STUDENT IDENTIFIED FACTORS RELATED TO THE ACADEMIC SUCCESS OR PROGRESS OF CULTURALLY DIVERSE BACCALAUREATE NURSING STUDENTS.
Contributors: Claremont Graduate School.
Published: 1996
Number of pages: 523
Subjects: Education, Higher.; Health Sciences, Nursing.; Education, Health.; Education, Bilingual and Multicultural.
Description: Health care analysts predict an acute shortage of baccalaureate prepared nurses from ethnic minority backgrounds by the year 2000. The purpose of this descriptive survey is to identify self-reported factors which either increase or decrease the academic success or progress of students from culturally diverse backgrounds. The research instrument was a 99-item questionnaire designed by the investigator.

A sample of 770 baccalaureate nursing students from all of the 22 accredited baccalaureate nursing programs in California was selected using a stratified random selection process. The sample included 90 African-American, 197 Asian-American, 242 White, 209 Latino and 32 Native American students.

The SPSSX statistical package was used for statistical analysis of the data. Methods used included descriptive statistics, analysis of variance (ANOVA), stepwise multiple regression and discriminant analysis.

Research findings showed that the factors considered most important by the students in either increasing or decreasing academic success or progress in nursing were similar for students from all ethnic/cultural backgrounds. However, there were also very important and statistically significant differences which characterized each ethnic group.

Factors identified by students from all cultural backgrounds as being most important for their success and progress included: support/encouragement, motivation/commitment, caring/helpful nursing faculty and financial aid/resources. Factors identified by all ethnic groups as being important barriers to their success and progress included: overwork/insufficient study time, inadequate financial resources and lack of flexibility of school policies to meet students' needs. Predictors of academic success for all students were active involvement in learning, GPA, exam/study skills, study time, and social comfort.

Specific predictors of academic success and self-reported factors which either increase or decrease academic success were identified for students from each ethnic background. Recommendation for ways to increase the academic success and progress of baccalaureate nursing students from culturally diverse backgrounds were made in the areas of educational policy, practice and research. Recommendation focused on preventing student overload, providing support, encouragement and help, increasing active involvement in learning and promoting social comfort, increasing the priority of financial aid, and developing flexible policies to meet diverse needs.
Notes: Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0125.

Thesis (PH.D.)--THE CLAREMONT GRADUATE SCHOOL, 1996.

School code: 0047.