Year: 2012
Type: article
Abstract: 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.
Source: Nursing Education Perspectives
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W4362565176