Document Type

Dissertation

Degree

Doctor of Education

Major

Adult & Higher Education

Date of Defense

3-22-2017

Graduate Advisor

E. Paulette Isaac-Savage, EdD

Committee

Lloyd Richardson

Dr. Judith Maserang

Dr. Kuei-Hsiang Hsueh

Abstract

Education and nursing are changing. Registered Nurses (RNs) who have the greatest impact on the health of consumers are those who have attained a Baccalaureate degree or higher (Aiken, Clark, Cheung, Sloan, & Silber, 2002). Yet nurses remain the least educated of all health care professionals. RNs who return to school to pursue a bachelor's degree face many challenges including scheduling full-time work and family responsibilities (Jeffreys, 2004). Instructional delivery alternatives may increase the likelihood of graduation with a baccalaureate degree for RNs whose initial nursing education was either the associate or diploma degree (Shelton, 2004). Retention is integral in the business world as well as academics. It is even more important when the student population is non-traditional and working, juggling multiple roles and returning to the academic world. Technology affords increased opportunities for students who are unable to attend a college classroom. The purpose of this study was to determine if a relationship existed between instructional delivery formats; traditional classroom, Interactive television (ITV), and Web-based--and retention for RNs who are completing baccalaureate education. Data was collected from RNs who had graduated and those who chose to not complete the BSN between 2003 and 2007 from a Midwestern, state university. Two instruments, the Student Perception Appraisal-2 (SPA-2) and the Student Withdrawal Questionnaire (SWQ) both created by M.R. Jeffreys (2002, 2004, 2005, 2007) were used. Analyses revealed that instructional delivery method did not have an affect on retention of students with variables that included class schedule, family support, family responsibilities, and financial aid. Students like to have options that can fit their busy lives. While one delivery format did not affect retention more than another, retention rates at the university overall increased from 83% to 93% during the reporting period which supports the importance of using different delivery methods.

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