NDLI: Healthcare Student Collegiate Honors Decision-Making: A Grounded Theory

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Healthcare Student Collegiate Honors Decision-Making: A Grounded Theory

Content Provider	Semantic Scholar
Author	Frie, Brenda
Copyright Year	2017
Abstract	This study sought to understand the decision-making process by which healthcare students decide to participate in collegiate honors programing. Nationally, four-year completion rates in honors programing are low (Cognard-Black & Smith, 2015), particularly for students in professional programs. To further examine retention in honors programing, this study asked how healthcare students’ values, knowledge, and experiences inform their decisions to participate in honors programing. The researcher interviewed 25 students representing 10 different undergraduate and graduate healthcare professions. Using the constructivist grounded theory method popularized by Charmaz (2012, 2014), analysis of participant narratives grounded the Model of Healthcare Student Collegiate Honors Program Decision-Making. The Model is comprised of four major themes that explain the factors that influence students’ decisions to join, decline, or drop honors programing. The identified themes are valuing honors, pre-college experiences, selective admission, and confounding factors. Students that joined the collegiate honor program valued the program’s offerings. Precollege experiences in high-school honors programing were associated with being pre-selected for admission and joining the honors program. The identified confounding factors that led students to decline or drop honors programing were: major demands, stress of the program, ethnic diversity, and concerns related to the program cost and effect on cumulative GPA. The generated theory supports program change to meet the needs of students enhancing the learning outcomes and program completion. The study captured students’ innovative ideas about how to redesign an honors program to meet student needs through incorporation of an interprofessional education (IPE) framework into honors course design. .
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1025&context=hied_etds
Alternate Webpage(s)	https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1025&context=hied_etds&httpsredir=1&referer=
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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