The lived experience of re-entry women in traditional baccalaureate nursing education

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dc.contributor.advisor Armstrong, Joseph L. en_US
dc.contributor.author Harrison, Pamela G. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:26:27Z
dc.date.available 2011-06-03T19:26:27Z
dc.date.created 2004 en_US
dc.date.issued 2004
dc.identifier LD2489.Z64 2004 .H37 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176632
dc.description.abstract The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education. en_US
dc.description.sponsorship Department of Educational Studies
dc.format.extent x, 160 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Nursing students -- Indiana. en_US
dc.subject.lcsh Adult college students -- Indiana. en_US
dc.subject.lcsh Nursing -- Study and teaching (Higher) -- Indiana. en_US
dc.title The lived experience of re-entry women in traditional baccalaureate nursing education en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1290775 en_US


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  • Doctoral Dissertations [3090]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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