Dissertation writing help - A grounded theory study

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A continuing issue affecting technical and career education is the thrust to provide "seamless" education from the Pre-K level through the baccalaureate degree.

Although there are an increasing number of individuals seeking a college education there is not an increased number receiving a college degree (Gray, 1996). Wisconsin public higher education institutions have checked the need for greater transferability between institutions. Both systems emphasize the desire to improve quality of life and recognize the need for learners to understand their world beyond the confines of specific employment needs.

The idea of this study was to develop a theory regarding how and why registered nurses come to learn about, and then pursue, a baccalaureate degree completion program in nursing. The study addressed the subsequent questions: (a) How do registered nurses learn about degree completion programs? (b) For what reasons do they pursue them? (c) What do registered nurses learn that is helpful in pursuing degree completion programs? (d) How do they come to learn these things?

Through the use of the constant comparative method, the findings supported the development of a grounded theory of continuing learning in nursing. The population focus for this study was associate degree nurse graduates from Wisconsin Technical Colleges who transferred to the University of Wisconsin BSN@Home program from 1996-2006.

Three themes emerged from the interview data as contributions to the development of a substantive grounded theory. The first two themes transforming and conforming, are related to how and why nurses learn about and pursue degree completion programs. The third theme, engaging is related to what nurses learned that was helpful and how they learned these things. The grounded theory advanced in this study, an ecological model of continuing learning in nursing, extends the literature on adult learning theories; specially self-directed learning theories and motivations toward learning as they relate to a degree completion program in nursing. The findings in my study bring forth a theory of an ecological model of continuing learning in nursing. Further studies should be conducted utilizing the ecological framework as they relate to continuing learning, gender differences and learning process.