Keeping nurses in nursing: Service-learning as a means to enhance grit
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Caitlin M. Lofton, EdD, is an Assistant Professor and Clinical Coordinator for the Department of Nursing at Pfeiffer University. She graduated magna cum laude from the University of North Carolina at Greensboro with her bachelor of science in nursing. In 2017, she graduated from Duke University, earning a master of science degree in nursing education. Caitlin completed her educational journey at Bryan College of Health Sciences in Lincoln, NE, first obtaining a graduate certificate in simulation education in August 2020, and then earning her Education Doctorate with emphasis in Nursing Education in May 2022. Caitlin’s clinical background is in emergency medicine, where she has served in various roles from staff nurse to clinical supervisor. Caitlin also holds her certification in emergency nursing. At Pfeiffer University, Caitlin is the Adult Health faculty member, where she is responsible for educating students in chronic, acute, and complex medical surgical issues. She works with students in the classroom, laboratory, clinical, and simulation environments. In her doctoral program, Caitlin’s dissertation focused on the development of grit as a potential outcome of pre-licensure service-learning activities and the impact on retention in newer registered nurses. Her other research interests include teaching strategies, simulation, and burnout in nursing faculty. Caitlin holds memberships with the following organizations: North Carolina Nurses Association, Sigma Theta Tau International Honor Society of Nursing, the National League for Nursing, and the Emergency Nurses Association.
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Retention of nurses is a major concern for the profession, especially in light of the nursing shortage; specifically, new graduate nurses are particularly susceptible to this phenomenon. While there are many causes for turnover and attrition within the profession, nurse burnout has been indicated as a central cause. As such, researchers have dedicated much energy and focus into pinpointing approaches that may mitigate the effects of burnout, turning to grit as a possible solution. However, research on grit in nursing is limited, with even less being included on how this trait can be developed. Nevertheless, researchers agree that strategies for developing grit and focusing on retention in nursing professionals should begin during pre-licensure education. As such, this study aimed to examine the relationship between the service-learning pedagogical approach and grit and their associations with retention in novice registered nurses. The study used a quantitative, descriptive correlational approach to examine the various associations among the study variables in a sample of 266 working registered nurses who had been licensed to practice for at least three months but no longer than 24 months in the United States. There was no significant relationship found between service-learning and grit, neither was a significant correlation noted between service-learning and retention. On the other hand, grit and retention were found to have a statistically significant association. Focusing efforts on developing grit in nursing professionals, especially newer registered nurses, has the potential for effectively improving the nursing shortage. Though service-learning is pedagogical approach associated with many positive benefits, additional research is needed to determine if cultivating grit is one such benefit.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29062601; ProQuest document ID: 2668161396. 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.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Descriptive/Correlational |
Research Approach | Quantitative Research |
Keywords | Nursing Education; Nurse Retention; Pedagogical Approaches; Novice Nurses |
Grantor | Bryan College of Health Sciences |
Advisor | Skrabel, Julie; Koenigsman, Sherry; Bramlett, Martha |
Level | Doctoral-Other |
Year | 2022 |
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