Navigating a nursing curriculum: bridges and barriers.
As increasing numbers of students from non-traditional sources enter the baccalaureate nursing program, retention of these educationally, socially, and economically disadvantaged and older students have become important to a nursing program's continued viability. To retain these students, nurse educators need to become more sensitive to the educational needs of these students. Through focus groups used to survey sophomore, junior, and senior nursing students, researchers identified academic and non-academic resources cited by successful traditional and non-traditional students. A telephone survey of local nursing programs, by a third researcher, identified student resources at other statewide baccalaureate nursing programs. Participating students cited curriculum resources most often, with emotional support and academic resources of next importance. Students also expressed frustration regarding accessing resources (e.g., class time, office support, parking). The long term goal was to develop a resource program for non-traditional nursing students.
Lehna
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Department of Nursing Education, Eastern Michigan University, Ypsilanti 48197, USA.
Jackonen
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Wilson
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L
D000293:Adolescent; D000328:Adult; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D005260:Female; D017144:Focus Groups; D006801:Humans; D008297:Male; D008913:Minority Groups / Q000523:psychology*; D015404:Nursing Methodology Research; D013338:Students, Nursing / Q000523:psychology*