Dissertations / Theses on the topic 'Clinical nurses'
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Barreca, Rebecca J. "Lived Experiences of Nurses: Nurse Characteristics by Clinical Specialty." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303941706.
Full textUsishkin, Monica Gun. "Nurse-patient communication in different clinical areas : the nurses' perspective." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440245.
Full textGurbutt, Russell. "Demonstrating nurses' clinical decision-making." Thesis, University of Central Lancashire, 2005. http://clok.uclan.ac.uk/21842/.
Full textCornes, Desmond. "An exploration of the perceptions of nurse lecturers, student nurses and clinical mentors of the utility of student nurses undertaking international clinical experience." Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726765.
Full textForbes, Helen V. "Clinical teachers' experiences of nursing and teaching." Connect to full text, 2006. http://hdl.handle.net/2123/2060.
Full textTitle from title screen (viewed 22 November 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2007 ; thesis submitted 2006. Includes bibliographical references. Also issued in print.
Codier, Estelle. "The Emotional Intelligence of Clinical Staff Nurses." Diss., University of Hawaii at Manoa, 2006. http://hdl.handle.net/10125/22048.
Full textHobbs, Steven Douglas. "Clinical Nurses' Perceptions of Nursing Informatics Competencies." Diss., University of Hawaii at Manoa, 2007. http://hdl.handle.net/10125/22055.
Full textDixon, Elizabeth May. "Examining clinical supervison with palliative care nurses." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3029.
Full textBeattie, Heather, and res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers." Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.
Full textPrusky, Sharon, and University of Lethbridge Faculty of Education. "The impact of employing a clinical nurse educator on a nursing uni." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/62.
Full textxiii, 246 leaves : ill. ; 29 cm.
Kinnaman, Mary Louise Wilson Thad. "Exploring the clinical decision-making strategies of nurses." Diss., UMK access, 2006.
Find full text"A dissertation in nursing." Advisor: Thad Wilson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 213-230). Online version of the print edition.
Meeks-Sjostrom, Diana. "Clinical decision-making of nurses regarding elder abuse." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04302008-123109/.
Full textTitle from file title page. Cecelia Gatson Grindel, committee chair; Anne Koci, Annette Bairan, committee members. Electronic text (144 p. : ill.) : digital, PDF file. Description based on contents viewed July 10, 2008. Includes bibliographical references (p. 82-86).
Meeks-Sjostrom, Diana J. "Clinical Decision-Making of Nurses Regarding Elder Abuse." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/nursing_diss/8.
Full textScheiber-Case, Lisa M. "A Clinical Pathway Education Program for Pediatric Nurses." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1464.
Full textLewis, Malcolm Allan. "The social organisation of bullying in nursing : accounts of clinical nurses and nurse managers." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426929.
Full textHansen-Salie, Nasieba. "Professional nurses' perceptions of newly qualified professional nurses competency and factors influencing competency." University of the Western cape, 2011. http://hdl.handle.net/11394/5406.
Full textIn our constantly changing healthcare system and with large numbers of staff shortages in hospitals, newly qualified professional nurses are expected to be competent and work unsupervised in leadership capacities soon after they have completed their nursing programs. The study was aimed at determining the perceptions of professional nurses of newly qualified professional nurses' competency as well as factors that influence competency. A quantitative approach using a descriptive survey design was employed, using 34 experienced professional nurses working in selected private hospitals in the Western Cape. Data was collected by means of a peer evaluation questionnaire, namely the Competency Inventory for Registered nurses. Data was analyzed, using IBM SPSS 19 with the assistance of a statistician. The results of the 55-item Competency Inventory for Registered Nurses indicate that newly qualified nurses were perceived as highly competent in clinical care, leadership, interpersonal relation, legal/ethical and professional development. Newly qualified nurses were perceived as low in competency in teaching/coaching, critical thinking and research aptitude. All the factors identified using literature, were perceived as having an influence on competency. Recommendations were made to the institutions to assist newly qualified nurses in competence development.
Msiska, Gladys. "Exploring the clinical learning experience : voices of Malawian undergraduate student nurses." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7772.
Full textMontgomery, Tamara L. "Staff Nurse Perception of Professional Role Modeling for Student Nurses in the Clinical Learning Environment." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492596984491297.
Full textAydin, Sinem, and Emilia Björk. "Nurses´ perceptions of caring behaviors in clinical practice : A questionnaire study with nurses in Vietnam." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-7584.
Full textCash, Penelope Anne, and mikewood@deakin edu au. "Women clinical nurses' constructions of collegiality: An ethnomethodological study." Deakin University. School of Nursing, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051123.122031.
Full textBlack, Margaret Elizabeth. "Student nurses' clinical decision-making, key to professional practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27764.pdf.
Full textHewett, Deirdre. "Workplace violence targeting student nurses in the clinical areas." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5183.
Full textENGLISH ABSTRACT: Workplace violence in health care is a worldwide phenomenon. In nursing, the nature of workplace violence is predominantly non-physical in nature. Literature reveals the devastating consequences for the individual nurse, both physically and / or emotionally, depending on the nature of the violence. The consequences for the organisation / institution and the profession are equally devastating, manifesting in reduced standards of patient care and increased attrition from the profession. The pervasiveness of this problem indicates that to date, remedial and protective measures have been unsuccessful. However, most of the research done on workplace violence in nursing has been conducted amongst qualified nurses. The purpose of this study was to investigate the extent of workplace violence, targeting student nurses in clinical areas. The setting was the Western Cape College of Nursing and the population was second, third and fourth-year, pre-registration students. The research objectives addressed various aspects, for example, type, prevalence, perpetrators, consequences and management of workplace violence. A quantitative research design, utilising a survey, was chosen for the study. A probability sample of n = 255 students was selected, using stratified, random sampling as the sampling method. The variables selected for stratification were gender and year of study. A self reported, anonymous questionnaire, guided by the literature review and by the research objectives, was utilised for data generation. Summary statistics were used to describe the variables, whilst distributions of variables were presented in the form of histograms and frequency tables. Where appropriate, the relationships between demographic and research variables were described, using suitable statistical analyses. The findings revealed that the perpetration of non-physical violence against student nurses is widespread, particularly that perpetrated by co-workers, more specifically registered, staff- and assistant nurses. The under reporting of workplace violence was a common finding. Student nurses suffer grave emotional consequences as a result of workplace violence. Almost half of the respondents admitted that they had considered leaving nursing due to workplace violence and that it had negatively affected their standard of patient care. The overall conclusion was that, in accordance with a worldwide trend amongst all categories of nurses, student nurses are targets of workplace violence in the clinical areas. These findings have particular implications for the management of nursing education institutions. The fact that student nurses are targeted to the extent revealed in this study indicates that existing preventive measures in the clinical areas have not been effective. The recommendations arising from this study therefore focus on equipping the vulnerable trainee with the tools to withstand workplace violence. As such, the recommendations are directed at the management of the nursing education institution, to create awareness around the problem, to empower students to confront and cope with workplace violence and to support students traumatised by workplace violence. Finally, this study suggests avenues for further research, for example, research in the same setting after implementation of the recommendations, or further research into the dynamics of workplace violence, targeting student nurses from the perspective of qualified nursing staff or patients.
AFRIKAANSE OPSOMMING: Geweld in die gesondheidsdienste werksplek is ‘n wêreldwye verskynsel. In verpleging is geweld in die werksplek oorwegend nie-fisies van aard. Die literatuur wys op die ingrypende fisiese en / of emosionele gevolge vir die individuele verpleegkundige, afhangend van die aard van die geweld. Die gevolge vir die organisasie of instelling, asook vir die verpleegberoep, is eweneens ingrypend en manifesteer in verlaagde standaarde in pasiëntsorg en ‘n toename in verpleegkundiges wat die beroep verlaat. Die algemene verskynsel van die problem dui aan dat regstellende en beskermende maatreëls tot dusver onsuksesvol was. Die meeste navorsing oor geweld in verpleging is egter tot dusver onder gekwalifiseerde verpleegkundiges gedoen. Die doel van hierdie studie was om die omvang van werksplek-geweld, met studenteverpleegkundiges as teikengroep, in die kliniese areas na te vors. Die studie is by die Wes-Kaap Kollege van Verpleging uitgevoer en die populasie was al die tweede, derde en vierde-jaar, voor-registrasie studente. Die geformuleerde navorsingsdoelwitte vir die studie het verskeie aspekte aangespreek, soos byvoorbeeld, tipe, frekwensie, die uitvoerders van geweld, gevolge en die hantering van werksplek-geweld. ‘n Kwantitatiewe navorsingsontwerp, met gebruikmaking van ’n opname, is vir die studie geselekteer. ‘n Waarskynlikheidsteekproef van n = 255 studente is deur middel van gestratifiseerde, ewekansige steekproefneming geselekteer. Geslag en jaar van studie was as die veranderlikes vir stratifikasie gekies. Die instrument vir data-insameling was ‘n self-voltooide vraelys, gebaseer op die literatuurstudie en gerig deur die navorsingsdoelwitte. Opsommende statistieke is aangewend om die veranderlikes te beskryf, terwyl die verspreidings van veranderlikes in die vorm van histogramme of frekwensie-tabelle aangebied is. Waar toepaslik, is die verhoudings tussen demografiese en navorsingsveranderlikes met behulp van toepaslike statistiese analises beskryf. Die bevindinge het onthul dat die pleeg van nie-fisiese geweld teenoor studenteverpleegkundiges algemeen voorkom, veral daardie deur mede-personeel, meer spesifiek geregistreerde, staf– en assistent verpleegundiges. Die onderrapportering van werksplek-geweld was ‘n algemene bevinding. Studenteverpleegkundiges ly aan erge emosionele gevolge, as gevolg van werksplek-geweld. Byna die helfte van die respondente het erken dat hulle oorweeg het om die beroep te verlaat en dat sodanige geweld hul standaard van pasiëntsorg negatief beinvloed het. Die oorkoepelende gevolgtrekking was dat studenteverpleegkundiges, in ooreenstemming met ‘n wêreldwye neiging onder alle kategorieë van verpleegkundiges, die teiken van werksplek-geweld in die kliniese areas is. Hierdie bevindinge hou spesifieke implikasies vir die bestuur van verpleegonderriginrigtings in. Die feit dat studenteverpleegkundiges tot die mate, soos in die studie onthul, geteiken word, het aangetoon dat bestaande voorkomende maatreëls in die kliniese areas oneffektief is. Die voorstelle vanuit hierdie studie is dus daarop gerig om die ontvanklike nuweling toe te rus om werksplek-geweld teë te staan. As sulks is die voorstelle gemik op die bestuur van die verpleegonderrig-inrigting, om bewustheid rondom die probleem te skep, om studente te bemagtig om geweld te konfronteer en te hanteer, en om studente, wat as gevolg van werksplek-geweld getraumatiseer is, te ondersteun. Laastens word moontlikhede vir verdere navorsing voorgestel, soos byvoorbeeld, navorsing in dieselfde omgewing na die implementering van die voorstelle, of verdere navorsing in die dinamika van werksplek-geweld teenoor studenteverpleegkundiges, vanuit die perspektief van gekwalifiseerde verpleegpersoneel of pasiënte.
Clark, Rebecca Culver. "Clinical decision making by beginning nurses: a naturalistic study." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/37767.
Full textVan, Wyngaarden Angeline. "Educational practices for promoting student nurses' clinical reasoning skills." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61674.
Full textThesis (PhD)--University of Pretoria, 2017.
Nursing Science
PhD
Unrestricted
Astley-Cooper, Jean. "The lived experiences of student nurses in clinical placement." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42762.
Full textTyne, Sheila. "Critical Thinking and Clinical Judgment in Novice Registered Nurses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4822.
Full textLulloff, Amanda J. "Nutrition Related Clinical Decision Making of Pediatric Oncology Nurses." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107898.
Full textPurpose: The purpose of this study is to investigate staff nurses’ clinical decision making (CDM) regarding pediatric oncology patients’ nutritional status. Background: Malnutrition, both under- and over-nutrition, in children can lead to significant morbidity and even mortality. Pediatric cancer patients are at high risk for malnutrition secondary to the disease process and treatment side effects; malnutrition in pediatric oncology patients is associated with poorer outcomes. Pediatric oncology nurses, with frequent and consistent contact with patients, are in an ideal position to assess nutritional status. Early identification and intervention for nutritional concerns in patients has been shown to improve outcomes. However, research on the quality of pediatric oncology nurses’ CDM regarding nutritional status does not exist. Methods: A web-based survey was distributed to members of the Association of Pediatric Hematology Oncology Nurses; it was comprised of three sections: a demographic data collection form, pediatric oncology nutrition related vignettes, and the New General Self-Efficacy Scale. The vignettes were rated on a one to five scale with one being under-nourished and 5 being over-nourished. Participants were asked to report their confidence in their rating and select cues in the vignette supporting the rating. A multi-level regression analysis was utilized to assess the quality of nurses’ CDM, the confidence of the nurses’ CDM, and the factors associated with CDM. Results: No nurse or organizational factors could be identified as useful in predicting the accuracy of the participants’ nutritional rating; however, nurses were significantly likely to under-rate the vignette when comparted with the expert panel’s rating. Nurses were significantly likely to select fewer cues supportive of nutritional rating than the expert panel. Conclusions: Further research regarding nutritional assessment and nurses’ clinical decision making is warranted. Evidence-based guidelines for nutritional assessment of pediatric oncology patients should be developed and implemented to ensure this patient population receives the highest quality of care
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
Rose, Anna-Karin. "Newly Graduated Nurses’ Experiences Of The Intervention Practitioner Training Nurse. : A Qualitative Interview Study." Thesis, Malmö universitet, Institutionen för vårdvetenskap (VV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42164.
Full textButhelezi, Sibusiso. "Clinical learning experiences of university male student nurses during their placement in a clinical setting." University of the Western Cape, 2014. http://hdl.handle.net/11394/4174.
Full textAn increasing number of males is entering the nursing profession. The researcher in his position as a clinical supervisor at the School of Nursing at the University of the Western Cape (UWC), through informal ward rounds with student nurses in the wards, has received concerns raised by male student nurses regarding their dissatisfaction with their clinical learning. Given the paucity of literature about the experiences of males working in a profession dominated by females, the researcher embarked on this study to understand how male student nurses experienced the clinical learning environment. The aim of the study was to explore and describe the lived clinical learning experience of male student nurses during their experiential learning in the clinical setting. A descriptive phenomenological design was used. Purposive sampling was used to select participants from the second, third and fourth year of their study. Three focus group discussions, consisting of six participants per group were used to collect data. One open-ended question guided the interviews. Focus group discussions were audio-recorded and transcribed verbatim. Data analysis was conducted by means of Colaizzi`s (1978) seven steps method of qualitative analysis. Three major themes identified focused on the experiences regarding the constraints in the learning environment, the impact on the self and social support of students working in a female dominated profession. The participants in this study were male students only, but after looking at the findings and literature, the problem of not being given opportunities to practise clinical skills in a clinical learning environment, particularly according to their level of study, is a problem that faces both male and female students. The findings indicate that male nurses do have different experiences compared to female nurses because of their masculinity, hence they are limited in the care that they can provide to female patients.
Poon, Wai Sha. "Staged participation : student nurses' and clinical facilitators' perceptions of the clinical learning environment in Macau." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20988.
Full textWinfield, Catherine V. "Clinical decision making in district nursing." Thesis, University of Surrey, 1998. http://epubs.surrey.ac.uk/2830/.
Full textMhlongo, Eva Otshepeng. "Perceptions of Registered Nurses regarding nurse-nurse communication during bedside clinical handover in a private hospital in Mpumalanga Province." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/75025.
Full textDissertation (MNurs)--University of Pretoria, 2020.
Nursing Science
MNurs (Nursing Management)
Unrestricted
Mwilila, Mary Chandeu. "Work-related low back pain among clinical nurses in Tanzania." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8701_1271624569.
Full textLow back pain (LBP) is a significant problem among the nursing population worldwide. Manual lifting and shifting of heavy objects and patients are primary contributing factors. Nurses are supposed to be knowledgeable about the risk factors and preventive measures and effectively apply it into practice to prevent them from sustaining back injuries. Strategies to reducing the incidences of LBP in nurses have been previously implemented but with little outcomes. The purpose of this study was to explore the relationship between occupational risk factors and the prevalence of LBP in nurses at MOI, Tanzania. Therefore, the study examined
the prevalence of LBP amongst nurses, work-related risk factors contributing to LBP, knowledge and effectiveness of back care techniques, and barriers to effective back care techniques in clinical nurses.
Calman, Lynn Ann. "Patients' views of nurses' clinical competence : a grounded theory approach." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24043.
Full textHo, Wai Yu. "Nurses' use of iPads for clinical documentation : a usability study." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45686.
Full textHermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.
Full textDepartment of Educational Leadership
Bignell, Vivien. "The promotion of continence : implementing clinical guidelines for community nurses." Thesis, University of Surrey, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423535.
Full textSuiter, S. R. "Factors influencing Western Australian clinical registered nurses in discharge planning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1166.
Full textL'Ecuyer, Kristine Marie. "Attitudes of staff nurse preceptors related to the education of nurses with learning disabilities in clinical settings." Thesis, Saint Louis University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624082.
Full textThis dissertation presents a quantitative study of the attitudes of staff nurse preceptors toward nursing students with learning disabilities. There are an increased number of nursing students with learning disabilities. These students may have additional challenges in clinical settings, particularly if clinical settings do not understand or support their educational needs. Stigma exists towards people with learning disabilities, and it is unclear if staff nurse preceptors are accepting of nursing students with learning disabilities and willing to serve as a preceptor.
Attitude was measured with the following four constructs developed for this study: perceived levels of preceptor preparedness, level of confidence in implementation of preceptor role, preceptor beliefs of student potential, and agreement with the provision of reasonable accommodations. These constructs were developed through a review of the literature and found to best represent the dynamic relationship between the preceptor and the preceptee.
This study analyzed data from an electronic survey to examine the preceptor's attitudes towards learners with learning disabilities and their willingness to serve in the preceptor role for students with learning disabilities. Preceptor's familiarity with learning disabilities, knowledge of issues related to learning disabilities, and their concerns regarding nursing students and new graduate nurses with learning disabilities were assessed. The preceptor's familiarity with learning disabilities and knowledge of issues related to learning disabilities were low, and their concerns were high. However their attitudes were mixed. Preceptors reported that they were not well prepared and had low levels of confidence in their ability to support and accommodate those with learning disabilities. However, they had strong beliefs in the potential of both nursing students and new graduate nurses with learning disabilities, and they had high levels of agreement that reasonable accommodations should be provided.
The preceptors indicated a high willingness to serve in the role of preceptor for both nursing students and new graduate nurses with learning disabilities. Attitudes toward new graduate nurses with learning disabilities were slightly more positive than the attitudes toward nursing students with learning disabilities, and willingness to precept was higher for new graduate nurses than nursing students. The conclusions of this research are that preceptors are accepting and willing to take on the challenge of precepting nursing students with learning disabilities, however they need information and support from their institutions and nurse educators.
Suzuki, Kerry. "Perceptions of the Role of Nurses in Providing Psychosocial Care for Patients with Cancer." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/910.
Full textChutkan, Sophia S. "Preferences of dietitians and nurses for artificial nutrition and hydration." FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/2363.
Full textMiller, James Alexander. "An investigation into the management of clinical incidents involving qualified nurses." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/24980.
Full textYeo, Jenny. "Influences on self-evaluation during a clinical skills programme for nurses." Thesis, University of Newcastle upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438356.
Full textHowell, J. "An analysis of the involvement of community nurses in clinical governance." Thesis, University of Edinburgh, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.652633.
Full textDuncan-Grant, Alec. "Clinical supervision activity among mental health nurses : a critical organizational ethnography." Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299192.
Full textGodwin, James Malcolm. "What, how and from whom student nurses learn in clinical practice." Thesis, Manchester Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414840.
Full textLoMonaco, Marina Lucia. "Investigation of registered nurses' clinical decision-making processes in aged care." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/82226bdbfa1530c6d8ab4af6a353544c82d3bc780769c21c2f7a712a069d908e/2826137/201404_Marina_LoMonaco__PhD_FINAL_28Feb2015pdf.pdf.
Full textSehume, Gloria Gaogakwe. "Ethical decision-making the experience of nurses in selected clinical settings /." Diss., Pretoria :b [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05132009-125706.
Full textStahley, Amy. "Lived Experience of Post-licensure Nurses in a Perioperative Clinical Rotation." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/55.
Full textMochaki, Nare William. "Clinical teaching by registered nurses." Diss., 2001. http://hdl.handle.net/10500/2457.
Full textHealth Studies
M.A. (Nursing Science)