Focused on the Objective: Experience of Male Combat Veterans in BSN Programs

Abstract

BackgroundVeterans may provide a recruitment source to increase the diversity of the nursing workforce and increase the percentage of baccalaureate-prepared nurses. This study sought to understand the lived experience of male combat veterans in pre-licensure baccalaureate degree nursing programs.MethodUsing Van Manen’s interpretive phenomenology methodology, a purposive sample of seven male combat veterans in pre-licensure baccalaureate degree nursing programs participated through written lived-experience descriptions (n = 2), photo-elicitation (n = 2), and unstructured interviews (N = 7).FindingsThe essential nature of the phenomenon is focused on the objective and four themes describing the participant’s experiences were identified: tools of the trade, identity, turbulent waters, and fuel.ConclusionDespite the presence of barriers and frustrations, participants applied their identity and used the strengths gained through military service along with supports to focus on their objective of becoming a nurse. Thus, this research has implications for nurse educators.

The Lived Experience of Veteran and Military Nursing Majors Transitioning to College

“…A dedicated center with counselors and staff to provide one-on-one help to students, and opportunities to connect socially with other V/MS at a dedicated center, were viewed as most helpful. This finding is similar to numerous reports in the literature that having support staff and counselors working in a dedicated office for V/MS is a best practice for colleges and universities in supporting V/MS success (Ackerman et al, 2009;Cox, 2019;Dyar & Brown, 2019;Hill & Wynn, 2020;Mahoney et al, 2023;McNeil et al, 2020).…”

Qualitative inquiry in nursing: Creating rigor

“…Often, the researcher chooses to use the participant's language and words to create the codes. Identification of codes may require multiple readings of the data to extract all relevant codes fully 43,45 . Part of coding includes developing definitions or descriptions for each code; this can help the researcher clarify codes for consistent use, merging of codes, and developing categories or themes 43,45 …”

“…For example, in a phenomenological study exploring the lived experience of being a male combat veteran in a baccalaureate nursing program, the researcher used participant language arising through photo‐elicitation to provide the labels for the themes 43 . When approaching a thematic analysis, the researcher begins by reading and rereading the data, looking for abstract entities that offer meaning, and searching for themes overall 43,45 . The researcher may begin by coding results into groupings that ultimately emerge into themes 43,45 …”

“…When approaching a thematic analysis, the researcher begins by reading and rereading the data, looking for abstract entities that offer meaning, and searching for themes overall 43,45 . The researcher may begin by coding results into groupings that ultimately emerge into themes 43,45 …”

“…Asking the participant to take photographs allows data collection within the context of the participant's experience 16,17 . Once the participant produces the photographs, the researcher analyzes the photographs, often by constructing a written description and using them as a point of discussion and prompt during an interview 43 . In an alternative method of conducting photo‐elicitation, the researcher elicits information by providing participants a set of photographs generated by the researcher.…”