Other Titles
Navigating Dual Roles: A Qualitative Study of Parental Stress and Perceived Barriers Among Undergraduate Nursing Student-Parents [Poster Title]
Other Titles
Rising Star Poster/Presentation
Abstract
Background: Over the past five years, the proportion of student-parents in undergraduate nursing programs has steadily increased, now comprising 20-25% of the population. Despite this significant representation, there remains a paucity of research examining their unique educational experiences and needs. These individuals navigate complex challenges at the intersection of parental responsibilities and rigorous academic demands. This study aims to identify critical factors influencing both academic achievement and psychological well-being among nursing students with caregiving responsibilities, addressing a notable gap in the nursing education literature.
Methods: A qualitative descriptive methodology was selected to explore the experiences of undergraduate nursing student-parents, with particular emphasis on parental stress and perceived barriers and facilitators to degree completion. Focus groups will be conducted to elicit rich, contextual data regarding challenges, support mechanisms, and adaptive strategies employed by this population. Sessions will be audio-recorded, transcribed verbatim, and subjected to rigorous thematic analysis to identify recurring patterns, emergent themes, and shared experiences. This approach allows for thorough exploration of participants' perspectives while maintaining methodological rigor.
Results: We are currently collecting data through focus groups with undergraduate nursing student-parents. Complete data analysis will be finalized by April 2025, with comprehensive results available for presentation.
Conclusion: This study will contribute to the development of evidence-based educational practices and institutional policies that foster environments conducive to both academic achievement and psychological well-being for this significant student demographic. By identifying specific resources and support mechanisms required by student-parents, this research addresses a critical gap in nursing education literature and practice. The implications extend beyond immediate academic outcomes to potentially enhance retention rates, degree completion, and long-term professional development, ultimately strengthening the nursing workforce through improved support of this valuable student population.
Notes
References:
Fehr, F. C. (2013). Understanding the lived experience of student-parents in undergraduate nursing school. (Publication No. 3583320) [Doctoral Dissertation, University of Phoenix]. University of Phoenix ProQuest Dissertations & Theses.
Lucchini-Raies, C., Márquez-Dore, F., Herrera-López, L. M., Valdés, C., & Rodríguez, N. (2018). The lived experience of undergraduate student parents: Roles compatibility challenge. Investigación y Educación En Enfermería, 36(2). https://doi.org/10.17533/udea.iee.v36n2a03
Parents in college by the numbers. (2019, April 11). Institute for Women’s Policy Research. https://iwpr.org/wp-content/uploads/2020/08/C481_Parents-in-College-By-the-Numbers-Aspen-Ascend-and-IWPR.pdf
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Undergraduate Nursing Education, Student-Parents, Stress and Coping
Recommended Citation
Stover, Emma and Kausler, Ryoko, "Navigating Dual Roles: Parental Stress and Barriers in Undergraduate Nursing Student-Parents" (2025). International Nursing Research Congress (INRC). 208.
https://www.sigmarepository.org/inrc/2025/posters_2025/208
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Invited Presentation
Acquisition
Proxy-submission
Navigating Dual Roles: Parental Stress and Barriers in Undergraduate Nursing Student-Parents
Seattle, Washington, USA
Background: Over the past five years, the proportion of student-parents in undergraduate nursing programs has steadily increased, now comprising 20-25% of the population. Despite this significant representation, there remains a paucity of research examining their unique educational experiences and needs. These individuals navigate complex challenges at the intersection of parental responsibilities and rigorous academic demands. This study aims to identify critical factors influencing both academic achievement and psychological well-being among nursing students with caregiving responsibilities, addressing a notable gap in the nursing education literature.
Methods: A qualitative descriptive methodology was selected to explore the experiences of undergraduate nursing student-parents, with particular emphasis on parental stress and perceived barriers and facilitators to degree completion. Focus groups will be conducted to elicit rich, contextual data regarding challenges, support mechanisms, and adaptive strategies employed by this population. Sessions will be audio-recorded, transcribed verbatim, and subjected to rigorous thematic analysis to identify recurring patterns, emergent themes, and shared experiences. This approach allows for thorough exploration of participants' perspectives while maintaining methodological rigor.
Results: We are currently collecting data through focus groups with undergraduate nursing student-parents. Complete data analysis will be finalized by April 2025, with comprehensive results available for presentation.
Conclusion: This study will contribute to the development of evidence-based educational practices and institutional policies that foster environments conducive to both academic achievement and psychological well-being for this significant student demographic. By identifying specific resources and support mechanisms required by student-parents, this research addresses a critical gap in nursing education literature and practice. The implications extend beyond immediate academic outcomes to potentially enhance retention rates, degree completion, and long-term professional development, ultimately strengthening the nursing workforce through improved support of this valuable student population.
Description
This qualitative descriptive study investigates undergraduate nursing student-parents, examining parental stress and barriers to degree completion. Using focus groups and thematic analysis, we address a significant gap in nursing education literature. Findings will inform evidence-based interventions to support this population's unique needs, potentially enhancing retention rates and academic success while promoting psychological well-being, ultimately strengthening nursing education practices.