership

Pi Nu

Lead Author Affiliation

University of West Georgia, Carrollton, Georgia, USA

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Case Study/Series

Research Approach

Mixed/Multi Method Research

Keywords:

Admission Criteria, Nursing Education, Nursing Students, Clinical Decision-Making, Student Preparedness, Student Success

Advisor

Cynthia Brown

Second Advisor

Lisa Robinson

Third Advisor

Mary Bishop

Fourth Advisor

Linda Mason-Barber

Degree

Doctoral-Other

Degree Grantor

University of West Georgia

Degree Year

2019

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

2022-04-01

Full Text of Presentation

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