DeLuca, Catherine
(2017)
SOCIALIZATION AND SENSE OF BELONGING IN AN ONLINE NURSE PRACTITIONER PROGRAM: A CASE STUDY.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The purpose of this study was to examine the socialization experience of students who were enrolled in an online master’s level nurse practitioner program. The focus of this study was on the experience of students in the Duquesne University School of Nursing (DUSON) online Master of Science in Nursing (MSN) Family Nurse Practitioner (FNP) program. Despite extensive growth in online education and nurse practitioner programs nationwide, little research had been done to examine the online graduate programs, specifically the FNP program, and/or gain insight into the student experience (AANP, 2015; Lehman & Conceicao, 2010, 2013). Studies have found that socialization is critical in student development and building sense of belonging among students, particularly among students in online programs (Hart, 2012; Holley & Taylor, 2009; Ivankova & Stick, 2007; Strayhorn, 2012).
This study used the Weidman, Twale and Stein (2001) theory of Graduate and Professional Student Socialization and Goodenow’s (1993) theory of Sense of Belonging as the conceptual frameworks. This study also employed a single case study methodological approach and utilized a three-pronged data collection plan that included a document review, survey, and interviews. Fourteen students completed a modified version of the Weidman, Twale and Stein’s (2003) Doctoral Student Socialization Questionnaire. Fifteen students completed individual interviews. Results indicated that students’ experiences were positive and that they were able to experience socialization in the graduate student and professional roles. Furthermore, many participants indicated that they had felt a strong sense of belonging to their cohort, despite being enrolled in an online program. Implications for practice are presented for higher education professionals that include: campus residencies to strengthen cohort bonding, a peer mentoring program, and the establishment of a supportive environment in which students feel comfortable communicating with faculty and peers and developing their own support systems for success.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
27 September 2017 |
| Date Type: |
Publication |
| Defense Date: |
23 May 2017 |
| Approval Date: |
27 September 2017 |
| Submission Date: |
24 July 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
222 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
socialization; sense of belonging; online education; nurse practitioner |
| Date Deposited: |
28 Sep 2017 00:23 |
| Last Modified: |
28 Sep 2017 00:23 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/32857 |
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