Abstract

The ability of students, specifically in higher education environments, to persist is a critical determinant of academic success. Student success is especially precarious within programs of nursing, where curricula include clinical, laboratory, and didactic content. Identifying and describing the barriers and facilitators to nursing student persistence provides a blueprint to appropriately use financial and human resources as well as determine the effect student demographic variables has on desiring, attending, or benefiting from persistence interventions. The outcome of this study can guide the deployment of institutional resources to provide persistence-based interventions that are evidence-based. Framed by Tinto's Theory of Student Departure, this study assessed the effects of career commitment, distress, and persistence on academic success among undergraduate baccalaureate nursing students. Findings indicated a significant relationship between persistence, emotional concerns (a subscale of distress), and the outcome variable of academic success.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10844487; ProQuest document ID: 2088945235. The author still retains copyright.

Author Details

Kimberly D. Kennel, PhD, RN-BC, CCRN, CNE, Associate Professor

Sigma Membership

Beta Theta at-Large

Lead Author Affiliation

Baptist Health Sciences University, Memphis, Tennessee, USA

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Descriptive/Correlational

Research Approach

Quantitative Research

Keywords:

Nursing Education, Nursing Students, Academic Success, Persistence-Based Interventions, Emotional Concerns, Academic Outcomes

Advisor

Ann Cary

Second Advisor

Kendricks Hooker

Third Advisor

Carol Schmer

Fourth Advisor

Rodney Smith

Degree

PhD

Degree Grantor

University of Missouri-Kansas City

Degree Year

2018

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

2022-03-28

Full Text of Presentation

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