Understanding the Experiences of Veterans Enrolled in Prelicensure Nursing Programs in the United States

2.50
Hdl Handle:
http://hdl.handle.net/10755/621483
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Understanding the Experiences of Veterans Enrolled in Prelicensure Nursing Programs in the United States
Other Titles:
Transitioning from Military to Civilian Nurse
Author(s):
Shellenbarger, Teresa; Decker, Julie L.
Lead Author STTI Affiliation:
Zeta Lambda
Author Details:
Teresa Shellenbarger, PhD, RN, CNE, ANEF, Professional Experience: Professor of Nursing at Indiana University of Pennsylvania. Experienced educator having taught nursing for more than 25 years across various levels of nursing education. Teaches courses on faculty role development, leadership, and research. Published over 50 peer-reviewed articles in nursing with a focus on innovative teaching strategies, faculty role development, scholarly writing, and the use of technology in nursing education. Recipient of grant funding for both qualitative and quantitative research projects on nursing education issues. Frequent oral and poster presenter at regional, state, national, and international peer reviewed scientific conferences. Certified nurse educator, a Fellow in the Academy of Nursing Education, and member of the Board of Governors for the National League for Nursing. Author Summary: Dr. Teresa Shellenbarger is Professor in the Department of Nursing and Allied Health Professions at Indiana University of Pennsylvania, Indiana PA in the United States. She has been a nurse educator for more than 25 years and has taught a variety of theory and clinical courses at the baccalaureate, masters and doctoral levels. She has presented and published widely on education topics focusing on nursing faculty, professional development, technology, leadership, mentoring, and program development.
Abstract:

Purpose:  Following military discharge many veterans return to colleges and universities for further education (Allen, Armstrong, Saladiner, Hamilton, & Conrad, 2014; Ness, Rocke, Harrist, & Vroman, 2014). With financial benefits for veterans and job opportunities available for graduates, the number of veterans enrolling in higher education in the United States continues to remains strong (Cate, 2014). However, little information is available to assist educators to meet the unique needs that veterans returning to school may have (Graf, Ysasi, & Marini, 2015; Jones, 2013; Naphan & Elliott, 2015). Therefore, nursing faculty are challenged to assist these students as they transition to professional nursing roles with little empirical data to guide their work. Given the paucity of research available, a hermeneutic phenomenological study was conducted to fully understand the experiences of veterans enrolled in prelicensure nursing programs in the United States.

Methods:  A purposive sample of nine students enrolled in associate and baccalaureate degree nursing programs was recruited through professional colleagues and personal networking/referrals using purposive sampling. After explaining the study, a member of the research team obtained informed consent. Informants then participated in audiotaped interviews which were then transcribed verbatim. A 5-step process guided data analysis. To ensure data quality peer debriefing, data triangulation, and member checking was used to validate the themes.

Results:  Findings emerging from the interviews with veteran nursing students revealed four themes. Informants described maneuvering through the mental mind shift, battling conflicting forces, avoiding landmines, and accepting support. Students described feeling lost and adrift as they transitioned from structured military life with their comrade community to the isolated foreign much more fluid landscape of higher education with different rules and norms. Informants described needing to reset their compass as they navigated through this unfamiliar territory. As they return to school the veteran nursing students encountered disparities with classmates and battled generational and professional differences. Additional battles emerge as the student veteran confronted financial, academic, psychological, and personal struggles. These students needed to learn to avoid potential landmines that could adversely affect their educational experience. In spite of encountering multiple obstacles, supportive faculty, diverse teaching and learning methods, and open communication with others provided the needed support that helped the student survive the educational experience.

Conclusion: Based upon these findings, recommendations for faculty and campus communities to support these students are suggested. Nursing faculty need to employ watchfulness, use appropriate communication, make referrals, and customize interventions based on specific needs of the veteran. These findings provide useful guidance in the development of evidence-based approaches that can be implemented to allow veterans to successfully navigate the higher education environment and emerge as professional nurses.

Keywords:
Nursing Students; Phenomenology; Veterans
Repository Posting Date:
13-Jun-2017
Date of Publication:
13-Jun-2017
Other Identifiers:
INRC17L16
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleUnderstanding the Experiences of Veterans Enrolled in Prelicensure Nursing Programs in the United Statesen_US
dc.title.alternativeTransitioning from Military to Civilian Nurseen
dc.contributor.authorShellenbarger, Teresaen
dc.contributor.authorDecker, Julie L.en
dc.contributor.departmentZeta Lambdaen
dc.author.detailsTeresa Shellenbarger, PhD, RN, CNE, ANEF, Professional Experience: Professor of Nursing at Indiana University of Pennsylvania. Experienced educator having taught nursing for more than 25 years across various levels of nursing education. Teaches courses on faculty role development, leadership, and research. Published over 50 peer-reviewed articles in nursing with a focus on innovative teaching strategies, faculty role development, scholarly writing, and the use of technology in nursing education. Recipient of grant funding for both qualitative and quantitative research projects on nursing education issues. Frequent oral and poster presenter at regional, state, national, and international peer reviewed scientific conferences. Certified nurse educator, a Fellow in the Academy of Nursing Education, and member of the Board of Governors for the National League for Nursing. Author Summary: Dr. Teresa Shellenbarger is Professor in the Department of Nursing and Allied Health Professions at Indiana University of Pennsylvania, Indiana PA in the United States. She has been a nurse educator for more than 25 years and has taught a variety of theory and clinical courses at the baccalaureate, masters and doctoral levels. She has presented and published widely on education topics focusing on nursing faculty, professional development, technology, leadership, mentoring, and program development.en
dc.identifier.urihttp://hdl.handle.net/10755/621483-
dc.description.abstract<p><strong>Purpose: </strong><span> Following military discharge many veterans return to colleges and universities for further education (Allen, Armstrong, Saladiner, Hamilton, & Conrad, 2014; Ness, Rocke, Harrist, & Vroman, 2014). With financial benefits for veterans and job opportunities available for graduates, the number of veterans enrolling in higher education in the United States continues to remains strong (Cate, 2014). However, little information is available to assist educators to meet the unique needs that veterans returning to school may have (Graf, Ysasi, & Marini, 2015; Jones, 2013; Naphan & Elliott, 2015). Therefore, nursing faculty are challenged to assist these students as they transition to professional nursing roles with little empirical data to guide their work. Given the paucity of research available, a hermeneutic phenomenological study was conducted to fully understand the experiences of veterans enrolled in prelicensure nursing programs in the United States.</span></p> <p><strong>Methods: </strong> A purposive sample of nine students enrolled in associate and baccalaureate degree nursing programs was recruited through professional colleagues and personal networking/referrals using purposive sampling. After explaining the study, a member of the research team obtained informed consent. Informants then participated in audiotaped interviews which were then transcribed verbatim. A 5-step process guided data analysis. To ensure data quality peer debriefing, data triangulation, and member checking was used to validate the themes.</p> <p><strong>Results: </strong> Findings emerging from the interviews with veteran nursing students revealed four themes. Informants described maneuvering through the mental mind shift, battling conflicting forces, avoiding landmines, and accepting support. Students described feeling lost and adrift as they transitioned from structured military life with their comrade community to the isolated foreign much more fluid landscape of higher education with different rules and norms. Informants described needing to reset their compass as they navigated through this unfamiliar territory. As they return to school the veteran nursing students encountered disparities with classmates and battled generational and professional differences. Additional battles emerge as the student veteran confronted financial, academic, psychological, and personal struggles. These students needed to learn to avoid potential landmines that could adversely affect their educational experience. In spite of encountering multiple obstacles, supportive faculty, diverse teaching and learning methods, and open communication with others provided the needed support that helped the student survive the educational experience.</p> <p><strong>Conclusion: </strong>Based upon these findings, recommendations for faculty and campus communities to support these students are suggested. Nursing faculty need to employ watchfulness, use appropriate communication, make referrals, and customize interventions based on specific needs of the veteran. These findings provide useful guidance in the development of evidence-based approaches that can be implemented to allow veterans to successfully navigate the higher education environment and emerge as professional nurses.</p>en
dc.subjectNursing Studentsen
dc.subjectPhenomenologyen
dc.subjectVeteransen
dc.date.available2017-06-13T17:44:35Z-
dc.date.issued2017-06-13-
dc.date.accessioned2017-06-13T17:44:35Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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