Date
5-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Sharon Farell
Keywords
Social Support, Nursing Students, First Generation, Immigrant, College Student
Disciplines
Education
Recommended Citation
Edmond, Karlens, "A Transcendental Phenomenological Study of the Social Support Systems of First-Generation Immigrant Nursing Students Attending a Private University Post-COVID-19" (2026). Doctoral Dissertations and Projects. 8511.
https://digitalcommons.liberty.edu/doctoral/8511
Abstract
The purpose of this transcendental phenomenological study was to describe the social support systems experiences of immigrant students at a private, four-year university in the Mid-Atlantic region of the United States. The theory guiding this study was social support theory, specifically its relationship to the attrition of nursing students. This theory was the lens through which the influence of social support factors on academic persistence was explored. Social support, framed through four key constructs, plays a vital role in the well-being and retention of nursing students. The central research question was: How do immigrant nursing students at a private university in the Mid-Atlantic region of the United States perceive the influence of social support factors on academic persistence? This qualitative study examined nursing student retention in college, as it facilitated a deep exploration of the personal, social, and institutional factors that affect it. The research design is a transcendental phenomenological study that sought to explore and understand individuals’ lived experiences through an in-depth examination of their personal perspectives. Criterion-based sampling was used to recruit 13 nursing students who had completed 58 credits in the Bachelor of Science nursing program at Nightingale University, located in a metropolitan area. Data collected through surveys, individual interviews, and focus groups revealed that first-generation immigrant nursing students at Nightingale University face significant academic, financial, and structural barriers that threaten their persistence. The findings highlight that retention is shaped more by institutional systems than individual effort alone, underscoring the need for coordinated, culturally responsive support strategies to improve equity, belonging, and long-term success in nursing education.
