An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program.

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dc.contributor.advisor Dr. Leila Gonzales-Sullivan, Committee Member en_US
dc.contributor.advisor Dr. James Bartlett, Committee Member en_US
dc.contributor.advisor Dr. Timothy Hatcher, Committee Chair en_US
dc.contributor.advisor Dr. Carol Figuers, Committee Member en_US
dc.contributor.author Evans, Dena Adele en_US
dc.date.accessioned 2010-08-19T18:14:26Z
dc.date.available 2010-08-19T18:14:26Z
dc.date.issued 2010-04-12 en_US
dc.identifier.other etd-03012010-152206 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/6180
dc.description.abstract ABSTRACT EVANS, DENA ADELE, An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program. (Under the direction of Dr. Timothy Hatcher.) On college and university campuses nationwide, understanding the phenomenon of student retention has become an institutional imperative. The loss of any student is costly to a college or university, resulting in considerable financial loss (Siedman, 2005). For some programs of study, such as nursing, retention is paramount, not only for the institution but for the communities which are served by its graduates. Moreover, retaining minority nursing students is of particular importance because it holds the key to the resolution of a long-standing absence of minority representation in the nursing profession, the nursing shortage and the elimination of health disparities among minority healthcare recipients (Davidhizar, Dowd, & Giger, 1998; Shi & Stevens, 2005). Using Tinto’s (1993) Model of Institutional Departure, the present study explores the relationship between non-cognitive variables of pre-entry attributes (age, race, gender); pre-entry goals and commitments (commitment to complete program and commitment to the university); external communities (family, residence and work obligations) institutional experiences (academic and social) and students’ intention to complete their program of study. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject retention en_US
dc.subject attrition en_US
dc.subject minorities en_US
dc.subject intention en_US
dc.subject baccalaureate nursing en_US
dc.subject nursing en_US
dc.subject shortage en_US
dc.title An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program. en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Adult and Community College Education en_US


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