Date of Conferral







Janice Long


Non-Hispanic students are more likely to be successful in their nursing school studies than Hispanic students. Facilitators and barriers to classroom success for Hispanic students has been studied; however, few studies have addressed the academic clinical experience and the clinical instructor’s role in Hispanic students’ success. The purpose of this descriptive phenomenological study was to explore the perspectives of undergraduate senior Hispanic nursing students regarding how student-instructor interactions in the clinical setting influenced students’ ability to learn and succeed in completing their studies. The research questions were guided by an adapted institutional support model and were used to explore how nursing students perceived the influence of their relationship with the clinical instructor. Purposive sampling was used to recruit 12 senior Hispanic nursing students enrolled in a clinical rotation. Individual interviews were conducted, audio-recorded, and transcribed verbatim. Content analysis was completed using Braun and Clarke’s thematic 6-step analysis. Overarching themes identified include faculty characteristics, teaching and learning opportunities, student and faculty interpersonal relationships, and individual self-ownership factors. Findings revealed that clinical nursing faculty characteristics and positive interactions in the learning environment affected Hispanic students’ ability to learn. This study provided faculty with insights on Hispanic nursing students’ perception of the factors that can promote learning in nursing schools. These factors may ultimately improve student retention and graduation among Hispanic nursing students.

Included in

Nursing Commons