Serving Those Who Serve Their Country: Preparing Military Veterans for Nursing Degrees

Facilitators and challenges to military undergraduate nursing student success

BACKGROUND

Understanding the broader community of educators and programs involved in the education of military nursing students (MNSs) is needed to develop best practices that support their academic success.

PURPOSE

The purpose of this study was to 1) identify factors nursing faculty perceived would facilitate and/or challenge the success of MNSs when transitioning to and progressing through baccalaureate nursing programs, and 2) ascertain successful strategies used in teaching and working with these students.

METHODS

A descriptive survey research design was used to collect data from faculty at 26 schools of nursing that received federal funding to support the transition of veterans to a career in nursing. Quantitative and qualitative data were collected, analyzed, and integrated via descriptive statistics and content analysis.

RESULTS

The survey was completed by 88 faculty from 19 of the 26 schools. The top four categories for both the facilitators and challenges, based on Jeffreys' (2015) NURS Model, were student affective characteristics, student profile characteristics, professional integration factors, and environmental factors. Programmatic factors were the most commonly cited success strategies, including having culturally competent, knowledgeable, and designated faculty and staff for MNSs.

CONCLUSION

Developing evidence-based strategies to use in teaching and advising MNSs ideally will ensure their academic success.

Perceived marginality in veteran and nonveteran nursing students in baccalaureate programs

BACKGROUND

Veteran nursing students often have difficulty transitioning to campus life. Barriers include issues with admissions, financial support, as well as classroom environments. These barriers often push veterans and their unique needs to the periphery.

METHOD

The purpose of this descriptive cross-sectional study was to examine mean differences in perceived marginality between veteran and nonveteran nursing students enrolled in baccalaureate programs using the Englund Marginality Index.

RESULTS

Results indicate that veteran nursing students report higher perceived marginality (M = 40.18, SD = 10.68) than nonveteran nursing students (M = 38.82, SD = 9.51); t (1154) =2.09, p = 0.036.

CONCLUSION

Veteran nursing students in this study demonstrate higher levels of perceived marginalization. Strategies aimed at decreasing attrition and marginalization should be implemented, thus improving the diversity of the nursing workforce.

Predictors of student veterans progression and graduation in Veteran to Bachelor of Science in Nursing (VBSN) Programs: A multisite study

BACKGROUND

Capitalizing on the veteran's extensive service experience, values, and norms, Health Resources Services Administration (HRSA) proposed Nurse Education, Practice, Quality and Retention - Veterans' Bachelor of Science (VBSN) Program grants (2016-2019).

PURPOSE

The purpose was to identify predictors of student veterans' (SV) progression and graduation rates in VBSN programs.

METHODS

A descriptive correlational retrospective design was used. Two hundred and eighty-two (282) SV records were examined.

RESULTS

One hundred and forty (140) SVs graduated (49.6%) and 107 (37.9%) were still enrolled. Only program delivery mode (hybrid) was significantly associated with completion and confirmed by logistic regression modeling. An increased representation of SVs' gender, race/ethnicity was present; however, gender, age, race, ethnicity, and veteran status did not significantly predict progression nor graduation.

CONCLUSIONS

Hybrid program delivery became the single predictor influencing VBSN progression and graduation. As non-traditional students in higher education with a history of social isolation and help-seeking stigma, this delivery mode may have assisted SV retention and persistence. With a registered nurse shortage and workforce calls for increased gender, race, and ethnic diversity, the findings suggest nursing education programs designed for veterans are a viable solution.

Lived experience of medical veterans transitioning from military service to civilian nursing education

BACKGROUND

Many veterans take advantage of the educational benefits afforded them after service. As veterans, students in higher education are a special population with subsequent needs.

PURPOSE

The purpose of this study was to explore the lived experience of medic student veterans attending a full-time Bachelor of Science in Nursing (BSN) program.

METHOD

This study used the hermeneutic phenomenology research approach to explore the lived experiences of student veterans with military medic experience enrolled in a Bachelor of Science in Nursing (BSN) program.

RESULTS

While our study revealed diverse student experiences among these veterans, common themes included staying true to military training, normal life, and fitting in as a university student.

CONCLUSIONS

Findings in this study substantiate medic student veterans attending nursing school represent a unique cohort which can benefit from customized services from the university.