The Effects of Career Commitment, Distress, and Persistence on Academic Success among Undergraduate Baccalaureate Nursing Students
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Abstract
The ability of students, specifically in higher education environments, to persist is a critical determinant of academic success. Student success is especially precarious within programs of nursing, where curricula include clinical, laboratory, and didactic content. Identifying and describing the barriers and facilitators to nursing student persistence provides a blueprint to appropriately use financial and human resources as well as determine the effect student demographic variables has on desiring, attending, or benefiting from persistence interventions. The outcome of this study can guide the deployment of institutional resources to provide persistence-based interventions that are evidence-based. Framed by Tinto’s Theory of Student Departure, this study assessed the effects of career commitment, distress, and persistence on academic success among undergraduate baccalaureate nursing students. Findings indicated a significant relationship between persistence, emotional concerns (a subscale of distress), and the outcome variable of academic success.
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Introduction -- Review of the literature -- Methods -- Data analysis -- Conclusions -- Appendix A. Tinto's Model of student departure -- Appendix B. Kennel's proposed model derived from results of study -- Appendix C. Consent for study participation -- Appendix D. Study surveys -- Appendix E. Demographic questions -- Appendix F. Permissions
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Ph.D.