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Nursing Pathophysiology Course Attrition among Minoritized Students: A Convergent Mixed Methods Study
Pastwa, Phyllis
Pastwa, Phyllis
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Abstract
Background. Despite increased recruitment of minoritized nursing students, the nursing workforce lacks diversity commensurate with the general US population. Minoritized students continue to fail or withdraw from nursing programs at higher rates than their non-minoritized peers. Pathophysiology is a rigorous course that predicts nursing program and NCLEX-RN success but has yet to be studied specifically concerning attrition of minoritized students.
Purpose. The purpose of this dissertation study was to explore sense of belonging, marginality, racial-ethnic identity, and academic outcome in nursing pathophysiology courses. Specifically, the study addressed the following specific aims: 1) Analyze the concept of white fragility in nursing education; 2) Examine the relationship between marginality status, sense of belonging, and academic outcome in nursing pathophysiology; and 3) Explore the lived experiences of students in nursing pathophysiology courses.
Methods. The aims of this dissertation study consisted of three manuscripts. The first manuscript consists of a concept analysis of white fragility in nursing education and will use Rodgers’ evolutionary concept analysis method. The primary study was a convergent parallel mixed-methods study, where quantitative and qualitative data were gathered in parallel, analyzed separately, and then merged. The convenience sample was nursing students within one baccalaureate program in Texas. Quantitative data was gathered using a cross-sectional design. Sense of belonging was measured through the Psychological Sense of School Membership (PSSM) scale and marginality was measured through the Englund Marginality Index (EMI). Interpretive phenomenology analysis was the method for the qualitative strand and used a purposive sampling of students who completed the surveys for the quantitative strand.
Results. Kruskal-Wallis found a significant difference in the EMI scores across final course grade groups. Superordinate themes emerged from the analysis included the instructor “makes” the course, creating a community of peers, and it’s all just a balancing act. Merging of the data demonstrated that prior course experiences impact the experience of belonging and marginality within the current course.
Discussion. The findings suggest that the experience marginality increases the risk of course failure. The instructor plays a crucial role in developing a sense of belonging and reducing the sense of marginalization.
Conclusion. Faculty are positioned to help reduce the experience of marginality through intentional training of faculty and incorporation of anti-racist pedagogy into nursing curricula.
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Date
2024-01-01
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University of Kansas
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Pastwa_ku_0099D_19868.pdf
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- Embargoed until 2174-05-31
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Keywords
Nursing, Health education, Educational disaprities, Marginality, Nursing student attrition, Sense of belonging, Systemic racism, White fragility