Date of Conferral

2020

Degree

Ph.D.

School

Nursing

Advisor

Janice M. Long

Abstract

First-year nursing students (FYNS) experience anxiety that can decrease academic achievement and result in attrition from the nursing program (NP). Research has not evaluated the impact of faculty mentoring (FM) offered by the NP on FYNS anxiety level and academic achievement in didactic courses. This study, guided by Neuman’s system model, used a descriptive cross-sectional design. An online survey link was distributed to FYNS in a southwestern state via NP directors and social media. FYNS were asked if their NP offered FM and were sorted into groups based on their response. Responses were received from 321 participants with 75 meeting all inclusion criteria: FM offered (N = 37) and no FM offered (N = 38). State anxiety was measured using the State Trait Anxiety Index, and academic achievement using self-reported didactic course letter grade. An independent t test showed no statistically significant difference in state anxiety level between groups, M = .602, 95% CI [-4.51, 5.78], t(73) = .231, p = .818. A chi-square analysis showed no statistically significant association between didactic course grade and whether or not FM was offered, χ2(1) = 1.706, V = .151, p = .426. Survey participation was limited by university closures caused by the COVID-19 pandemic; small sample size therefore limits study generalizations. Results indicate that FM by NPs did not significantly impact anxiety level or academic achievement of FYNS. Future research should include strategies to improve sample size and to further study the impact of FM on FYNS anxiety and academic achievement. Understanding the prevalence, benefit and types of FM may lead nursing program administrators to improve and test FM strategies.

Download

Included in

Nursing Commons

Share

 
COinS