Electronic Theses and Dissertations

Date

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Psychology & Research

Committee Chair

Susan Nordstrom

Abstract

Abstract Diversity in the nursing profession does not match the demographic of patients in the United States and correcting this mismatch could positively impact health disparities in the country. This post-intentional phenomenological study examines the current relationship between nursing education, as the pipeline into the profession, and students from underrepresented racial and ethnic (URRE) groups in the nursing profession to offer movement into the development of a stronger connection. In this qualitative study, phenomenological and poststructural tenets were used to seek the phenomenon of becoming connective, the creative tendency toward connection between URRE and nursing education. Data were generated from the experiences of ten URRE undergraduate nursing students enrolled in a nursing program in the Midsouth region of the United States, investigating the formation and maintenance of connection as students encountered common elements of education during their entry into and progression across nursing education. Data analysis was completed by an iterative process of examining student experiences in interaction with theoretical concepts of becoming and desire as developed in the works of Deleuze and Guattari. The phenomenon appeared as a flow whose presence in each area of nursing education encourages diversity in all; however the flow currently diminishes as URRE students progress across nursing education. Appearing clearly as URRE students easily initiated connection with nursing education in admission, becoming connective faced increased and chronic challenges as URRE students interacted with educational elements during progression. Students revealed the use of creative approaches to continuing their education despite barriers. Desires to care for others and to succeed in their education appeared as powerful supports for entering and remaining in their program. However, students rarely expressed close relationships with nurse educators or a personal sense of connection with nursing education. While the work of nurse educators in financial and academic support is evident in nursing literature, URRE students indicated that exhibiting the caring desire and forming relationships with URRE students could powerfully provoke becoming connective, increasing the tendency for connection to form between nursing education and URRE students in the future.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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