Abstract
The purpose of this exploratory case study was to describe single-parent associate degree nursing students' reports of the social supports that buffered their college-related stress and fostered their academic success. The study was designed to elicit participants' descriptions of the stressors experienced as a result of being a single-parent community college nursing student and the types and sources of support that were helpful in buffering their college-related stress and fostering their academic success.
The conceptual framework used in this case study was House's (1981) model of social support. According to House, social support is defined as "a flow of emotional concern, instrumental aid, information, and/or appraisal between people" (p. 26). The concept of social support addresses the question: "Who gives what to whom regarding which problems?" (p. 22). Crucially, support was found "to be effective only to the extent it is perceived" (p. 72).
Sigma Membership
Iota Epsilon
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Case Study/Series
Research Approach
Qualitative Research
Keywords:
Nursing Students, Single Parents, Academic Success, Emotional Support
Advisor
Diana J. LaRocco
Second Advisor
Julia M. Rosa
Third Advisor
Karen L. Breda
Degree
Doctoral-Other
Degree Grantor
University of Hartford
Degree Year
2015
Recommended Citation
Bunting, Dawn R., "Single-parent nursing students in associate degree nursing programs: The social supports that buffered their college-related stress and fostered their academic success" (2022). Dissertations. 232.
https://www.sigmarepository.org/dissertations/232
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-10-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3733653; ProQuest document ID: 1731272776. The author still retains copyright.