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ERIC Number: ED550480
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-3711-0
Transition from High School to Associate Degree Nursing Education: A Qualitative Study
Mitchell, Kathy Jessee
ProQuest LLC, Ph.D. Dissertation, Old Dominion University
Nursing is facing a critical shortage and retention of nursing students is of paramount importance. Much research has been completed related to retention in nursing education and student success, but there is very little in current literature related to issues associated with the transition from high school to associate degree nursing (ADN) education. The purpose of this study was to explore this phenomenon through qualitative research involving ADN students who entered the nursing programs immediately after graduation from high school. This qualitative study involved students from a rural associate degree program. The intent was to provide a better understanding of factors that may contribute to students' success or lack of success in order to develop retention programs. Data was collected using interviews and focus groups; analysis was based on a thematic analysis approach. The major themes identified were academic self-confidence, academic preparedness, academic study skills, and time management with social life changes. The results implicated areas for improvement in both high school and community college student preparation and support. [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: High Schools; Secondary Education; Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A