Title from PDF of title page viewed August 21, 2018Dissertation advisor: Ann CaryVitaIncludes bibliographical references (pages 110-123)Thesis (Ph.D.)--School of Nursing and Health Studies. University of Missouri--Kansas City, 2018The ability of students, specifically in higher education environments, to persist is a
critical determinant of academic success. Student success is especially precarious within
programs of nursing, where curricula include clinical, laboratory, and didactic content.
Identifying and describing the barriers and facilitators to nursing student persistence
provides a blueprint to appropriately use financial and human resources as well as determine
the effect student demographic variables has on desiring, attending, or benefiting from
persistence interventions. The outcome of this study can guide the deployment of
institutional resources to provide persistence-based interventions that are evidence-based.
Framed by Tinto’s Theory of Student Departure, this study assessed the effects of career
commitment, distress, and persistence on academic success among undergraduate
baccalaureate nursing students. Findings indicated a significant relationship between
persistence, emotional concerns (a subscale of distress), and the outcome variable of
academic success.Introduction -- Review of the literature -- Methods -- Data analysis -- Conclusions -- Appendix A. Tinto's Model of student departure -- Appendix B. Kennel's proposed model derived from results of study -- Appendix C. Consent for study participation -- Appendix D. Study surveys -- Appendix E. Demographic questions -- Appendix F. Permission
