Document Type
Article
Language
eng
Format of Original
6 p.
Publication Date
9-2012
Publisher
National League for Nursing
Source Publication
Nursing Education Perspectives
Source ISSN
1536-5026
Abstract
The goal of this qualitative study was to examine how ethnically diverse graduate nursing students persisted with academic studies. Ethnically diverse nurses are vastly underrepresented in the workforce. This problem is accentuated by high attrition rates in academic programs. A grounded theory approach was used. Five focus groups were conducted with 16 ethnically diverse graduate students in nursing and interviews were conducted with two diversity advisers. Analysis of the data indicated that the process of learning to balance stressors with moderators was key to academic persistence and retention. A conceptual framework emerged from the data that provides a guide for academic institutions seeking to implement strategies to promote retention and graduation of diverse graduate nursing students. Recommendations are offered to address faculty development, administrative action, and student resources.
Aim. The goal of this qualitative study was to examine how ethnically diverse graduate nursing students persisted with academic studies.
Background. Ethnically diverse nurses are vastly underrepresented in the workforce. This problem is accentuated by high attrition rates in academic programs.
Method. A grounded theory approach was used. Five focus groups were conducted with 16 ethnically diverse graduate students in nursing and interviews were conducted with two diversity advisers.
Results. Analysis of the data indicated that the process of learning to balance stressors with moderators was key to academic persistence and retention. A conceptual framework emerged from the data that provides a guide for academic institutions seeking to implement strategies to promote retention and graduation of diverse graduate nursing students.
Conclusion. Recommendations are offered to address faculty development, administrative action, and student resources.
Recommended Citation
Bull, Margaret J.; Fitzgerald, Judith; and Veal, Josie L., "A Framework of Academic Persistence and Success for Ethnically Diverse Graduate Nursing Students" (2012). College of Nursing Faculty Research and Publications. 166.
https://epublications.marquette.edu/nursing_fac/166
Comments
Published version. Nursing Education Perspectives, Vol. 33, No. 5 (September/October, 2012): 322-327. Publisher's Link. © 2012 National League for Nursing. Used with permission.