Abstract
The nursing literature is limited in reporting African-American nursing students' perceptions of nursing programs and factors that are viewed as supportive of or restrictive to academic success in this selected population. Bean and Metzner's (1985) conceptual model of Nontraditional Student Attrition proposed that there are four sets of variables that have a direct affect on whether nontraditional students will persist in their educational endeavors: (1) background and defining variables, (2) academic variables, (3) environmental variables, and (4) psychological outcomes. The National agenda to increase workforce diversity and leadership succession is critical to improving access for a culturally diverse society. The purposes of this study were to test specific hypotheses based on Bean and Metzner's (1985) model of Nontraditional Undergraduate Student Attrition in junior African-American baccalaureate nursing students and to describe the study participants' perceptions of their nursing programs as well as factors that supported or restricted their academic success.
Sigma Membership
Eta Beta, Tau Beta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
African-American Nursing Students, Nursing Program Evaluation, Workforce Diversity
Advisor
Mary B. Walker
Degree
Doctoral-Other
Degree Grantor
Widener University
Degree Year
2003
Recommended Citation
Mills-Wisneski, Sharon Marie, "African-American baccalaureate nursing students' perceptions of nursing programs and factors that support or restrict academic success" (2019). Dissertations. 947.
https://www.sigmarepository.org/dissertations/947
Rights Holder
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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
2019-11-22
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3083001; ProQuest document ID: 305226769. The author still retains copyright.