ORCID Identifier(s)

0000-0003-0138-9524

Graduation Semester and Year

2019

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Nursing

Department

Nursing

First Advisor

Lauri D John

Abstract

There is an increased demand for nurses in the United States contributing to a nursing shortage that is compounded by decreased student retention in pre-licensure registered nursing (PLRN) programs. Faculty support is a form of social support for nursing students resulting from interactions between teacher and student that involve the development of trust and a therapeutic, working relationship. Increased faculty support helps to mediate stressors. Students who perceive higher levels of faculty support are more likely to be successful academically and choose to remain enrolled in nursing programs. There were no studies found in which researchers examined factors that contribute to PLRN students’ perceptions of faculty support. A correlational design was used to determine the relationships of student profile characteristics, academic factors, and environmental factors with perceived faculty support, perceived psychological faculty support, and perceived functional faculty support in PLRN students. A convenience sample of 333 PLRN students was recruited via email. Participants responded to an anonymous online survey used to measure demographics and perceived faculty support. PLRN students enrolled in an ADN program reported significantly higher levels of perceived faculty support, perceived psychological faculty support, and perceived functional faculty support compared to those enrolled in a BSN program. Age was significantly positively associated with perceived faculty support (rho = .126, p < .001), perceived psychological faculty support (rho = .091, p < .001), and perceived functional faculty support (rho = .149, p < .001). Race and program type significantly predicted perceived faculty support (R = .275, R2 = .076, p < .001). Sex, race, and program type significantly predicted perceived psychological faculty support (R = .261, R2 = .068, p < .001). Age, race, and program type significantly predicted perceived functional faculty support (R = .280, R2 = .078, p < .001). Married PLRN students and those employed full-time reported higher levels of perceived faculty support, perceived psychological faculty support, and perceived functional faculty support. Future research in the United States is needed to support the findings about the factors associated with perceived faculty support.

Keywords

Faculty support, Retention, Nursing student success, Pre-licensure nursing student retention

Disciplines

Medicine and Health Sciences | Nursing

Comments

Degree granted by The University of Texas at Arlington

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