NotesFAQContact Us
Search Tips
ERIC Number: ED514679
Record Type: Non-Journal
Publication Date: 2010
Pages: 155
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-1171-4
Registered Nurse Persistence in Baccalaureate Education
Krov, Kathleen Nadler
ProQuest LLC, Ph.D. Dissertation, Walden University
There is a need to increase the number of baccalaureate prepared registered nurses to safely meet the complex healthcare needs of citizens of the United States. Since there is no research on the characteristics of registered nurse students persisting in baccalaureate education, this quantitative descriptive case study was designed to identify the characteristics of registered nurses who complete their baccalaureate degree in nursing based on the theoretical model of adaptation. The overarching research question examined the characteristics of self efficacy, adaptation, motivation, grit, and/or hope for practicing registered nurses completing the Bachelor of Science Degree in Nursing (BSN). A census of the population of 159 senior students in BSN completion programs for registered nurses in two northeastern U.S. states yielded 47 responses. The Motivated Strategies for Learning Questionnaire (MSLQ), Hope (H) scale, and Grit (G) scale were distributed via Internet. Respondents were associate degree graduates, employed full-time, enrolled part-time in baccalaureate education, and were seeking the degree to provide better care for their patients. Data from the MSLQ, H, and G scales were integrated into a descriptive profile of factors related to persistence toward the BSN degree. This profile emphasized MSLQ dimensions of self efficacy, effort regulation, task value, intrinsic goal orientation as well as time and study; the prevalent contribution of hope expressed across the components of the H scale; and the consistency of interest component of the G scale. The study contributes to positive social change by identifying core factors perceived as maintaining persistence among BSN students. In turn, this information can be used to define improvements in current curriculum and programs, and to guide more effective ways of supporting nurses who pursue further education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire