I Want to Be a Nurse!: A Qualitative Descriptive Study On the Impact of an Introduction to Nursing Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/155016
Type:
Presentation
Title:
I Want to Be a Nurse!: A Qualitative Descriptive Study On the Impact of an Introduction to Nursing Course
Abstract:
I Want to Be a Nurse!: A Qualitative Descriptive Study On the Impact of an Introduction to Nursing Course
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Edmonds, Michelle L., PhD, ARNP-BC, CEN
P.I. Institution Name:Jacksonville University
Title:Assistant Professor
21st INRC [Research Presentation] Purpose: Professors teaching at the sophomore entrance level in nursing experienced a few students each year that would drop nursing as a major within the first few weeks of the first semester.ÿ Reasons for this attrition included not appreciating the magnitude ofÿbeing aÿnursing major, or simply deciding it was not an appropriate career choice.ÿ This attrition, not attributable to course failure, resulted in qualified and motivated students not receiving a position in the nursing program and was unrecoverable.ÿÿ Methods: Theÿstudy's methodologyÿfollowed the principles of qualitative descriptive inquiry.ÿÿStudentsÿhaving completed the "Introduction to Nursing" course in 2007 and 2008 and were later admitted as a nursing student were invited to participate.ÿ Eight participantsÿcompleted audio taped interviews. Transcribed data wasÿanalyzed for emerging themes by a constant comparative method.ÿ Results: ÿParticipants' experiences were summarized into 3 themes: orienting, connecting, and validating.ÿ Orienting was expressed as the participant becoming familiar with the expectations of the nursing major through the guidance they received from nursing faculty and senior students.ÿÿFurther orientationÿto the caliber of work expected of a nursing student was achieved by completing similar assignments.ÿ Connecting was accomplished through meeting other students who would become their peers in the nursing major.ÿ Participants also connected with nursing faculty and studentsÿby meeting them prior to entering the nursing major.ÿ Finally, validating came at the conclusion of the experience when students firmly decided on their intended major of nursing.ÿ Conclusion: ÿÿThese researchÿfindings provide implications for nursing student retention.ÿ If students are permitted to preview the work required and gain a strong understanding of the profession, they are more committed from the beginning.ÿ This course also provided a support mechanism in the form of peers, upper-level nursing students, and nursing faculty which was instrumental in the success of the participant.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleI Want to Be a Nurse!: A Qualitative Descriptive Study On the Impact of an Introduction to Nursing Courseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155016-
dc.description.abstract<table><tr><td colspan="2" class="item-title">I Want to Be a Nurse!: A Qualitative Descriptive Study On the Impact of an Introduction to Nursing Course</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Edmonds, Michelle L., PhD, ARNP-BC, CEN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Jacksonville University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">medmond@ju.edu</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Research Presentation] Purpose: Professors teaching at the sophomore entrance level in nursing experienced a few students each year that would drop nursing as a major within the first few weeks of the first semester.&yuml; Reasons for this attrition included not appreciating the magnitude of&yuml;being a&yuml;nursing major, or simply deciding it was not an appropriate career choice.&yuml; This attrition, not attributable to course failure, resulted in qualified and motivated students not receiving a position in the nursing program and was unrecoverable.&yuml;&yuml; Methods: The&yuml;study's methodology&yuml;followed the principles of qualitative descriptive inquiry.&yuml;&yuml;Students&yuml;having completed the &quot;Introduction to Nursing&quot; course in 2007 and 2008 and were later admitted as a nursing student were invited to participate.&yuml; Eight participants&yuml;completed audio taped interviews. Transcribed data was&yuml;analyzed for emerging themes by a constant comparative method.&yuml; Results: &yuml;Participants' experiences were summarized into 3 themes: orienting, connecting, and validating.&yuml; Orienting was expressed as the participant becoming familiar with the expectations of the nursing major through the guidance they received from nursing faculty and senior students.&yuml;&yuml;Further orientation&yuml;to the caliber of work expected of a nursing student was achieved by completing similar assignments.&yuml; Connecting was accomplished through meeting other students who would become their peers in the nursing major.&yuml; Participants also connected with nursing faculty and students&yuml;by meeting them prior to entering the nursing major.&yuml; Finally, validating came at the conclusion of the experience when students firmly decided on their intended major of nursing.&yuml; Conclusion: &yuml;&yuml;These research&yuml;findings provide implications for nursing student retention.&yuml; If students are permitted to preview the work required and gain a strong understanding of the profession, they are more committed from the beginning.&yuml; This course also provided a support mechanism in the form of peers, upper-level nursing students, and nursing faculty which was instrumental in the success of the participant.</td></tr></table>en_GB
dc.date.available2011-10-26T13:27:59Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:27:59Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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