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Differences in Persistence Between Adult Learners Enrolled in Two Online RN-BSN Progression Tracks
Ashley Shroyer1, David Benders, Daniel J Smith
1About the Authors Ashley Shroyer, EdD, RN, CNE, is associate professor of nursing, Fairmont State University, Fairmont, West Virginia. The research was conducted at Grand Canyon University, where Dr. Shroyer did her graduate studies. David Benders, PhD, is professor, Graduate School, Northcentral University, La Jolla, California. Daniel J. Smith, PhD, MBA, is with Grand Canyon University. Carolyn Hart, PhD, RN, CNE, is dean of nursing and associate professor of nursing, with Coker University. For more information, contact Dr. Shroyer at ashley.shroyer@fairmontstate.edu .
Abstract:
The purpose of this quantitative, causal-comparative study was to examine if and to what extent differences exist for total Persistence Scale for Online Education-Nursing (PSOE-N) scores and mean persistence factor scores for adult learners enrolled in accelerated academic progression tracks ( n = 18) compared with adult learners enrolled in traditional academic progression tracks ( n = 26) in online RN-BSN completion programs. Total PSOE-N scores, mean perceived stress and support scores, and goal attachment scores were found to be statistically significantly different ( p < .05) between participants enrolled in a traditional track compared with those enrolled in an accelerated track.
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