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Factors Impacting BSN Degrees in Community Colleges in Illinois and Exploring Community Colleges to Address Nursing Education Reform: A Mixed Methods Study
Get PDFThis dissertation investigates the implementation of Bachelor of Science in Nursing (BSN) programs in Illinois community colleges, focusing on Associate Degree in Nursing (ADN) faculty perceptions. Utilizing an explanatory sequential mixed-methods design, the study first conducted a survey among full-time ADN faculty across Illinois community colleges to assess their support for BSN program offerings. An overwhelming 85% of respondents supported or strongly supported this offering, recognizing the potential benefits for meeting the complex demands of modern healthcare roles. Following the survey, in-depth interviews with volunteered faculty members provided deeper insight into the implementation challenges. These challenges included the need for resources in academic infrastructure, increased faculty responsibilities, and institutional wide curriculum development and continuous improvement to meet educational requirements. These factors were seen as potential obstacles to the effective and sustainable offering of BSN programs in community colleges in Illinois. The study highlights a dual perspective: broad quantitative support for BSN integration contrasted with qualitative concerns about practical and institutional barriers. It advocates for comprehensive strategies that address both faculty aspirations and apprehensions, suggesting that successful BSN program implementation requires not only institutional readiness but also supportive legislative actions. These actions would foster an environment conducive to educational advancement and professional development in nursing. By proposing that educational reforms align with legislative support, the study underscores the role of community colleges in enhancing healthcare delivery and patient outcomes through improved nursing education. It emphasizes a balanced approach that integrates educational and policy-level interventions, positioning community colleges as key players in advancing nursing education and meeting broader healthcare needs
Recognition as Liberation is an Illusion: Indigenous Sovereignty, Western-Liberal Frameworks, and Postcolonial Discourse
Get PDFLost Chance of a Better Medical Outcome: New Tort, New Type of Compensable Injury, or New Causation Rule?
Get PDFThe Meaningless Sorry: The Risks of Intersecting Apology Laws with Medical Malpractice Liability
Get PDFReflection: Black Boston and the Making of African American Freemasonry: Leadership, Religion, andFraternalism in Early America
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“You’re Doing TV Wrong!”: A Case Study of Succession on How (and Why) to Watch Television as a Law Professor (or Law Student)
Get PDFUnderstanding the Educator-Coach and Student-Athlete Relationship: A Descriptive-Interpretative Study
No full textA changing landscape in youth sports and educational institutions has resulted in a growing number of high school student-athletes being coached by adults who do not work in the schools they attend. This study provides a foundational understanding of the relationship between in-building coaches, hereafter referred to as educator-coaches, and their student-athletes. Using a generic descriptive-interpretive qualitative research (GDI-QR) approach, this study examines the unique relationship within schools and what benefits and challenges this model may provide for the mentors and mentees involved. Framed around the concepts of natural mentorship and social-emotional learning (SEL), this study highlights how the educator-coaches can foster meaningful, lasting connections with student-athletes in the school setting. Interview data were collected and transcribed through formal, semi-structured interviews with five former educator-coach and student-athlete pairs from large Illinois public high schools. Results show that the educator-coach and student-athlete relationships formed during high school fostered mentees’ feelings of inclusivity, belonging, and maturity while developing traits connected to SEL, such as empathy, teamwork, and problem-solving. The foundational understanding of this mentoring relationship suggests that that educator-coaches are not only valuable assets to their schools, but their mentorship may positively contribute to student-athlete enthusiasm for attendance, confidence around academic performance, and positive social-emotional well-being in high school
