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Nontraditional Students’ Perceptions of Marginalization in Baccalaureate Nursing Education

Pushed to the Periphery

Englund, Heather M. PhD, RN

doi: 10.1097/NNE.0000000000000581
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Background Despite the continued efforts to diversify the population of nursing students in the United States, marginalization and attrition remain significant issues for nontraditional students.

Purpose The purpose of this study was to investigate the relationship between marginality and nontraditional student status in nursing students enrolled in a baccalaureate nursing program in Texas.

Method A nonexperimental, descriptive, correlational design was used for data collection. Participants (n = 192) completed a demographic survey, and marginality was measured using the Koci Marginality Index-70.

Results There was a statistically significant difference in mean scores for a number of variables including gender, age, race/ethnicity, marital status, total household income, completion of a previous college degree, being a parent, and a student for whom English is a nonnative language.

Conclusion The findings from this research study suggest that marginalization remains a significant issue for nontraditional, prelicensure nursing students.

Author Affiliation: Assistant Professor, University of Wisconsin Oshkosh.

The author declares no conflicts of interest.

Correspondence: Dr Englund, University of Wisconsin Oshkosh, 800 Algoma Blvd, Oshkosh, WI 54901 (englundh@uwosh.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com).

Accepted for publication: June 1, 2018

Published ahead of print: August 17, 2018

Cite this article as: Englund HM. Nontraditional students’ perceptions of marginalization in baccalaureate nursing education: pushed to the periphery. Nurse Educ. 2019;44(3):164-169. doi: 10.1097/NNE.0000000000000581

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