{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1494"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1494","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Culture Care Education and Experiences of African American Students in Predominantly Euro American Associate Degree Nursing Programs","abstract":"The purpose of this ethnonursing study was to discover the cultural care education and experiences of African American students in predominantly Euro American Associate Degree Nursing Programs. Leininger's Culture Care Diversity and Universality Theory was used as a framework to describe the worldview, beliefs, values, and meanings of their lifeways. Interviews were conducted with nine key informants and nineteen general informants from eight associate degree nursing programs located in Southeastern Pennsylvania and Southern New Jersey. Analysis of the taped interviews revealed fourteen categories from which eight patterns were identified. From the eight patterns, three themes emerged. These themes were (a) care and understanding by family, friends, and faculty are essential for meaningful educational experiences for African American students in predominantly Euro American Associate Degree nursing programs, (b) health and illness beliefs are holistic concepts incorporated into all aspects of life, (c) social interactions, financial support, resources, and scheduling are viewed as significant to beneficial educational outcomes for African American students in predominantly Euro American associate degree nursing programs. The implications and recommendations for nursing theory, education, practice, and research are articulated.","abstract_html":"The purpose of this ethnonursing study was to discover the cultural care education and experiences of African American students in predominantly Euro American Associate Degree Nursing Programs. Leininger's Culture Care Diversity and Universality Theory was used as a framework to describe the worldview, beliefs, values, and meanings of their lifeways. Interviews were conducted with nine key informants and nineteen general informants from eight associate degree nursing programs located in Southeastern Pennsylvania and Southern New Jersey. Analysis of the taped interviews revealed fourteen categories from which eight patterns were identified. From the eight patterns, three themes emerged. These themes were (a) care and understanding by family, friends, and faculty are essential for meaningful educational experiences for African American students in predominantly Euro American Associate Degree nursing programs, (b) health and illness beliefs are holistic concepts incorporated into all aspects of life, (c) social interactions, financial support, resources, and scheduling are viewed as significant to beneficial educational outcomes for African American students in predominantly Euro American associate degree nursing programs. The implications and recommendations for nursing theory, education, practice, and research are articulated.","abstract_has_math":false,"creators":["deRuyter, Lana Marie"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"Nursing","degree_department":null,"school":null,"contributors":["Rick Zoucha","Cynthia Capers","Gladys L. Husted","Marilyn McFarland"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:34Z","subjects":["educational experiences","transcultural nursing"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/481","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rick Zoucha","Cynthia Capers","Gladys L. 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Leininger's Culture Care Diversity and Universality Theory was used as a framework to describe the worldview, beliefs, values, and meanings of their lifeways. Interviews were conducted with nine key informants and nineteen general informants from eight associate degree nursing programs located in Southeastern Pennsylvania and Southern New Jersey. Analysis of the taped interviews revealed fourteen categories from which eight patterns were identified. From the eight patterns, three themes emerged. These themes were (a) care and understanding by family, friends, and faculty are essential for meaningful educational experiences for African American students in predominantly Euro American Associate Degree nursing programs, (b) health and illness beliefs are holistic concepts incorporated into all aspects of life, (c) social interactions, financial support, resources, and scheduling are viewed as significant to beneficial educational outcomes for African American students in predominantly Euro American associate degree nursing programs. The implications and recommendations for nursing theory, education, practice, and research are articulated."]},{"key":"dc:title","label":"Title","values":["Culture Care Education and Experiences of African American Students in Predominantly Euro American Associate Degree Nursing Programs"]}]}],"canonical_facts":{"dc:contributor":["Rick Zoucha","Cynthia Capers","Gladys L. Husted","Marilyn McFarland"],"dc:creator":["deRuyter, Lana Marie"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The purpose of this ethnonursing study was to discover the cultural care education and experiences of African American students in predominantly Euro American Associate Degree Nursing Programs. Leininger's Culture Care Diversity and Universality Theory was used as a framework to describe the worldview, beliefs, values, and meanings of their lifeways. Interviews were conducted with nine key informants and nineteen general informants from eight associate degree nursing programs located in Southeastern Pennsylvania and Southern New Jersey. Analysis of the taped interviews revealed fourteen categories from which eight patterns were identified. From the eight patterns, three themes emerged. These themes were (a) care and understanding by family, friends, and faculty are essential for meaningful educational experiences for African American students in predominantly Euro American Associate Degree nursing programs, (b) health and illness beliefs are holistic concepts incorporated into all aspects of life, (c) social interactions, financial support, resources, and scheduling are viewed as significant to beneficial educational outcomes for African American students in predominantly Euro American associate degree nursing programs. The implications and recommendations for nursing theory, education, practice, and research are articulated."],"dc:identifier":["https://dsc.duq.edu/etd/481"],"dc:language":["English"],"dc:subject":["educational experiences","transcultural nursing"],"dc:title":["Culture Care Education and Experiences of African American Students in Predominantly Euro American Associate Degree Nursing Programs"],"thesis:degree_discipline":["Nursing"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:09:34Z"}