Date Approved

8-27-2020

Embargo Period

8-28-2022

Document Type

Dissertation

Degree Name

EdD Doctor of Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Thompson, Carol C.

Second Advisor

Galbiati, Jacqueline

Third Advisor

Price, Patricia

Subject(s)

Nursing students, Foreign; Male nurses

Disciplines

Gender Equity in Education | Health and Physical Education | Higher Education

Abstract

The United States has a 36% shortage of full-time nurses. This is projected to worsen. There will be a need for 260, 000 more nurses by 2025 and more than 581,000 new nursing positions will be created through 2024 (American Association College of Nursing, 2011; U.S. Bureau of Labor Statistics, 2015). By 2030, New Jersey's shortage of nurses will exceed 43% (U.S. Department of Health and Human Services, 2017). If a diverse population of students complete a nursing program and become nurses working in the field, the literature reports that there are better client outcomes when the healthcare industry mirrors the population that is being served (Kanchana & Sangamesh, 2016; NACNEP, 2013; NRC, 2004). This qualitative study gave insight into barriers that may impede foreign-born and educated male students' success in United States nursing programs. These students' prior pedagogical experiences, lack of social and family support, and stress appeared to play a significant role in their success while completing course work in a nursing program.

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Available for download on Sunday, August 28, 2022

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