Relevant bibliographies by topics / Degree Discipline: Nursing

Academic literature on the topic 'Degree Discipline: Nursing'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Degree Discipline: Nursing"

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Yancey, Nan Russell. "Collaboration in Teaching-Learning: Honoring the Wisdom of Diverse Perspectives." Nursing Science Quarterly 32, no. 4 (September 12, 2019): 278–82. http://dx.doi.org/10.1177/0894318419864329.

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As complexity challenges healthcare providers across disciplines, calls arise for greater collaboration across settings and disciplines. In this column, the importance of honoring the wisdom of the diverse perspectives of collaborators with varying educational and experiential backgrounds is explored. For authentic collaboration to be possible, collaborators must have a solid theoretical, scientific, and experiential foundation within their particular discipline. The challenge for nurse faculty is to prepare students for collaboration by providing teaching-learning opportunities for building a solid foundation in the discipline, being clear about the distinctions across disciplines as well as the distinctions among the many degree levels within nursing.
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López-Montesinos, Mª José, and Loreto Maciá-Soler. "Doctorate nursing degree in Spain." Revista Latino-Americana de Enfermagem 23, no. 3 (June 2015): 372–78. http://dx.doi.org/10.1590/0104-1169.0512.2567.

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Analytical and descriptive study of the process of change being experienced in the Spanish university system over the last decade (2005-2014).OBJECTIVE: To describe the structural changes occurring in Nursing Education in Spain, reaching access to doctoral studies from the European Convergence Process and the subsequent legislative development.METHODOLOGY: Bibliographical review of royal decrees and reference literature on the subject of study and descriptive analysis of the situation.RESULTS: Carries various changes suffered in the curricula of nursing education in the last decade, the legislation of the European Higher Education sets the guidelines for current studies of Masters and Doctorates.CONCLUSIONS: The implementation of the Master and Doctorate stages after a basic degree, which is now possible with the new legislation. A formal beginning made of scientific nursing in order to generate their own lines of research led by Doctors of nursing who can integrate in research groups under the same condition as other researcher, yet now, from the nursing discipline itself.
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Considine, Julie, Tony Walker, and Debra Berry. "Development, implementation and evaluation of an interprofessional graduate program for nursing–paramedicine double-degree graduates." Australian Health Review 39, no. 5 (2015): 595. http://dx.doi.org/10.1071/ah14258.

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Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a ‘purpose built’ graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession. What is known about the topic? There are no employment models that facilitate integrated graduate practice in both nursing and paramedicine. The lack of innovative employment models for double-degree graduates means that current graduate program structures force double-degree graduates to practice in one discipline, negating the intent of a double degree. What does this paper add? This is the first time that a graduate program specifically designed for double-degree graduates with qualifications as Registered Nurses and Paramedics has been developed, delivered and evaluated. This paper confirms that graduate programs spanning two health disciplines are feasible. What are the implications for practitioners? Even with a graduate program specifically designed to span nursing and paramedicine, traditional organisational structures still hamper double-degree graduates using all their skills to full capacity, and force the selection of one dominant profession.
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Fawcett, Jacqueline. "Thoughts About Teaching: A Nursing Discipline–Specific Perspective of Lifespan Growth and Development." Nursing Science Quarterly 35, no. 4 (September 28, 2022): 494–97. http://dx.doi.org/10.1177/08943184221115110.

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This essay addresses a nursing discipline- specific approach to teaching a course about lifespan growth and development. This course may be a requirement for the baccalaureate degree in nursing, offered as a pre-requisite to the nursing major or relevant content may be integrated into clinical courses. Noteworthy is that the content for the course frequently is drawn from the field of developmental psychology. In this essay, I offer a nursing-discipline specific approach guided by Meleis’ transitions framework and the Roper-Logan-Tierney model of nursing based on activities of daily living.
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Kusa, O. "Formation of structure and content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical care”, educational degree of junior specialist at higher medical educational institutions." Bukovinian Medical Herald 25, no. 1(97) (May 26, 2021): 108–14. http://dx.doi.org/10.24061/2413-0737.xxv.1.97.2021.16.

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The objective of the article - to acquaint teachers of medical educational institutions, including higher, at which professional medical colleges are created with a course of academic discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist.Material and methods. This article describes the academic discipline “Obstetrics” which is an important subject for the professional development of future physicians.Results. The content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist, includes the program which describes the content of educational material, requirements for the organization of its mastering and educational and methodical complex are formulated.Conclusion. Developed program and teaching methods contribute to the formation of professional competence for future specialists. Learned in the process of studying the discipline of knowledge and skills determine the readiness of the paramedic for professional activities, allow to apply their set effectively and competently apply medical interventions in various obstetric conditions.
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Gathman, Patrick C., Nicole R. Grabowski, Julia Wallace Carr, and Mikel K. Todd. "Campus Recreation Use and Health Behaviors among College Students in Different Academic Disciplines." Recreational Sports Journal 41, no. 1 (April 2017): 87–99. http://dx.doi.org/10.1123/rsj.2016-0011.

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Physical activity, campus recreation (CR) use, body mass index (BMI), and varied health indices were compared between academic discipline groups and sex. Participants ( n = 219) were classified as AD I (kinesiology and physical education majors), AD II (health science majors and nursing majors), and AD III (representative sample of non-health-related majors) to make between-group comparisons based on the amount of emphasis placed on physical activity and health-related content within different disciplines. Significant differences ( p < .05) were found between the academic discipline groups for International Physical Activity Questionnaire scores, CR minutes, CR days, CR time per day, vigorous physical activity (VPA), and perceived-health score; and between sex for BMI, VPA, sitting, fiber intake, and fruit and vegetable intake. The results indicate a positive relationship between the emphasis placed physical activity and health within an academic discipline and the degree to which students participate in physical activity, positive health behaviors, and perceived health.
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Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (October 11, 2016): 422–30. http://dx.doi.org/10.4102/hsag.v21i0.1001.

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Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.
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Gómez, Gloria Margarita Ruiz, Manuel Antonio López Cisneros, Juan Yovani Telumbre Terrero, Alma Delia Sánchez Rivero, and Karen Doribel López Hernández. "El Pensamiento Crítico y Reflexivo desde la Percepción de los Estudiantes de la Licenciatura en Enfermería." European Scientific Journal, ESJ 14, no. 27 (September 30, 2018): 102. http://dx.doi.org/10.19044/esj.2018.v14n27p102.

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The nursing profession has gone through a process of professionalization in the last decades, which allows to recognize that Nursing emerged as a social activity that has been institutionalized, both in its training and in its work practice, affirming itself as a science, profession, discipline and art. Nursing professionals must generate, promote and apply reflective and critical thinking in their actions, professional, ethical, humanistic and technological (Cardenas, 2015). The objective of this study is to describe the reflexive and critical thinking of the students of the Degree in Nursing of the Faculty of Health Sciences. This is a qualitative study, carried out with 5 students of the faculty of health sciences, we used a representative sample of students who are attending the 2nd, 4th and 8th semester of Nursing Degree. Data were collected through a semi-structured interview (Face to Face). Results: From the constant comparison of data analysis emerged the subcategories 1) critical thinking; 2) reflective thinking; 3) decision making; 4) reflective practice. Conclusions: The results of this study achieved the objective of describing reflective thinking and critical thinking in students of the Nursing Degree in the Faculty of Health Sciences. We identified the empirical categories of the study phenomenon that represents the result attributed to the perception of Critical and Reflective thinking. This resulted in four interrelated sub-categories, reflective thinking, critical thinking, decision-making and reflective practice.
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Santos, Teresa Celia de Mattos Moraes dos, Maria Angela Boccara de Paula, and Fernanda Testa Santos. "Internship curricular: professors' perception of the nursing professional area." Revista de Enfermagem UFPE on line 4, no. 2 (March 29, 2010): 484. http://dx.doi.org/10.5205/reuol.622-7350-1-le.0402201005.

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ABSTRACTObjective: learning the perceptions of teachers of nursing in the area of professional discipline curricular undergraduate course in Nursing. Methodology: this is a descriptive and exploratory study from quantitative approach. The sample performed by 19 teachers and data collection was conducted from June to July 2008, with a questionnaire. The results were analyzed and discussed according to the literature. This study was approved by the Ethics and Research of the University of Taubaté/UNITAU (protocol number 136/08). Results: indicates that, for teachers, the goal of the discipline is to develop activities that have worked in the first three years of graduation, and it is very important for the development of future career opportunities because it offers the experience of practice. There is the opportunity to develop responsibility and autonomy for the stage, encouraging the formation of a professional critic and reflective. Conclusion: this study will contribute to reflection on the importance of interaction and participation by all those involved in the training of professional nurses, especially regarding the development of the discipline of the curricular, enabling new approaches that allow improving the quality of teaching degree in Nursing. Descriptors: education; stage curriculum; nursing; methods; tendencies; organization; administration. RESUMOObjetivo: conhecer as percepções dos professores de enfermagem da área profissionalizante sobre a disciplina estágio curricular do curso de graduação em Enfermagem. Metodologia: estudo descritivo e exploratório com abordagem quantitativa. A amostra foi de 19 professores e a coleta de dados foi de junho a julho de 2008, com um questionário. Os resultados foram analisados e discutidos de acordo com a literatura. Este estudo foi aprovado pelo Comitê de Ética e Pesquisa da Universidade de Taubaté/UNITAU (número de registro 136/08). Resultados: indicam que, para os professores o objetivo da disciplina é desenvolver atividades já trabalhadas nos três primeiros anos da graduação e, que é de suma importância para o desenvolvimento do futuro profissional pois oferece possibilidades da vivência da prática. Há oportunidade para desenvolverem responsabilidade e autonomia durante o estágio, favorecendo a formação de um profissional crítico e reflexivo. Conclusão: esse estudo contribuirá à reflexão sobre a importância do entrosamento e participação efetiva de todos os envolvidos no processo de formação do profissional enfermeiro, especialmente no que tange o desenvolvimento da disciplina do estágio curricular, viabilizando novos olhares que possibilitem melhorar a qualidade do ensino de graduação em Enfermagem. Descritores: educação; estágio curricular; enfermagem; métodos; tendências; organização; administração.RESUMENObjetivo: conocer las percepciones de los profesores de enfermería del área profesionalizante sobre la asignatura estagio curricular del curso de graduación en Enfermería. Metodología: estúdio descriptivo y exploratorio con abordage quantitativo. La muestra fue compuesta por 19 profesores y la coleta de datos fue realizada en los meses de junio y julio de 2008, con un cuestionário. Los resultados fueron analisados y discutidos de acuerdo con la literatura. Este estudio fue aprovado pero Comitê de Ética e Pesquisa de la Universidad de Taubaté /UNITAU (número de registro 136/08). Resultados: indican que, para os profesores, el objetivo de la asignatura es desarrollar actividades ya trabajadas em los tres primeros años de la graduación, y que es de máxima importancia para el desarrollo del futuro profesional pues ofrece posibilidades de vivencia de la práctica. Hay oportunidad para desarrollar responsabilidad y autonomía durante el estagio, favoreciendo la formación de un profesional crítico y reflexivo. Conclusión: ese estudio contribuirá a la reflexión sobre la importancia del entrosamiento y participación efectiva de todos los involuncrados en el proceso de formación del profesional enfermero, especialmente en lo que tange al desarrollo de la asignatura del estagio curricular, viabilizando nuevas miradas que posibiliten mejorar la cualidad de la enseñanza de graduación en Enfermería. Descriptores: educación; estagio curricular; enfermería; métodos; tendencias; organización; administración.
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Beserra, Eveline Pinheiro, Lana Barroso Melo Camelo, Liana Mara Rocha Teles, Jessyca Elaine Chagas Barbosa, Viviane Mamede Vasconcelos Cavalcante, Fabiane do Amaral Gubert, and Mariana Cavalcante Martins. "Realistic simulation in immunization: satisfaction, self-confidence and performance of nursing students." Rev Rene 21 (September 25, 2020): e44514. http://dx.doi.org/10.15253/2175-6783.20202144514.

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Objective: to analyze satisfaction, self-confidence and performance of nursing students in realistic immunization simulation. Methods: quasi-experimental study, using the Immunization Checklist and Student Satisfaction and Self-confidence in Learning Scale, with 72 students, divided into Group 1 (38 seventh semester students who have not yet been in the field of practice in the Child Health discipline) and Group 2 (34 ninth semester students). Results: there was no difference between groups in terms of immunization performance (t-test: 1.701; p=0.096), as well as in terms of the degree of performance (Likelihood Ratio: 1.939; p=0.164). There was a significant difference when assessing satisfaction and self-confidence in learning (t-test: 2.346; p=0.023). Conclusion: the previous practice of immunization in the field of practice did not influence the performance of nursing students during the realistic simulation, but it did interfere with satisfaction and self-confidence in learning.
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Dissertations / Theses on the topic "Degree Discipline: Nursing"

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Reid, Helen. "The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2505/.

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In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.
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Books on the topic "Degree Discipline: Nursing"

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Garland, Ann F. Pursuing a Career in Mental Health. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197544716.001.0001.

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Many people are interested in pursuing a career in mental health but may be uncertain about career options. This book helps to identify the best educational path for their interests and prepare for success. Throughout, mental health professionals share inspiring wisdom to build realistic expectations and highlight key decision points. Comprehensive information about the disciplines of counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work is provided, along with an expansive array of job possibilities. Practical guidance about master’s versus doctoral degrees, graduate admissions success, educational costs, and salary projections is offered. Readers learn about how diversity and inclusion issues as well as laws and ethics impact mental health and how to prevent career burnout. Thought-provoking chapters promote balanced respect for both the healing art and the science of mental health and forecast innovations that will shape the field into the future. Finally, multimedia resources are recommended to boost career preparedness.
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Book chapters on the topic "Degree Discipline: Nursing"

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Kain, Victoria J. "Internationalisation of the Curriculum in an Undergraduate Nursing Degree." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 205–17. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_16.

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Huedo, Maria Luisa Siera, Enrique Uldemolins Julve, and Cayetano Fernández Romero. "The Experience of Internationalising the Curriculum in a Spanish Nursing Degree Program." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 235–48. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_18.

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Haugan, Gørill, and Jessie Dezutter. "Meaning-in-Life: A Vital Salutogenic Resource for Health." In Health Promotion in Health Care – Vital Theories and Research, 85–101. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_8.

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AbstractBased on evidence and theory, we state that facilitating and supporting people’s meaning-making processes are health promoting. Hence, meaning-in-life is a salutogenic concept.Authors from various disciplines such as nursing, medicine, psychology, philosophy, religion, and arts argue that the human search for meaning is a primary force in life and one of the most fundamental challenges an individual faces. Research demonstrates that meaning is of great importance for mental as well as physical well-being and crucial for health and quality of life. Studies have shown significant correlations between meaning-in-life and physical health measured by lower mortality for all causes of death; meaning is correlated with less cardiovascular disease, less hypertension, better immune function, less depression, and better coping and recovery from illness. Studies have shown that cancer patients who experience a high degree of meaning have a greater ability to tolerate bodily ailments than those who do not find meaning-in-life. Those who, despite pain and fatigue, experience meaning report better quality-of-life than those with low meaning. Hence, if the individual finds meaning despite illness, ailments, and imminent death, well-being, health, and quality-of-life will increase in the current situation. However, when affected by illness and reduced functionality, finding meaning-in-life might prove more difficult. A will to search for meaning is required, as well as health professionals who help patients and their families not only to cope with illness and suffering but also to find meaning amid these experiences. Accordingly, meaning-in-life is considered a vital salutogenic resource and concept.The psychiatrist Viktor Emil Frankl’s theory of “Will to Meaning” forms the basis for modern health science research on meaning; Frankl’s premise was that man has enough to live by, but too little to live for. According to Frankl, logotherapy ventures into the spiritual dimension of human life. The Greek word “logos” means not only meaning but also spirit. However, Frankl highlighted that in a logotherapeutic context, spirituality is not primarily about religiosity—although religiosity can be a part of it—but refers to a specific human dimension that makes us human. Frankl based his theory on three concepts: meaning, freedom to choose and suffering, stating that the latter has no point. People should not look for an inherent meaning in the negative events happening to them, or in their suffering, because the meaning is not there. The meaning is in the attitude people choose while suffering from illness, crises, etc.
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Garland, Ann F. "Choosing a Discipline and Degree to Pursue." In Pursuing a Career in Mental Health, 46–66. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197544716.003.0005.

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One of the biggest challenges for someone interested in pursuing a career in mental health is to determine which discipline and degree path is the best fit for their particular interests, academic background, timeline, and budget. The goal of this chapter is to provide the information needed to make this decision. A summary of each of the following major disciplines is provided: counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work. For each discipline there is an overview of what makes it distinct from the others, as well as details on graduate school admissions criteria for that discipline, licensure pathways, subspecialties, and suggestions regarding the best fit with specific interests. Implications of master’s versus doctoral degrees are also presented. Finally, resources for learning more about each discipline and the associated professional organizations are recommended.
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Clarke, Victoria, and Walsh Andrew. "Community mental health nursing care of a person with complex needs." In Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.003.0010.

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In this chapter we will consider the care of a person living in the community with complex needs. In the past, the majority of people who suffered from severe and enduring mental health problems would almost certainly have spent their lives living in institutionalized care. Today, the majority of people with such problems live in the community, and the issue of how well (or not) they are supported is a critical one for those working as part of a community mental health team. In this chapter we introduce ‘Anthony’, a service user who has a long history of mental health problems. Anthony lives alone, and apart from his brother David, he has little contact with other people. Anthony has been referred to mental health services following a long period in which he has been having a depot injection from the nurse at his GP’s surgery. He has a complex range of problems including harassment from local youths, possible physical ill health, and housing problems, as well as a deterioration in his mental health state. In the UK, the move from hospital-based care towards a more community-oriented model is a relatively recent one. Many of the care practices and attitudes you may encounter today have their roots in an institutionalized model. From the 1840s onwards a system of ‘lunatic asylums’ was developed, the intention being that these should provide a humane and morally disciplined environment for those identified as needing care for mental health problems. They were oft en linked to county asylums and workhouses and became associated in the public view with both poverty and ‘madness’. For ordinary people at this time of great industrial and social change, working conditions were harsh and the asylum policy was intended to provide a degree of social control (Rogers and Pilgrim 2001). A popular ditty of the time illustrates some of the prevailing attitudes:… Outside the lunatic asylum, I was there and I was breaking stones, When up popped a lunatic and said to me ‘Good morning Mr Jones, How much a week do you get for doing that?’ ‘Sixteen shillings’ I cried, ‘That’s not enough to keep a wife and six kids, Step inside you silly fella, step inside’. (Anon)…
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"A study of 207 graduate business students found that 80% had engaged in at least one of 15 unethical academic practices as a graduate student (Brown, 1995). These students also perceived themselves as more ethical than their undergraduate counterparts, although they had similar rates of academic dishonesty. Because the research conducted among various graduate schools has been lim-ited in scope, we systematically investigated the definition, prevalence, perceived prevalence, and severity of, as well as justifications for and expected responses to, academic dishonesty at the graduate level using the same approach as LaGrange (1992). These issues were assessed and compared from the perspectives of students and faculty representing multiple disciplines within the university. Students', fac-ulty members', and administrators' ideal and realistic expectations of how cheating would be handled were also examined. Finally, the relation between academically dishonest behavior and student demographic variables was examined. METHOD Procedure A sample of students, faculty, and administrators at the graduate and professional school level was obtained from a large, private, religiously affiliated Midwestern university. All programs were invited to participate in this research, and 22 pro-grams agreed to participate. Students, faculty, and administrators all received pack-ets that contained a recruitment letter, a survey, two answer sheets, and an envelope for returning the survey via intercampus mail. Respondents were asked to return the surveys unmarked if they did not want to complete them. Surveys were placed in the campus mailboxes of 2,669 graduate students. One department did not have mailboxes and consequently 83 surveys were distributed via U.S. mail. Surveys were distributed to 387 faculty and 50 administrators via intercampus mail. Participants Survey instruments were sent to 2,752 students, with 246 students returning com-pleted surveys for a return rate of 8.9%. The student group is made up of students representing all year levels, working toward a variety of graduate degrees (MA, MS, JD, MD, and PhD), and representing the social sciences, natural sciences, hu-manities, health sciences, nursing, law, and medicine. Survey instruments were sent to 387 faculty, with 49 faculty returning com-pleted surveys for a return rate of 12.6%. The faculty sample was 61.2% men, and included 34 (69.4%) tenured faculty and 15 (30.6%) nontenure-track faculty. Sev-enty-seven percent of the faculty were either associate or full professors. The ma-." In Academic Dishonesty, 75–80. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-13.

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Conference papers on the topic "Degree Discipline: Nursing"

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Ings, Welby. "Beyond the Ivory Tower: Practice-led inquiry and post-disciplinary research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.171.

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This address considers relationships between professional and postdisciplinary practices as they relate to practice-led design research. When viewed through territorial lenses, the artefacts and systems that many designers in universities develop can be argued as hybrids because they draw into their composition and contexts, diverse disciplinary fields. Procedurally, the address moves outwards from a discussion of the manner in which disciplinary designations, that originated in the secularisation of German universities during the beginning of the nineteenth century, became the template for how much knowledge is currently processed inside the academy. The paper then examines how these demarcations of thought, that included non-classical languages and literatures, social and natural sciences and technology, were disrupted in the 1970s and 1980s, by identity-based disciplines that grew inside universities. These included women’s, lesbian and gay, and ethnic studies. However, of equal importance during this period was the arrival of professional disciplines like design, journalism, nursing, business management, and hospitality. Significantly, many of these professions brought with them values and processes associated with user-centred research. Shaped by the need to respond quickly and effectively to opportunity, practitioners were accustomed to drawing on and integrating knowledge unfettered by disciplinary or professional demarcation. For instance, if a design studio required the input of a government policymaker, a patent attorney and an engineer, it was accustomed to working flexibly with diverse realms of knowledge in the pursuit of an effective outcome. In addition, these professions also employed diverse forms of practice-led inquiry. Based on high levels of situated experimentation, active reflection, and applied professional knowing, these approaches challenged many research and disciplinary conventions within the academy. Although practice-led inquiry, argued as a form of postdisciplinarity practice, is a relatively new concept (Ings, 2019), it may be associated with Wright, Embrick and Henke’s (2015, p. 271) observation that “post-disciplinary studies emerge when scholars forget about disciplines and whether ideas can be identified with any particular one: they identify with learning rather than with disciplines”. Darbellay takes this further. He sees postdisciplinarity as an essential rethinking of the concept of a discipline. He suggests that when scholars position themselves outside of the idea of disciplines, they are able to “construct a new cognitive space, in which it is no longer merely a question of opening up disciplinary borders through degrees of interaction/integration, but of fundamentally challenging the obvious fact of disciplinarity” (2016, p. 367). These authors argue that, postdisciplinarity proposes a profound rethinking of not only knowledge, but also the structures that surround and support it in universities. In the field of design, such approaches are not unfamiliar. To illustrate how practice-led research in design may operate as a postdisciplinary inquiry, this paper employs a case study of the short film Sparrow (2017). In so doing, it unpacks the way in which knowledge from within and beyond conventionally demarcated disciplinary fields, was gathered, interpreted and creatively synthesised. Here, unconstrained by disciplinary demarcations, a designed artefact surfaced through a research fusion that integrated history, medicine, software development, public policy, poetry, typography, illustration, and film production.
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