FACTORS RELATED TO DEGREE COMPLETION AS PERCEIVED BY BLACK GRADUATES OF BACCALAUREATE NURSING PROGRAMS (NURSING, STUDENT RETENTION).

Description

This study examined the experiences of selected black baccalaureate nursing graduates through the lenses of Tinto's student retention theory and Astin's student involvement theory. It sought answers for the following questions: (1) Do the factors related to persistence as perceived by black baccalaureate nursing graduates corroborate selected propositions of Tinto's theory of student retention and Astin's theory of student involvement? (2a) Is there a difference between the perceptions of the barriers to persistence and patterns of involvement experienced by black students at a predominantly black school of nursing and the perceptions of the barriers to persistence and patterns of involvement experienced by black students at a predominantly white school of nursing? (2b) Are any of these differences associated with the personal, family, socioeconomic, and/or academic backgrounds of black baccalaureate nursing students?. Qualitative research methods were used to analyze data collected during three individual in depth interviews with black baccalaureate nursing graduates, four from a predominantly white university and four from a predominantly black university. All eight participants graduated within the past 2 years, passed the NCLEX-RN licensing examination, and were employed as registered professional nurses. The data were analyzed for recurring themes or common threads. The purpose of the study was to seek clinical corroboration for propositions about black student persistence in higher education, especially baccalaureate nursing education, as posed by Tinto's (1985, 1986, 1987) student retention theory and Astin's (1975, 1977, 1984) student involvement theory. These propositions include such factors as social integration, academic integration, financial aid, and student involvement.

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