Perceptions of associate degree nursing students regarding the effects of pervious work experiences on their academic progress
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Abstract
The purpose of this basic qualitative study was to explore how ADN nursing students eligible to graduate, with prior or concurrent healthcare work experience, describe their academic experiences and progress in an associate nursing degree program. The theoretical framework was Kolb’s (1984) experiential learning theory and Knowles’s (1980) adult learning theory. ADN students from three community colleges in the South Atlantic region of the United States were asked ten questions via face-to-face and telephone interviews. Three themes arose from the data analysis, valued work experience, financial obligations, and faculty support. All students verbalized that future nursing students should have some healthcare experience in a clinical setting before enrolling in a nursing school. Study participants also expressed having courses and curriculum specifically for students with prior healthcare work experiences.
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27665259; ProQuest document ID: 2331803645. The author still retains copyright.
Repository Posting Date
2021-08-18T13:32:43Z
Notes
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type Information
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Category Information
Evidence Level | N/A |
Research Approach | Qualitative Research |
Keywords | Associate Degree; Nursing Students; Nursing Education; Academic Success |
Degree Information
Grantor | Capella University |
Advisor | Pilcher, Jobeth; Barker, Paxson; Grant, Jessie |
Level | PhD |
Year | 2019 |
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