Despite adherence to admission standards and program rigor, associate degree nursing (ADN) programs continue to experience high attrition of qualified students based on cognitive standards. With an impending nursing shortage on the horizon and limited financial, clinical, and instructional program resources, a shift from deficits-based research to strengths-based inquiry of student success is warranted. This exploratory descriptive qualitative study sought to identify non-cognitive resources of resilience and grit as they contributed to the success of ADN second-semester students and graduates.
Through use of deductive content analysis, data obtained from semi-structured interviews with the 14 participants suggest that resilience and grit were factors in the success of these students. Themes illuminated were: Adversity results in growth (cognitive reappraisal), Pride, Self-reflection, Belongingness, Role Models, Self-awareness, Quest for Excellence, Spirituality, and Gratitude/Giving Back (prosocial behavior). Incidental findings from this study related to Adverse Childhood Events (ACE) and Posttraumatic Growth.
Implications of the study findings are provided related to nursing education, the profession of nursing, and the theoretical constructs of resilience and grit. Lastly, suggestions for future research are also provided.
|Advisor:||Dacher, Joan E.|
|Commitee:||Jatulis, Linnea, Joseph, Joanne|
|School:||Sage Graduate School|
|School Location:||United States -- New York|
|Source:||DAI-B 79/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Nursing, Health education|
|Keywords:||Grit, Nursing education, Nursing student success, Resilience|
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