Abstract
A qualitative study using grounded theory was conducted to examine the reasons that a sample of undergraduate baccalaureate nursing students withdrew from their nursing programs. The sample consisted of 11 nursing students who left generic baccalaureate nursing programs located in an urban area of a southeastern state. A semi-structured interview guide was used to conduct taped telephone interviews with study participants. Thematic data analysis was conducted using the constant comparative method. The findings showed that nursing student departure was the result of a cumulative effect of multiple stressors in the academic, social, and/or external environments. Any combination of two or more stressors can result in the departure decision; or if allowed to persist, these stressors may become manifested in academic failure, which also results in student departure from the institution. The findings from this research support the need for early intervention strategies to identify and address student stressors before they lead to voluntary or involuntary institutional departure.
Get full access to this article
View all access options for this article.