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INFLUENCE OF PEER MENTORSHIP ON NURSING EDUCATION AND STUDENT ATTRITION
Title
INFLUENCE OF PEER MENTORSHIP ON NURSING EDUCATION AND STUDENT ATTRITION.
Creator
Gisi, Brittany, Heglund, Stephen, University of Central Florida
Abstract / Description
Peer mentoring is the exchange of skills or knowledge from a more experienced individual to a novice in the same field. Due to the constraints placed on nursing education, many students struggle to complete the nursing curriculum. This leads to high attrition rates within colleges of nursing. Without maximizing graduate rates, the current nursing shortage is exacerbated. This integrated literature review examines the impact of more experienced nursing students mentoring their junior peers....
Show morePeer mentoring is the exchange of skills or knowledge from a more experienced individual to a novice in the same field. Due to the constraints placed on nursing education, many students struggle to complete the nursing curriculum. This leads to high attrition rates within colleges of nursing. Without maximizing graduate rates, the current nursing shortage is exacerbated. This integrated literature review examines the impact of more experienced nursing students mentoring their junior peers. With implementation of peer mentoring attrition rates were reduced. Additionally, the research showed that mentees experienced an enhanced feeling of support and were able to learn more efficiently. Mentors benefited from the arrangement with enhanced leadership and teaching abilities. Instructors of nursing programs also benefited from the arrangement by having decreased demand for review sessions, which could be taken over by the mentors, and could focus on enhancing their lessons or other educational obligations.
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Date Issued
2011
Identifier
CFH0003778, ucf:44752
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003778
ATTAINMENT OF DOCTORAL DEGREE FORAMERICAN INDIAN AND ALASKA NATIVE WOMEN
Title
ATTAINMENT OF DOCTORAL DEGREE FORAMERICAN INDIAN AND ALASKA NATIVE WOMEN.
Creator
Hanna, Rosalin, Boote, David, University of Central Florida
Abstract / Description
The American Indian/Alaska Native (AI/AN) population is challenged with diverse learning styles, high-risk behaviors, low economic status, low enrollment predictions, lower total education achievement, or lower graduate level higher education. However, AI/AN doctoral degree recipients may be successful due to diverse sources of support. Data from 1992 to 2002 SED was analyzed using Chi square tests to observe the trends of the total number of AI/AN women receiving doctoral degree compared to...
Show moreThe American Indian/Alaska Native (AI/AN) population is challenged with diverse learning styles, high-risk behaviors, low economic status, low enrollment predictions, lower total education achievement, or lower graduate level higher education. However, AI/AN doctoral degree recipients may be successful due to diverse sources of support. Data from 1992 to 2002 SED was analyzed using Chi square tests to observe the trends of the total number of AI/AN women receiving doctoral degree compared to trends to African-American/Black, Hispanic, Asian, White, Other / Unknown women doctoral degree recipients. A two-way contingency table analysis was conducted to compare the difference in the total number of AI/AN female doctoral degree students with female doctoral degree recipients in other races. The Asian, White, and Other/Unknown were found to be significant in total number of doctoral degree recipients when compared to AI/AN population from 1992 to 2002, year to year. In a follow-up pair wise comparison conducted to evaluate these differences between consecutive years for the groups only the Other/Unknown category was significant. In addition, each race experienced a decline in the total female doctoral degree recipients during 1999 to 2002. However, the AI/AN female doctoral degree recipient group experienced the most drastic decreases, - 26.9 percent from 1999 to 2000. More AI/AN women are enrolled in colleges however they may be inadequately prepared to progress to doctoral programs due to poor availability of sources of support. Therefore, a survey questionnaire was designed to provide descriptive information on sources of social, emotional, academic, and professional support that was available for AI/AN women doctoral degree recipients. On the survey sources of social, emotional, academic, and professional support during graduate school were asked to be selected from: Committee Chair, Committee Member, Graduate Faculty, Graduate Colleagues, Other Faculty, Spouse/partner, Family, Employer, Friend, Tribal Group, Elder, Mentor, or Other. All sources of support that applied were selected, as well as, top three main sources. Forty-six surveys were completed, and the most frequent source (91 percent) and most common primary source (41 percent) of support selected for survey respondents was their Committee Chair. The survey data analysis offers observations of frequencies of this scarcely studied population.
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Date Issued
2005
Identifier
CFE0000548, ucf:46436
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000548
Career preparation for interdisciplinary science PhD students: A case study
Title
Career preparation for interdisciplinary science PhD students: A case study.
Creator
Gordon, Sabrina, Hastings, Sally, Pryor, Burt, Katt, James, University of Central Florida
Abstract / Description
This case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career...
Show moreThis case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career paths of academia, government, and industry. Survey data were utilized to gauge the level of importance that survey participants perceived for various survey scales and items. The scales that were rated with the highest means were Ethics, Teamwork, and Career Management (M=3.67, SD=.41) and Interdisciplinary Skills (M=3.67, SD=.36), while the lowest mean was reported for the Professional Science Skills scale (M=3.19, SD=.54). Interview data revealed limitations of the historically accepted apprenticeship model to include an emphasis on academia-only career preparation and a lack of standardization regarding highly individualized advisor-student relationships. And finally, survey and interview participants reported that alternative pedagogical methods to prepare IDS science PhD students for diverse career paths should include internships in each career sector, while also presenting the barriers to implementing internships regarding faculty commitments and time available to advise and help students procure such relationships. Study recommendations point to preparing IDS science PhD graduates for diverse career paths by emphasizing math, technical, communication, and interdisciplinary skills using experiential learning opportunities such as internships and an IDS project-based curriculum.
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Date Issued
2017
Identifier
CFE0007285, ucf:52159
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007285
ADDRESSING NEED FOR RESEARCH-FOCUSED NURSES BY INCREASING INTEREST AND SOCIALIZATION AT THE UNDERGRADUATE LEVEL
Title
ADDRESSING NEED FOR RESEARCH-FOCUSED NURSES BY INCREASING INTEREST AND SOCIALIZATION AT THE UNDERGRADUATE LEVEL.
Creator
Thomas, Sarah, Norris, Anne, University of Central Florida
Abstract / Description
The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is...
Show moreThe U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.
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Date Issued
2014
Identifier
CFH0004594, ucf:45232
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004594
Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices
Title
Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices.
Creator
Tapoler, Colton, Taylor, Rosemarye, Vitale, Thomas, Doherty, Walter, Marshall, Nancy, University of Central Florida
Abstract / Description
The purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of...
Show moreThe purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of research available on doctoral supervision in professional doctoral programs in the United States, it was critical to analyze the experienced supervision of professional doctoral candidates and its perceived effectiveness. Current candidates and recent graduates were asked to participate in interviews based on the supervision they received. Ultimately, 3 current candidates and 15 recent graduates were interviewed for this study. The interviews were transcribed verbatim and then analyzed using grounded theory (Corbin (&) Strauss, 1990). The interviews were carefully analyzed for emerging trends that went on to represent individual supervisory practices, or concepts. After several additional readings the concepts were grouped together based on similarity into categories. Finally, the concepts and categories were analyzed for connections to candidate success, which developed into the findings of this study.Ultimately, candidates and recent graduates discussed 19 supervisory practices. The 19 supervisory practices, or concepts, were: frequency of communication, quality of communication, mode of communication, accessibility, feedback, the use of articles and research, the use of a timeline for candidates, utilization of the supervisor's existing expertise, workshop offerings, use of the supervisor's network, building a personal connection, showing enthusiasm, candor, trust, encouragement, autonomy, guidance, providing advice academically, and developing a colleague-to-colleague relationship. Each of the 19 concepts was discussed as having varying levels of impact on candidates successfully completing their programs. Doctoral supervisors, and doctoral programs, should consider the implementation of these supervisory practices and the training that helps supervisors develop their supervisory experiences.
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Date Issued
2017
Identifier
CFE0006667, ucf:51252
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006667