Dissertations / Theses on the topic 'Associate Degree in Health Science'

The purpose of this study was to examine the relationship between socio-demographic characteristics, dispositional factors (academic characteristics, motivation, emotional outlook, physical well-being, and past performances), situational factors (social support, financial status, time commitments, job responsibilities, and family needs), and institutional factors (social integration, faculty support, academic enrichment programs, and program characteristics) and students' successful retention at the end of the first semester in associate degree nursing programs in North Carolina. Additionally, as a newly developed instrument was used, the reliability factor structure and psychometric properties of the instrument were tested and compared to the original study in which the instrument was developed. A secondary aim of this study was to explore the relationship between institutional factors and first semester retention rates of associate degree programs. The study sample consisted of 439 nursing students attending 8 associate degree nursing programs in North Carolina. The relationship between socio-demographic characteristics, dispositional factors, situational factors, and institutional factors and students' successful retention at the end of the first semester was measured by specific items and factors on the Dispositional, Situational, and Institutional Questionnaire (Seago et al., 2008).

Data revealed a relationship between ethnicity, related courses completed, number of developmental courses, and other family members financially dependent and first semester retention. There was also a significant relationship between retention and autonomy, confidence in ability, and flexibility. Students not retained were 3.1 times more likely to have family members financially dependent on them compared to retained students. Students not retained were 2.3 times more likely to not have completed all their related courses compared to retained students and non-retained students were 2.1 times more likely to have taken 2 or more developmental or remedial courses compared to retained students.

Understanding and predicting student retention is a challenge. This study represents a beginning understanding of this relationship and provides implications for nurse educators when reviewing nursing admission requirements and orienting new nursing students to the program and college. With the nursing shortage expected to worsen over the next several years, nursing programs must not only attract qualified students but also employ strategies to retain students and graduate competent professionals.

This study focused on perceptions of novice adjunct faculty experiencing transition from nursing service to the teaching role; the comparison of novice adjuncts' self-identified responsibilities and challenges to experienced full-time faculty members' expectations for successful role performance; and topics for continued role development. Using transitions theory (Meleis, 2010) as the conceptual basis, interviews from a purposive sample of 14 novice nursing adjuncts and 10 experienced full-time nursing faculty members were examined using thematic analysis. Four themes were detected: (1) knowing requirements: must read/must follow; (2) evolving teaching role identity; (3) teaching role management; and (4) faculty relationship development. Subcategories contained issues related to policy, role conflict, learning needs, complexity of evaluation, managing student issues, communication, and the importance of transitional support. Implications included: assessing for adjunct role insufficiency, valuing the clarification of role responsibilities, recognizing the significance of supplementation to novice adjuncts, and educational topics identification to enhance and expedite the adjunct teaching role.

Researchers have developed strategies used in nursing programs to promote cultural awareness (Hunter & Krantz, 2010). Minimal research has focused on the graduating associate degree-nursing students to determine if a relationship existed between the use of an integrated cultural curriculum and the nursing student’s level of cultural awareness (Kardong-Edgren & Campinha-Bacote, 2008, Sealey, Burnett, & Johnson, 2006). The associate degree-nursing program accreditation, statistical, and benchmark reports mandated the integration of diversity content, local, national, and worldwide perspectives in the curricula (NLN, 2008). Additionally societal and cultural patterns must be integrated across the entire nursing school curricula (Board of Registered Nursing, 2012, section 1426-e7). A correlational approach was implemented to determine if relationships existed between the integrated cultural curriculum and level of cultural awareness in graduating associate degree nursing students in a large metropolitan area, such as in Los Angeles (Sealey et al., 2006). The Cultural Awareness Scale (CAS) was used to survey the participants. Based on the findings of the 51 participants surveyed in this study, the cultural awareness level may be attributed to several factors, including the integrated cultural curricula. The nursing student’s learning style, perception of faculty, personal experiences, and cultural encounters may also contribute to the cultural awareness level. Analysis of variance results revealed no statistically significant difference on the CAS total or subscale scores based on gender, age, and ethnicity. The outcome of this study may encourage academic affairs leaders to emphasize cultural awareness as a significant student-learning outcome for nursing educational programs.

Instructors are being challenged to evaluate their courses and the manner in which course materials are distributed. Lecture capture technology has enabled nursing instructors to deliver classroom lectures even when class is not in session. This form of technology allows instructors to record lectures as they are being presented or instructors may choose to pre-record lectures prior to class. The purpose of this descriptive qualitative study was to determine how lecture capture technology has been integrated into associate degree nursing programs in Alabama. Nursing instructors were recruited from two-year colleges in the state of Alabama. Instructors selected were asked to complete a demographic survey and participate in detailed interviews that helped determine what factors influenced them to incorporate lecture capture technology into their courses. A purposive sample of nursing instructors, who had utilized lecture capture technology in their courses, was sought. The findings from this study may be used to help other nursing instructors navigate through the process of implementing lecture capture or other technology into their courses. The data collected may serve as a resource to help instructors and institutions overcome barriers and to effectively use time and resources in educating future nurses. This study has implications for nursing practice and policy related to establishing procedures that can assist instructors in adopting technology tools that will be beneficial in presenting course materials. In addition, instructors can determine which method of implementation is best for their work environment.

Background: Approximately 25% of newly hired nurses are deficient in critical thinking skills. Purpose: The purpose of the study was to determine if the hybrid design course assisted nursing students to improve critical thinking skills as compared to the traditional face-to-face lecture. Methods: This quasi-experimental study utilized pre- and post-test Assessment Technologies Institute, LLC (ATI) score analyses, course grades, and a demographic survey for students in the hybrid design course and students in the traditional course. The sample size consisted of 26 students in the hybrid design course and 25 students in the traditional lecture course. Results: No statistically significant differences were found between the critical thinking skills of students in the hybrid design section versus the traditional lecture section of the medical-surgical course. Course grades were statistically higher in the hybrid design course when compared to the traditional lecture section of the course.

Using Wylie's (2004) Model of Non-Traditional Student Attrition as the theoretical framework, results of the analysis revealed student- and nursing-program-related factors that facilitate or hinder successful completion of the program. Barriers of completion included (a) amount and difficulty of course requirements, (b) difficult test rubrics, (c) ineffective instructors, (d) full-time teaching, (e) difficulty in balancing work, family, and school responsibilities, (f) language barriers, and (g) separation of work and school environment. Results of the study further showed that resolution of students' personal obstacles hindering program completion included (a) time and financial management, (b) establishing good relationships with instructors, and (c) use of student support services. While there is a plethora of extensive studies that have developed theories to explain students' early departure from nursing programs, there are only limited studies conducted with respect to nurse programs' retention or attrition in terms of the factors that lead to success in nursing programs. This current study investigated the lived experiences of students currently enrolled in an Associate Degree in Nursing (ADN) program as well as those who have dropped out of the program at a Midwest community college. Data were collected from 13 participants who participated in the semi-structured interview and were analyzed through a modified Moustakas (1994) van Kaam method. Results can be utilized by educational institutions to create ways to eliminate these barriers. Colleges might be more willing to provide additional student support during enrollment if the external factors that help students achieve success could be identified.

Male nurses are but a small percentage of the total nurse population in the United States, and most certainly have potential to increase in numbers if the profession appeared more attractive as a career option for men. The purpose of this research was to discover the decision factors used by males that led them to enroll in Associate Degree nursing programs in Illinois community colleges. To set the background and context, the study explored the history of community colleges and that of nursing. Included was nursing as a profession, nursing in the United States, the country’s impending nursing shortage and the role of men in nursing.

Using a qualitative case study method of design, the study adapted a multi-theoretical framework encompassing gender theory (GT) and career developmental theory (CDT). These theories were further broken down by discussing, in particular, Holland’s Theory (HT) of Personality and Vocational Choice and Krumboltz’s Social Learning Theory (KSLT) under CDT. Nine first year male ADN students from three separate Illinois community colleges were individually interviewed. Findings discovered that the first year male students experienced a distinctive decision making process with eight emerging themes revealing the males’ decision making about their ADN enrollment process.

As a result of the study’s findings, MURSE: Resurreccion’s Male Nursing Student Decision Making Pyramid model was developed to elaborate the steps of how males make decisions about their ADN enrollment. An understanding of these factors can provide opportunities for community colleges, and perhaps universities, to improve recruitment and retention of males in nursing programs. A result would be increased numbers of males enrolling in Associate as well as Baccalaureate nursing programs. Such knowledge held by colleges may help to address a manpower solution to the impending worldwide nursing shortage.

The purpose of this study is to identify student characteristics and academic program factors, which influence the student's ability to persist through degree completion within healthcare-related, associate degree programs within four urban, community colleges. To achieve this outcome, the Bean and Metzner (1985) model of non-traditional student attrition was adapted to analyze academic and demographic variables which may lead to degree completion within healthcare programs of study. Records of 3,237 students from four urban, community colleges, with healthcare-related programs of study and prerequisites of English, anatomy and physiology, and mathematics, were analyzed to determine predictors leading to program completion. The study employed a quantitative, ex post facto design using descriptive statistics, correlation, and logistic regression models to analyze the sample of 552 students. Out of the twelve independent variables for the six programs of study (diagnostic medical sonography, echocardiology technology, invasive cardiovascular technology, nursing, radiologic sciences, and respiratory care programs), cumulative and program grade point averages were found to be significant predictors of program completion. Recommendations included adding shorter certificate options within the programs of study, consider reducing the length of associate degree programs, assessing licensure success and length of programs in the healthcare sector, applying similar studies in university or rural settings, assessment of financial aid and completion in healthcare programs, and establishing pre-advising opportunities to determine the best program fit for students within the healthcare sector, thus increasing the student's ability to persist to program completion or graduation.

The purpose of this basic qualitative study was to explore the experiences of nursing faculty members who taught in associate degree nursing programs and how they implemented the hidden curriculum. The hidden curriculum is referred to as the subtle messages relayed to students either verbally or nonverbally. In higher education, it is understood that the hidden curriculum is used to socialize students into professional roles, but, the process of how to socialize individuals varies. The sample consisted of 12 nursing faculty members who taught in associate degree programs in the Pacific region of the United States. Research on the hidden curriculum in nursing education has focused on the student’s perspective. Upon reviewing the literature, a gap existed in regards to the experiences of nursing faculty with the hidden curriculum. Information was gathered through semistructured interviews to learn how these faculty members implemented the hidden curriculum. Data analysis revealed four reoccurring themes on how nursing educators implement the hidden curriculum in their practice. The first two themes uncovered how nursing faculty members described themselves as mentors and role models to their students to help students become successful in school and later in the workforce. Another theme revealed how nursing faculty members saw themselves as experts who could demonstrate skills and explain procedures. Lastly, nursing faculty members saw themselves as implementing the hidden curriculum by being advocates who could help students troubleshoot problems, as well as assisting them to navigate the nursing program. After interviewing the nursing faculty members, it became apparent that they used the hidden curriculum to provide a pathway for success for their students. The findings also highlight the need for the hidden curriculum to be included in faculty professional development workshops and seminars, and perhaps, the need to bring the hidden curriculum out from hiding.

In response to the prediction of a significant shortage of nurses, the research addressed attrition in accelerated associate degree in nursing (ADN) programs. The purpose of this phenomenological study was to understand the meaningfulness and essence of successful nursing students’ lived experiences of persistence in accelerated ADN programs. The study included 11 students from two accelerated ADN programs located in Central Florida, who participated in two lengthy semi-structured interviews. The interview questions were created from three theories: the strand theory, Knowles’s adult learning theory, and Tinto’s theory of persistence. The results indicated the importance for educational leaders in higher education to recognize the potential of accelerated ADN programs and nontraditional students. The findings indicated there is a need to improve future student access to nursing programs, and admission criteria should be realistic and meet the needs of nontraditional students. In addition, curriculum and instruction should be creative and address ways to make difficult content easier. Future implications of this study align with recommendations of the Florida Center for Nursing, which address the following areas of concern: (a) recruitment, (b) career advancement, (c) creative instruction to improve retention, and (d) ongoing support of research that analyze workforce trends.

High fidelity human simulation (HFHS) has become a common feature in nursing education in recent years. This case study explored the practices and perceptions of nursing directors, faculty, and students regarding the integration of HFHS in associate degree RN and LPN programs. The course of study in these particular programs is two years or less in length, presenting added challenges for faculty to introduce new pedagogies into an abundantly full curriculum. Multiple data sources were used and included 41 participants through interviews with nursing directors and instructors, observation of instructors and students during HFHS scenarios and debriefing sessions, and student focus group interviews at four nursing schools in two Midwestern states. Data analysis resulted in the emergence of four major themes: time limitation, limited resources, instructional disconnect, and student perspectives. These findings were consistent with much of the current literature. Findings also demonstrate the negative effects of limited time, resources, and faculty practices on the ability of nursing students to suspend disbelief and fully engage in the learning scenarios. Given the financial investments in HFHS, achieving best use through supporting student participation in active learning and facilitating the development of clinical judgment are goals which should be considered.

The purpose of this study was to increase the understanding of the factors that contribute to or detract from the educational preparation of graduates between associate (AD) and baccalaureate degree (BD) respiratory therapy programs through the use of graduate and employer survey ratings, Registered Respiratory Therapist (RRT) credentialing success, and document analysis of various institutional and program mission, course content, and goals.

This study employed quantitative analyses to compare the perceptions of AD graduates and their employers with the perceptions of BD graduates and their employers regarding the educational program’s ability to prepare graduates for entry into the profession. Graduate and employer ratings of cognitive, psychomotor, and affective competencies obtained from the follow-up surveys from 16 BD and 88 AD respiratory therapy programs were analyzed to determine whether there were perceived differences in preparation of associate and baccalaureate degree graduates. Credentialing success data for graduates of 361 AD and 57 BD respiratory therapy programs were also analyzed to determine whether differences in program type had an effect on RRT credentialing success. Multivariate analyses of variance, Welch’s F tests and Mann-Whitney two-sample test were used to analyze the data. Additional information obtained from 22 AD and 22 BD institutions were also analyzed to explore similarities and differences in mission, vision, learning outcomes and coursework.

The three most significant findings in this study were that (1) Employers rated BD graduates higher than AD graduates in the cognitive (mean ratings 4.442 and 4.256 respectively) psychomotor (mean ratings 4.508 and 4.308 respectively) and affective domain (mean ratings 4.642 and 4.496 respectively); (2) BD employer survey ratings were also higher than AD employer ratings (mean ratings 4.49 and 4.21 respectively) on the mean rating for the single item that asked graduates to rate the overall quality of their preparation for entry into the profession and (3) Findings from the document analysis revealed that BD programs required courses beyond the minimum general education, prerequisite and RT course requirements. Thus, the results of this study support the “2015 and Beyond” recommendation that the BD be the minimum entry-level education required for entry into the profession.

The purpose of this study is centered on health information management (HIM) student learning outcomes and attrition in an online learning environment as compared with that of a traditional face-to-face learning environment. Online education has become mainstream and enrollment continues to grow even though overall enrollment in higher education has decreased (Poulin & Straut, 2016). In addition, colleges and universities retain fewer online students than traditional face-to-face students (Brown, 2017). Furthermore, student satisfaction has been labeled as a measure of quality for online education (Online Learning Consortium, 2017). The Community of Inquiry theory of student satisfaction with an online learning environment was utilized as the theoretical framework for this study (Garrison, Anderson, & Archer, 2000). Quantitative data were collected from accredited two-year associate health information management program directors for analysis in this study. Students currently enrolled in health information management online courses were surveyed with a Community of Inquiry survey instrument to assess their perceptions of satisfaction with online courses. Descriptive analysis methods were utilized to answer the four research questions which guided this study. The findings of the study on differences between the national Registered Health Information Technician final exam scores and domain scores from graduates of traditional face-to-face courses with similar peers enrolled in online courses demonstrated a significant difference with lower overall scores for online graduates. On the other hand, there was no statistically significant difference between attrition rates of traditional face-to-face and online programs. Based on the analysis of the Community of Inquiry data, students of current online HIM courses have an above average degree of satisfaction.