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New Graduate Nurse Professional Perseverance Strategies in a Time of Crisis
No full textThis qualitative grounded theory study examined how new graduate nurses who entered practice just prior to and during the COVID-19 pandemic developed and sustained resilience while navigating extraordinary professional and personal challenges. The study focused on associate degree nurses who graduated between December 2018 and May 2022 and were employed in acute and sub-acute care settings with direct patient care responsibilities, including the care of patients with COVID-19. Data were collected through semi-structured interviews and reflective journal entries and analyzed using open, axial, and selective coding.
Findings revealed that resilience was not a static characteristic but an evolving process influenced by social support, mentorship, reflective practice, and organizational culture. Participants described both the growth and the fatigue that accompanied efforts to remain resilient. Central to sustaining resilience was reconnecting with the purpose of nursing and strengthening professional identity, which provided motivation and meaning in the face of ongoing stressors.
The emergent theory conceptualizes resilience as both individual and collective, fostered through supportive leadership, intentional opportunities for reflection, and empowering work environments. These findings highlight the importance of moving beyond individual expectations of resilience to recognize the structural and cultural factors that shape it. Implications include the integration of resilience-building strategies into nursing curricula, mentorship programs, and organizational practices to better prepare and sustain new graduate nurses as they transition into professional roles
How Do First-Generation Latinx Students at an HSI Community College Navigate Financial Aid Barriers?
No full textABSTRACT
HOW DO FIRST-GENERATION LATINX STUDENTS AT AN HIS COMMUNITY COLLEGE NAVIGATE FINANCIAL AID BARRIERS?
Gema M. Mariscal, Ed.D.
Department of Counseling and Higher Education
Northern Illinois University, 2025
Gudrun Nyunt, Director
This dissertation looks at how first-generation Latinx students at a Hispanic-Serving Institution (HSI) community college navigate financial aid barriers. While there has been plenty of research on HSIs around enrollment and persistence, much less has been said about the daily struggles students face with financial aid; the forms, the systems, and the policies that often feel overwhelming. Guided by critical race theory (CRT), Latino critical theory (LatCrit), and Yosso’s community cultural wealth (CCW) framework, this study centers the voices of students and highlight their strengths, resilience, and agency.
Thirteen first-generation Latinx students were interviewed who shared their experiences with financial aid. Each student also brought in an artifact that represented their journey, adding another layer to their stories. From these conversations, themes emerged around the barriers they faced, such as lack of family knowledge about financial aid, confusing processes, language barriers, and the added pressure of undocumented or mixed-status family situations. Even with these challenges, students found ways to push through. They leaned on navigational, familial, and resistant capital, showing persistence and determination to keep moving toward their goals.
The findings remind us that financial aid is not just paperwork; it is a key equity issue that shapes who has access to higher education. Students’ stories reinforced the importance of validation and culturally relevant teaching. Their experiences also shed light on the impact of policy changes, like the shift from expected family contribution (EFC) to student aid index (SAI). These policies must be more than technical changes. They need to be designed with equity and cultural responsiveness in mind.
This study adds to the scholarship on Latinx students at HSIs but also points to practice. Institutions can better support students by simplifying financial aid, providing culturally relevant advising, and creating structures that honor the cultural wealth students already carry. Above all, this research shows that first-generation Latinx students are not just navigating barriers, they are finding ways to transform their own journeys and open doors for others in their communitie
Exploring the Relationship Between Margin in Life and Preferred Enrollment Status of Adult Learners in Nursing Programs
No full textABSTRACT
EXPLORING THE RELATIONSHIP BETWEEN MARGIN IN LIFE AND PREFERRED ENROLLMENT STATUS OF ADULT LEARNERS IN NURSING PROGRAMS
Katherine Quintana Hodur, Ed.D.
Department of Counseling and Higher Education
Northern Illinois University, 2025
Gudrun Nyunt, Director
As the nursing shortage in the United States continues, there is an urgent need to graduate more registered nurses. Associate Degree in Nursing (ADN) programs within community colleges play an important role in addressing this shortage by offering a more affordable option compared to traditional Bachelor of Science in Nursing (BSN) programs. As more adult learners seek out nursing as a new career, ADN programs must consider whether their structures support this specific group of students. This raises concerns about whether current ADN programs align with the needs of adult learners. To support equity-driven innovative practices, it is important to assess the needs of adult learners who are prospective ADN students. The purpose of this quantitative nonexperimental survey study was to explore preferred enrollment status of adult learners as related to McClusky’s (1970) Theory of Margin. Data was collected from adult learners who have taken the Test of Essential Academic Skills (TEAS) test for the purpose of applying to an ADN program at a community college institution that offered full-time and part-time options. A 69-item survey used included questions to verify eligibility, obtain demographic information, confirm preferred enrollment status, and included Stevenson’s (1982) Margin in Life Scale (MILS). This study investigated the relationship of the MILS score and preferred enrollment status of the participants. Associations between preferred enrollment status and various demographic variables were also conducted. The results of this study did not find a statistically significant relationship between MILS scores and preferred enrollment status. The analysis between demographic variables and preferred enrollment status, however, did show significant relationships for age and number of dependents. The findings from this study highlights important implications for practice. Program flexibility, assigned program academic advisors, non-academic student support services, and strategic enrollment strategies were considered. Although MILS scores were not significantly related to preferred enrollment status, this study highlights the importance of exploring how life responsibilities and available resources influence educational choices for adult learners
OH, I AM A COLLEGE STUDENT. THIS IS GOOD! : A CASE STUDY OF THE VALIDATION EXPERIENCES AND RESILIENCY OF FOSTER CARE ALUMNI IN COMMUNITY COLLEGE
No full textABSTRACT
“OH, I AM A COLLEGE STUDENT. THIS IS GOOD!”: A CASE STUDY OF THE VALIDATION EXPERIENCES AND RESILIENCY OF FOSTER CARE ALUMNI IN COMMUNITY COLLEGE
Foster care alumni navigate complex barriers while attending community college, including trauma from their previous experiences with the foster care system, lower academic and social preparedness, and challenges navigating basic needs and mental health supports. Despite this adversity, foster care alumni are also remarkably resilient, often relying on their self-reliance and inner strength to achieve their goals in college. This case study examines the experiences of foster care alumni at Sagebrush Community College (pseudonym), guided by Rendón’s validation theory and resiliency theory to further the understanding of foster care alumni attending community college. The findings demonstrate that validation experiences early in college empower foster care alumni to successfully navigate the adversities they face while in college, which leads to their success. This study also underscores the importance of developing institutional strategies to provide tailored support to foster care alumni, including faculty training, mentorship programs, and collaborative efforts with caseworkers in the foster care system. By centering the lived experiences of foster care alumni in community college, this study offers recommendations for providing proactive interventions and a supportive environment for these students where they can thrive as college students and learners
Constructing a Strong Foundation on which to Build: SkillsUSA Illinois Apprenticeship and Work-Based Learning Landscape Analysis
No full textAt the request of SkillsUSA Illinois, a research team composed of experts with both research and practical experience from the Illinois P-20 Network and the Workforce Policy Lab at Northern Illinois University’s (NIU) Center for Governmental Studies conducted a comprehensive landscape analysis. This effort, part of the NIU P-20 Research and Data Collaborative, examined the state of apprenticeships, internships, and work-based learning across various industries and communities throughout Illinois.https://huskiecommons.lib.niu.edu/ctrgovernment-reports/1036/thumbnail.jp
Transforming SHRM; Applying the Kotter Method to NIU SHRM
No full textThis capstone project examines how Northern Illinois University’s Society for Human Resource Management transformed its organizational structure and programming to better prepare students for today’s competitive job market. With workforce demands shifting toward practical experience, employer expectations have exceeded what traditional classroom education alone provides, creating a growing gap between student readiness and career requirements. To address this disconnect, NIU SHRM applied Kotter’s Eight-Step Change Model to restructure leadership roles, integrate experience-based learning, and enhance student engagement through workshops, partnerships, and leadership development opportunities. This change initiative resulted in increased visibility, participation, and measurable short-term successes that now serve as momentum for continuous expansion and improvement. The findings from this change process demonstrate the model’s effectiveness in student organization environments and provide a framework for other collegiate groups seeking to better support career readiness and adapt to evolving industry needs