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Description
Nursing school can be challenging for undergraduate students, largely because they do not know what to expect in terms of the demands of the rigorous academic program. Students who enter the program with unrealistic expectations of the demands, such as underestimated time needed for studying for exams or preparing for clinical and class time, as well as the emotional toll of time away from family and friends are often challenged with being adequately prepared for the day-to-day experience of nursing school. Once students have been in the program a few semesters, they begin to get the flow of the expectation as well as an understanding of how to manage their time. Unfortunately, if their adjustment period is not quick enough, they can academically or voluntarily withdraw due to the pressures of the demanding curriculum. In order to combat this phenomenon and give students a perspective that can assist them in their adjustment period, a Student Navigator Program (SNP) was implemented at a local community college. Data was collected from experimental and control groups using a mixed methods research design - comparing final grade percentage, performance on a standardized exam, and use of support services. The quantitative data suggest there is no statistical significance in participation in the SNP with the exception of a few select cohorts. The qualitative data suggest the SNP program is helpful at the beginning of the first semester of nursing school. Taken together, the data suggest the SNP can be helpful in the beginning of the semester for willing participants to assist with managing the unknown. Data from this study guides nursing programs as they aim to retain current nursing students through the first semester and progress through the program.
ContributorsBednarek, Salina (Author) / Puckett, Kathleen (Thesis advisor) / Albert, Louis (Committee member) / Hosley, Brenda (Committee member) / Arizona State University (Publisher)
Created2019
Description
Sexual risk taking is prevalent in adolescence, particularly among Latino teens, and can have serious consequences in the form of contraction of STIs, HIV, and increased risk of unintended pregnancy. Family contexts characterized by conflict and lack of support are antecedents of adolescent sexual risk taking, but evidence elucidating the mechanisms underlying this association is lacking. The current study sought to test two potential pathways to sexual risk taking within the framework of social developmental theory, among a sample of 189 Mexican origin adolescents and their caregivers interviewed in the 7th, 8th, and 12th grades. Structural equation modeling was utilized to examine pathways from 7th grade family risk to age of sexual initiation, number of lifetime sexual partners, and condom nonuse reported in the 12th grade. Deviant peer affiliations and academic engagement at 8th grade were tested as mediators of this relationship for boys and girls. Results confirm the importance of the family context, with family risk exerting direct effects on the number of lifetime sexual partners for both genders, and on age of sexual initiation for females only. Deviant peer affiliations serve as a mediator of family risk for males, but not females. When included in a model alongside deviant peers, academic engagement does not play the hypothesized mediating role between family risk and any of the sexual risk outcomes. Future research ought to consider additional mediators that better account for the relation between family risk and sexual risk taking among females.
ContributorsJensen, Michaeline R (Author) / Gonzales, Nancy A. (Thesis advisor) / Lopez, Vera (Committee member) / Millsap, Roger (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsMarine Biological Laboratory Archives (Publisher) / Arizona Board of Regents (Publisher)
Created1925-19-39 (uncertain)
ContributorsMarine Biological Laboratory Archives (Publisher) / Arizona Board of Regents (Publisher)
Created1934
