First-generation undergraduate nursing students' perceptions of faculty advising
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Abstract
The purpose of this qualitative phenomenological study was to explore the perceptions of first-generation undergraduate baccalaureate nursing students regarding their experiences with BSN faculty advisors at two Midwestern colleges. Peplau’s Interpersonal Relations Theory was used as the foundation for this study. A phenomenological research methodology was utilized for this study. This included interviews with six self-identified first-generation undergraduate baccalaureate nursing students. These participants shared their individual perceptions of their experiences with faculty advising. Participants perceived relationships, knowledge, and supportive behaviors to be most important in a successful faculty advisor-advisee dyad. Overall, participants reported that their experience with faculty advising was valuable and important to them. Based upon the findings of this study, formal advisor education and ongoing professional development programs are necessary to maintain strong faculty advising programs that enhance the experience of students.
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10810315; ProQuest document ID: 2093771178. The author still retains copyright.
Repository Posting Date
2021-09-29T12:45:14Z
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 | Phenomenology |
Research Approach | Qualitative Research |
Keywords | First-Generation Nursing Students; Nursing Education; Nursing Advisors; Faculty Advisor-Advisee Dyad |
Degree Information
Grantor | College of Saint Mary |
Advisor | Felton, Melanie K.; Glesmann, Christi; Morin, Patricia J. |
Level | Doctoral-Other |
Year | 2018 |
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