{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/64522"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/64522","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"The Effects of Career Commitment, Distress, and Persistence on Academic Success among Undergraduate Baccalaureate Nursing Students","abstract":"The ability of students, specifically in higher education environments, to persist is a critical determinant of academic success. Student success is especially precarious within programs of nursing, where curricula include clinical, laboratory, and didactic content. Identifying and describing the barriers and facilitators to nursing student persistence provides a blueprint to appropriately use financial and human resources as well as determine the effect student demographic variables has on desiring, attending, or benefiting from persistence interventions. The outcome of this study can guide the deployment of institutional resources to provide persistence-based interventions that are evidence-based. Framed by Tinto’s Theory of Student Departure, this study assessed the effects of career commitment, distress, and persistence on academic success among undergraduate baccalaureate nursing students. Findings indicated a significant relationship between persistence, emotional concerns (a subscale of distress), and the outcome variable of academic success.","abstract_html":"The ability of students, specifically in higher education environments, to persist is a critical determinant of academic success. Student success is especially precarious within programs of nursing, where curricula include clinical, laboratory, and didactic content. Identifying and describing the barriers and facilitators to nursing student persistence provides a blueprint to appropriately use financial and human resources as well as determine the effect student demographic variables has on desiring, attending, or benefiting from persistence interventions. The outcome of this study can guide the deployment of institutional resources to provide persistence-based interventions that are evidence-based. Framed by Tinto’s Theory of Student Departure, this study assessed the effects of career commitment, distress, and persistence on academic success among undergraduate baccalaureate nursing students. Findings indicated a significant relationship between persistence, emotional concerns (a subscale of distress), and the outcome variable of academic success.","abstract_has_math":false,"creators":["Kennel, Kimberly D."],"institution":"University of Missouri -- Kansas City","degree_name":"Ph.D.","degree_level":"Doctoral","degree_discipline":"Nursing (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Cary, Ann H."],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018","date_published":"2018","updated_at":"2026-07-24T05:19:02Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/64522","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Cary, Ann H."]},{"key":"dc:creator","label":"Author","values":["Kennel, Kimberly D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-08-13T16:53:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-13T16:53:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2018"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri -- Kansas City"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/64522"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page viewed August 21, 2018","Dissertation advisor: Ann Cary","Vita","Includes bibliographical references (pages 110-123)","Thesis (Ph.D.)--School of Nursing and Health Studies. University of Missouri--Kansas City, 2018"]},{"key":"dc:description.abstract","label":"Abstract","values":["The ability of students, specifically in higher education environments, to persist is a critical determinant of academic success. Student success is especially precarious within programs of nursing, where curricula include clinical, laboratory, and didactic content. Identifying and describing the barriers and facilitators to nursing student persistence provides a blueprint to appropriately use financial and human resources as well as determine the effect student demographic variables has on desiring, attending, or benefiting from persistence interventions. The outcome of this study can guide the deployment of institutional resources to provide persistence-based interventions that are evidence-based. 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