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Healthcare systems rely on nurses to provide essential healthcare services in primary healthcare settings. However, few nursing school graduates seek careers in primary healthcare (PHC). The purposes of this exploratory, qualitative study guided by the patient-centeredness theory were to explore the beliefs and attitudes of nursing faculty who teach Bachelor of Science in nursing level PHC courses, how they incorporate PHC into the nursing curriculum, and what strategies they use to promote student interest in PHC. Participants of this study included seven faculty who teach PHC courses at two universities in the Midwest. The interviews were audio recorded, transcribed, and analyzed using Saldana’s thematic analysis method. Nine themes emerged from the analysis with three specific to each of the research questions associated with the three manuscripts contained in this dissertation. The three themes from Manuscript one were: PHC as a holistic approach, the essence of primary care, and consistency in nursing education. For Manuscript two, themes identified were concept-based curriculum, increasing clinical experience, and formation of partnerships. Manuscript three themes were connecting individuals to life experience, evidence-based practices, and collaboration and partnership with the community. The findings of this study may offer insight into strategies that improve curricula and increase student interest in PHC careers. Positive social change may result as new graduate nurses seek careers in PHC, thus improving access to care for patients in PHC settings. Future research is recommended to survey faculty and students to gain a broader insight into faculty practices and student choices for PHC.
Hopkinson, Gloria J., "Faculty Perceptions of Preparing Bachelor of Science in Nursing-Registered Nurse Students for Primary Health Care" (2021). Walden Dissertations and Doctoral Studies. 9956.