Mentoring as it relates to persistence in associate degree nursing students
Caroline M. Peltz, PhD, CNE
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Students who are preparing to become registered nurses are more likely to attend community colleges due to the unequal distribution of financial resources to educational systems that have evolved from the impact of globalization. The purpose of this descriptive cross-sectional study was to increase the understanding of mentoring as it relates to the perceived ability to persist among nontraditional students enrolled in associate degree nursing programs at community colleges. This investigation presented a discussion of how student involvement in a mentoring relationship and the domains of mentoring differed by student background characteristics. Additionally, the domains of mentoring and student involvement in a mentoring relationship were explored with the students' perceived ability to persist.
Study participants were administered an online survey, which yielded N = 283. Descriptive and inferential statistics were performed using SPSS Version 21 statistical software. The sample characteristics resembled those compiled by the National League of Nursing (2012).
Males met with a mentor more frequently per grading period than females. Differences were found between males and females on the measures for psychological/emotional support and academic support. Part-time students and students who were successful in nursing courses met more frequently with a mentor than full-time students and those who failed a nursing course. A significant relationship was found between psychological/emotional support and the existence of a role model. Most often, the person whom the study participants identified as their mentor was a family member.
Researchers in nursing education have the opportunity to build a consistent definition of mentoring and a conceptual framework for traditional and nontraditional students enrolled in two- and four-year institutions through the continued exploration of mentoring and how mentoring relates to the perceived ability to persist.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3610838; ProQuest document ID: 1500840641. The author still retains copyright.
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.
|Review Type||None: Degree-based Submission|
|Research Approach||Quantitative Research|
Nontraditional Nursing Students;
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Mentoring as it relates to persistence in associate degree and baccalaureate degree nursing students Peltz, Caroline M.; Raymond, Delbert Martin III (2017-10-24)Researchers in nursing education have the opportunity to build mentoring programs based on evidence of how nursing students perceive and experience mentoring and persistence. The more evidence-based strategies used to ...
Peltz, Caroline M. (2016-03-17)Session presented on Saturday, July 25, 2015: Students who are preparing to become registered nurses are more likely to attend community colleges due to the unequal distribution of financial resources to educational systems ...
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