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Dissertation
A phenomenological study exploring the lived experiences of nurses who face challenges while pursuing higher education in nursing
Doctor of Education (Ed.D.), Drexel University
Nov 2025
DOI:
https://doi.org/10.17918/00011214
Abstract
The purpose of this phenomenological study was to explore the lived experiences of nurses regarding the challenges they face while pursuing higher education. The study focused on meeting the National Academy of Medicine recommendations for nurses to advance academic degrees beyond the two-year associate degree in nursing. Research questions examined nurses' concerns about educational pursuits, the actions taken to address challenges, and their perceptions of the impact on their career trajectories. An interpretive perspective guided the study, acknowledging multiple contextual realities. Eight licensed nurses in Florida and Illinois, across ADN, BSN, and MSN tracks, participated through semi-structured interviews and focus groups. Qualitative coding revealed key challenges, including financial barriers, family and work commitments that limited study time, and rigid academic progression structures. Participants reported modifications to their plans and career impacts resulting from institutional and financial constraints. This study highlighted the implications of institutional reforms, such as flexible scheduling, improved financial aid, and recognition of nurses' work-life demands. This study offers actionable recommendations essential for maintaining a strong workforce and ensuring high-quality patient care. Understanding the interplay between personal and systemic factors that impede nursing education informs policy and educational leadership, fostering equitable and accessible pathways for nursing careers. Keywords: nursing education, phenomenology, academic barriers, workforce development, qualitative research
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Details
- Title
- A phenomenological study exploring the lived experiences of nurses who face challenges while pursuing higher education in nursing
- Creators
- Christina Ball
- Contributors
- José L. Chávez (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- x, 90 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022135142004721