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Academic literature on the topic 'Graduate School of Nursing'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Graduate School of Nursing"

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Patzer, Brady, Elizabeth H. Lazzara, Joseph R. Keebler, Maha H. Madi, Patricia Dwyer, Alicia A. Huckstadt, and Betty Smith-Campbell. "Predictors of Nursing Graduate School Success." Nursing Education Perspectives 38, no. 5 (2017): 272–74. http://dx.doi.org/10.1097/01.nep.0000000000000172.

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Oyama, Yumiko, and Rumi Maeda. "Cross-sectional online survey of nursing graduates’ academic difficulties and related factors." Journal of Nursing Education and Practice 7, no. 9 (April 12, 2017): 61. http://dx.doi.org/10.5430/jnep.v7n9p61.

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Objective: The aim was to explore the ratio of and differences in academic difficulties experienced by nursing graduates with associate or diploma degrees and baccalaureate degrees and the factors related to these difficulties.Methods: A quantitative cross-sectional online survey was conducted with graduate students in the master’s program in nursing from 144 graduate schools throughout Japan. Data were collected from November 2014 to December 2014. Of 1,366 potential respondents, 304 completed the survey (22.3%) and the data of 268 respondents who met the criterion were included in analysis. Experience of academic difficulties was regressed onto characteristics of respondents, such as nursing degree, Self-Directed Learning Readiness (SDLR) score, and having experience in academic activities.Results: Of the respondents, 227 (84.7%) reported they have always or frequently experienced academic difficulties. However, there was no difference in the extent of academic difficulties experienced by respondents with the different nursing degrees. Not having experience in academic activities (odds ratio [OR] = 2.05; 95% confidence interval [CI], 1.02-4.25) and reporting SDLR score less than 150 points (OR = 2.40; 95% CI, 1.18-4.83) were significantly associated with academic difficulties in the graduate school.Conclusions: Most respondents experienced academic difficulties. To promote effective education in the graduate school, pre-educational programs conducted by universities where students can gain experience in academic activities may be effective in reducing academic difficulties experienced by them. Simultaneously, examining how to inculcate an autonomous learning attitude is necessary for both nursing graduate students and graduate schools.
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Zhu, Shuzhen, Jie Hu, Kenneth J. Gruber, Guangwu Li, Li Li, and Yuye Ke. "Knowledge, attitude and intentions towards nursing profession among Chinese high school graduates in central China." Journal of Nursing Education and Practice 12, no. 2 (October 18, 2021): 72. http://dx.doi.org/10.5430/jnep.v12n2p72.

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Background and objective: Current nursing shortages and low willingness of young people to choose nursing as a career are of major concern in many countries. This study examined the knowledge, attitude and intention towards the nursing profession among high school graduates in China and factors associated with graduate’ intention to enroll in nursing program.Methods: A cross-sectional study was conducted using a random sampling. A total of 3764 high school graduates of selected schools in Central China participated in the study. Data were collected with online survey including demographics, knowledge of and attitude towards nursing and intention to choose nursing. Pearson’s correlations and Hierarchical regression analyses were performed.Results: Less than 10% of the participants expressed interest in a future career in nursing. Knowledge and attitude about nursing were positively associated with intention to study nursing. Both patents’ education, family income and attitude significantly predicted intention to study nursing in the hierarchy regression model (p < .001).Conclusions: Recruitment and retention strategies need to focus on addressing improving knowledge about the roles of nurse among high school students. Nursing administrators and educators should provide information about nursing profession on Websites and social media or programs for high school students with early clinical exposure to nursing to increase their knowledge and change their attitudes toward nursing.
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Pajarillo, Edmund J. Y., and Kimberly H. Korn. "Equitable academic preparation: A structured onboarding program for incoming graduate nursing students." Journal of Nursing Education and Practice 11, no. 7 (March 11, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n7p1.

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Background and objective: Nurses who return to school to obtain higher education come with varying levels of professional, educational and technological competencies. Some are new graduates, others have not been in school for a decade, and several find educational technology difficult to navigate. Returning to school can be challenging because graduate programs require complex skills in order for students to succeed. Onboarding, the process of organizational socialization, also known as the orientation process, is a relevant element in the retention and progression of students in graduate education. Onboarding differs from school to school, ranging from half a day to a weeklong on-campus orientation. This research is about a structured onboarding program built into a graduate nursing course and specifically addresses the needs of students in order to succeed in their studies. This research presents insights into the Graduate Student Onboarding – Professional Development Program (GSO-PDP), a structured onboarding designed to assist graduate nursing students with their adjustment back to school, enhance their learning, and achieve their graduate degree successfully. It is built into the Nursing Informatics class and is a month-long process. The research offers some understanding of the usefulness of the GSO-PDP to incoming graduate nursing students.Methods: The study uses the qualitative paradigm, in particular, a case study design. This is an examination of the four modules of the GSO-PDP: Elements of Research, Scholarly Writing and Nursing Documentation, Academic Support Services, and Student Life. Student volunteers participated in focus group interviews to evaluate the program. Results: The following were recurring themes identified from focus group interviews: “APA Refresher Overload,” “Bridging the Gap,” “Relearning English Grammar,” “Navigating the Learning and University Maze,” and “Not Really Computer Savvy.” It is evident that most of the elements of the GSO-PDP are beneficial to students in enhancing their adjustment and return to school for further education. The onboarding program also facilitates and enhances student learning. Focus group participants offered some helpful recommendations to improve the program.Conclusions & Implications: This is an innovative and structured onboarding approach to help students with diverse backgrounds to succeed in the Master’s program. Participants generally described the program favorably, but did make suggestions for improvement.
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WILLIAMS, REG ARTHUR. "APPLYING TO GRADUATE SCHOOL." AJN, American Journal of Nursing 87, no. 4 (April 1987): 517–22. http://dx.doi.org/10.1097/00000446-198704000-00021.

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Hiestand, Wanda C. "Frances U. Reiter and the Graduate School of Nursing at the New York Medical College, 1960–1973." Nursing History Review 14, no. 1 (September 2006): 213–26. http://dx.doi.org/10.1891/1062-8061.14.213.

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In 1960, at the age of fifty-six, Frances U. Reiter (Figure 1) became dean of the newly established Graduate School of Nursing, New York Medical College, Flower and Fifth Avenue Hospitals. For Reiter, this bold venture in professional nursing education marked the attainment of a dream. Here at last was a graduate school of nursing requiring the baccalaureate degree for admission, under the direction of a nurse, and focused on education for advanced clinical practice. This paper tells the story of Reiter, the Graduate School of Nursing at New York Medical College, the development of an educational program for advanced nurse-clinician practice, and the belief that personal care of the patient is the heart of nursing.
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Katz, Julie R., Carolyn Chow, Sandra Adams Motzer, and Susan L. Woods. "The Graduate Record Examination: Help or Hindrance in Nursing Graduate School Admissions?" Journal of Professional Nursing 25, no. 6 (November 2009): 369–72. http://dx.doi.org/10.1016/j.profnurs.2009.04.002.

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Williams, Reg Arthur. "Education: Applying to Graduate School." American Journal of Nursing 87, no. 4 (April 1987): 517. http://dx.doi.org/10.2307/3470449.

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Yoon, Hyo Jeong, and Sung Hyun Cho. "Geographic Mobility and Related Factors among Newly Graduated Nurses." Journal of Korean Academic Society of Nursing Education 23, no. 3 (August 31, 2017): 353–62. http://dx.doi.org/10.5977/jkasne.2017.23.3.353.

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Purpose: This study aimed to analyze the mobility of newly graduated nurses from regions where their nursing schools were located to regions where they took up their first jobs, and to identify factors influencing nurses' mobility. Methods: Data from the Graduates Occupational Mobility Survey, collected annually from 2010 to 2014 by the Korea Employment Information Service, were analyzed. The sample consisted of 1,488 graduates and 1,229 nurses who were employed on a full-time basis in hospitals. Multiple logistic regression analysis was conducted to identify factors associated with geographic mobility. Results: Among the nurses working in hospitals, 69.2% had their first jobs in their nursing school regions and 11.3% in their high school regions. Fifty-two percent of the nurses worked in the capital region; 47.2% thereof had moved from a non-capital region. Nurses were more likely to work in their nursing school region when they were female, were older, graduated from a high school located in their nursing school region, graduated from a college (vs. university), had a lower nursing school performance, and expected lower monthly wage, compared with those who left their nursing school region. Conclusion: Education and remuneration policies are required to reduce geographical mobility to the capital region.
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Eanes, Linda S., Lilia Azeneth Fuentes, Beatriz Bautista, David Salazar, and Doreen Garza. "Bridging the Gaps Through Nurse-Led Nutrition Education to Underserved Children." Hispanic Health Care International 17, no. 2 (March 12, 2019): 66–72. http://dx.doi.org/10.1177/1540415319830762.

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Although children residing in impoverished rural communities located along the Texas-Mexico border are at disproportionately high risk of unhealthy eating, limited resources may prevent devoting sufficient attention to school-based nutrition education. The purpose of this quasi-experimental study was to examine the teaching effectiveness of graduate nursing students on fourth-grade student learning about healthy eating. Purposive sampling was used to select 213 predominately Hispanic fourth-grade students enrolled in one of three low-socioeconomic status underserved elementary schools located in rural South Texas. Ten graduate nursing students implemented the Creating Healthy Eating Choices for Kids Nutrition Curriculum to approximately 40 fourth-graders per group who attended weekly 45- to 50-minute sessions for 6 weeks. The MyPlate standardized tests were administered before and following the intervention. Results showed a significant improvement in learning on all program modules for fourth-graders from each school ( p = .000). Results support the value of creating a strategic partnership between a university school of nursing and key community leaders as a feasible method of providing nutrition education for fourth-graders enrolled in schools with limited resources.
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Dissertations / Theses on the topic "Graduate School of Nursing"

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Neilson, Gavin R. "School leavers into nursing : a study of high academic achieving school pupils in Scottish schools." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1755.

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The central objective of the study was to better understand 5th and 6th year school pupils’ perceptions of nursing as a career choice and to obtain current data regarding the recruitment situation pertaining to school leavers pursuing nursing as a career choice. This was achieved by utilising a multi-strategy approach which involved the use of a self-administered questionnaire (n = 1062) and the interviews of 20 paradigmatic cases. The school pupils came from 11 schools, with different socio-demographic profiles, from one educational area in Scotland. The study found that only 8.8% (n = 56) of school pupils who had made a career choice had chosen to pursue nursing as a career, despite the fact that 82.4% of the school pupils in the sample had the necessary academic qualifications to enter the student nurse education programme. Merely 21.2% of all the pupils had actually considered nursing as a career choice. The findings would appear to suggest that those pupils who had chosen to pursue nursing as a career choice are committed to this choice. As 93% of the pupils would still continue to pursue nursing as a career choice even if they obtained better grades in their examinations than they expected. Equally resolute in their choice were the pupils who had chosen not to pursue nursing. Of the school pupils in the sample who had not chosen to pursue nursing as a career choice 88.5% of the school pupils stated that even though they did not get the exam grades that they expected they still would not pursue nursing as a career. What was also significant was that of the school pupils who had not chosen nursing as a career choice 86.9% of the pupils stated that they would not consider nursing as a career option in the future. The gender breakdown of school pupils who had made a career choice showed that 2.5% of male pupils who had made a career choice had chosen to pursue nursing. 14% of female school pupils who had made a career choice had chosen to pursue nursing. Further examination in relation to the gender breakdown of those pupils who had chosen to follow nursing as a career revealed that males only accounted for 12.5% whereas females accounted for 87.5%. This would seem to propose that a gender bias still exists in relation to nursing as a career choice. Nursing was not ranked particularly highly by the pupils as a career choice. Male pupils ranked nursing 13th out of the 14 main career choice categories. While female pupils ranked nursing 8th out of the 14 main career choice categories, this being only slightly better than secretarial/administration. Parents appeared to have a major influence on the pupils’ career choice and there was evidence that parents as well as further significant others were influencing against a career in nursing. Nursing does not seem to be a popular career choice among school pupils. There is strong evidence from the questionnaire data to suggest that there are a number of problem indicators which could propose that recruitment of school pupils into nursing could prove extremely difficult even with the proposed increase in the number of school leavers entering higher education. This could have a serious impact on nursing care delivery within the United Kingdom as the nursing population continues to age. The paradigmatic cases interviewed were 20 high academic achieving school pupils who at one stage in their career choice process had considered nursing as a career choice. Despite considering nursing as a possible career choice none of the 20 pupils went on to pursue nursing as a career. The qualitative interview findings appeared to suggest that nursing was not a credible career choice consideration for high achieving pupils. There was a very strong feeling amongst the pupils that nursing would be a waste of their academic qualifications with a belief that nursing was not a career choice for intelligent pupils with good examination grades. Also that they could help people at a much higher level than nursing by becoming a doctor with a prevailing belief that knowledge and caring are polarised – doctors cure and nurses only care for patients. The status of nursing as a career choice was not high amongst the pupils and this was influenced by the type of person that they had observed who were nurses mostly, in their opinion, women who were weak and had no power within society. Also the perceived nature of the job that nurses do with the prominent belief that what nurses do is principally practical in nature having no intellectual aspects, for example making beds, washing and feeding patients. The influence of significant others, these being specifically parents, guardians, guidance teachers and careers advisors was very apparent in the data in that they had a very negative view regarding nursing as a career choice for high academic achieving school pupils. Participants reported that their parents were actively and vigorously discouraging them away from a career in nursing because of the pupils’ good examination grades and the belief that the pupils could do something better than nursing. Also the participants reported that their guidance teachers and careers advisors were assertively steering them away from nursing as a career choice because of their perception that nursing was a low status career choice requiring little intellectual ability and was on a par with hairdressing, office work and being a secretary. In addition the school pupils stated that guidance teachers and careers advisors were more interested in and attempted to have a greater influence on the career choice of the high academic achieving school pupils opposed to other less academic pupils. Only two of the pupils stated that they believed that their career choice was their own decision. With the majority of school pupils valuing the opinion of their parents regarding career choice and with parents along with associated significant others being a major influence on the school pupils’ career choice and advising against a career in nursing. There was strong evidence from the interview data to suggest that the chances of recruiting high academic achieving school pupils into nursing would appear to be negligible. There was also evidence that the image of nursing as an occupation was an important determining factor in the school pupils’ career choice. The pupils displayed a negative image of nursing and this was influenced by a number of factors. The negative image of nursing depicted in television programmes; the negative image of nursing portrayed by people who are nurses; the sexual stereotype image of female and male nurses; and the image that it is very easy to get into train to be a nurse. What was also concerning was that the pupils had few positive and contemporary images of nursing. Also with regard to the image of nursing the data showed that the pupils considered it important to join a profession. Nursing was deemed not to be a profession and did not merit being a profession because it was believed that the entry to student nurse education programmes is not strictly controlled therefore it is easy to get into nursing. There was a strong consensus among the high achieving school pupils regarding their image of the archetypical school pupil who would select nursing as a career choice – their view was of a predominantly unexceptional individual who was mostly female, no more than average intelligence, kind, caring, good listener, good practically and can follow task orders. This view of the typical school pupil who would enter nursing as a career, that of a person with a low academic achievement record, conflicts with their own personal typology and thus became a further important dissuading factor regarding nursing as a career choice for them.
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Cameron, Nancy G. "Online Orientation and Reference Course for Online Master of Science in Nursing Program." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/ijhse/vol1/iss1/2.

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Preloading student satisfaction and success factors into an online program orientation course can strengthen the potential for student retention and success. A 100% online graduate nursing orientation and guidance program was developed. Access to peer support, faculty advisor, and university resources were provided within the course using the same learning management system as the program. Students were taught the basic structure of courses (including discussions, quizzes, and dropbox) to ease the stress of the first few weeks of class. Graduate study requirements and expectations were explained along with the differences between online and face-to-face study. Guidance was provided to assist students in balancing work, life, and study. Students report decreased anxiety and increased comfort with graduate online education, increased self confidence, and feelings of support.
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Dennis, Connie M. McCarthy John R. "Present and desired computer competencies of graduates of master's degree nursing programs as perceived by nursing academic administrators." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105736.

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Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 17, 2005. Dissertation Committee: John R. McCarthy (chair), Edward R. Hines, George Padavil, Kenneth H. Strand, David L. Tucker. Includes bibliographical references (leaves 146-158) and abstract. Also available in print.
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Rauscher, Barbara M. "The Perceptions of Success of Latino Nursing School Graduates in the Appalachian Region of the United States." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3206.

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This qualitative narrative descriptive study focused on nine successful Latino nursing school graduates. Five participants were interviewed twice and four participants were interviewed once for a total of fourteen interviews. Participants and their families immigrated from Brazil, Costa Rica, Cuba, and Mexico. Participants attended school in North Carolina, South Carolina, and Tennessee. Interviews revealed themes of Familism, Empowerment, and Perseverance. Familism was an overriding theme throughout each of the interviews. Participants described family as being their greatest support. They discussed sacrifices made by their families which assisted them in being successful. In addition, they also shared their willingness to make personal sacrifices in order to honor their family by being successful. Empowerment was also a theme which surfaced. Participants were empowered to attain their goal of attending college and then succeeding in nursing school. The theme of Empowerment was supported by descriptions of parental sacrifice, parental and family support, and support of faculty. The theme of perseverance was demonstrated through continued goal-attainment. Participants struggled through time-management issues such as balancing family, work, and school commitments. They also worked through the guilt of not providing 100% of their time and attention to any one area of their life, especially family. Perseverance was displayed in multiple ways by participants. One of the most compelling was their need to honor their family. Another area which fueled their perseverance was faith. Lastly, participants stated that their need to be self-sufficient added to their perseverance. Self-efficacy surfaced as an attribute they all attained. Familism, perseverance, and empowerment were themes which were consistent with other studies. However, this study is the first study to address the successfulness of Latino nursing school graduates in the Appalachian area of the United States. This study is also unique in that each of the participants attributed their success to family. In addition, seven of the nine families immigrated to the United States for sole purpose of educating their children. This act of sacrifice by families further strengthened the theme of familism.
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Dean, Tyler C. "Graduate Nursing Student Persistence to Graduation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7013.

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The purpose of this study was to investigate whether certain student-entry characteristics collected from an admissions application from one nursing school’s graduate (master’s degree) programs had a statistically significant relationship with student persistence. Specifically, the study determined if the variables sex, age at matriculation, U.S. citizenship, state residency status, most recent schooling year, last statistics course taken and grade, graduate-level program of study, and credit hours identified on the graduate nursing admissions application and school transcripts, had a statistically significant relationship in predicting student persistence to graduation. If a relationship existed, it would contribute to graduate student persistence literature and influence how educators and student affairs professionals can identify and support students at risk. The population was the graduate nursing students who enrolled at a large public research university in the Pacific Northwest of the United States during Spring 2005 through the Fall 2009 terms. Graduate students meeting inclusion criteria had data extrapolated from the college’s database; including, the pre-entry characteristics, total credit hours completed, and if (and when) they graduated from their program of study. Astin’s (1985) Input-Environment-Outcomes (I-E-O) Model was the theoretical framework utilized in this study. Out of the 405 graduate nursing students, 257 students (63.5%) graduated within four years from time of matriculation, or 278 students (68.6%) graduated without any time restrictions. Certain pre-entry characteristic data were no longer accessible and not included in the data analysis (most recent schooling year, last statistics course taken and grade). The analysis showed that the age (p < 0.010) and type of graduate program of study one enrolls (p < 0.010) plays an influential role in student persistence to graduation at this nursing school during this time period. In summary, on average, those students who graduated within four years from the time of matriculation were 3.2 years younger than the average age of those who did not complete their graduate program, and the completion rates for practitioner-focused students were higher (66.5-70%) compared to their non-practitioner-focused (46.8-61.3%) counterparts. The results of this study will have an impact on graduate admissions and recruitment, student progression and advising services, and faculty development. Graduate nursing student persistence has multiple implications impacting institutions, communities, and the lives of students. Future opportunities to advancing knowledge on this subject include researching additional pre-entry variables across multi-campus populations with larger sample sizes, longitudinal studies, and interventions to promote persistence.
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Waddington, Keirrie L. "New Graduate Residency." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825506.

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Background: Shortly after the graduate nurses’ orientation period, the expectation is to rapidly function as a competent nurse. With this expectation, the graduate nurse experiences stress when attempting to quickly make the transition from student to practicing professional nurse. New nurses report that the primary reason they are leaving their employment within the first year is related to stress and thus low job satisfaction.

Purpose: The overall turnover rate for a community Catholic Hospital’s Critical Care Department is 60% within the past year. Combating the turnover, increasing satisfaction, and ensuring patient safety is what is needed for this hospital.

Methodology: The design for this project is comparative and correlational utilizing the Casey Fink New Graduate Nurse Survey. Residents involved in the revised residency program were surveyed on their job satisfaction and comfort-confidence after six months of residency. The results from the new residents were compared to nurses who had completed the previous residency program who had at least six months of experience.

Results: The results demonstrated the new residency program had no statistical significance on comfort, however, presented a statistically significant association with how new nurses experience the work environment of the Critical Care department.

Conclusions: The results of the study revealed a need for on-going assessment of the residents past the six month integration period. Another identified need that was noted was for on-going preceptor education and consistency. The study also discovered the need to explore other methods of increasing comfort during and after their residency period.

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Clark, Margot Elizabeth. "Computer anxiety and nursing informatics needs of graduate nursing students." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/2374.

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The impact of technology in today's society affects every aspect of life. This study focused on exploring the extent of computer anxiety among graduate nursing students using the Oetting's computer anxiety scale. Computer and information seeking skills required for both education and advanced nursing practice were also assessed using a survey by Jacobs and dela Cruz. Special emphasis was placed on retrieval of information from large data-bases. The conceptual framework was based on Roy's Adaptation Model. The sample consisted of 28 students enrolled in a nursing informatics class in a south Florida university. Frequency distribution, and t-tests were used to analyze the data. The results indicate that graduate nursing students have a mild computer anxiety. Perceived informatics needs included Internet use, electronic mail, compiling research, and thesis construction. Results of the study may be used to identify future curriculum content for nursing informatics classes.
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Poe-Greskamp, Marlene. "Pedagogical issues in online nursing graduate courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.

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One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality. The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following: 1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey? 2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions. This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions. The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles.
Access to thesis permanently restricted to Ball State community only
Department of Educational Studies
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Johnson, Mindi Lynne. "Graduate Nurse Pediatric Emergency Nursing Orientation Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1605.

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Research has found that the turnover rate of graduate nurses within their first year is significantly high. Specialties such as pediatric and emergency nursing have even a higher turnover rate. It has been suggested that significant amounts of stress and lack of skills are responsible for the turnovers. This quality improvement project, which is theoretically based on Benner's novice to expert theory, will examine if a lack of a specialized pediatric emergency graduate nurse orientation program is a contributing factor. The purpose of the project is to improve retention of graduate nurses by implementing a specialized orientation program that focuses on pediatric emergency nursing. The research question examined the effect of a specialized graduate nurse orientation program on increasing retention, nurses' competency, and job satisfaction. This project takes the hospital's original orientation program of 6 generalized classes and hands-on orientation and adds a more specialized approach. The Emergency Nurses Association (ENA) Core Curriculum of specialized skills and didactic classes for pediatric emergency nursing (developed by the ENA pediatric committee based on evidence and gold standard practice); evaluation tools (developed by researcher) for both the preceptor and orientee; and face-to-face meetings between the educator, preceptor and orientee were the tools used for specializing the orientation program. It is anticipated that the results will show that increase in retention. In terms of social change, it is anticipated increased nursing retention will increase nursing knowledge and job satisfaction, which will ultimately lead to improved patient outcomes and decreased mortality rates.
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Kelly, Jennifer. "Socialization of the new graduate : the lived experiences of new graduate nurses /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18718.pdf.

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Books on the topic "Graduate School of Nursing"

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Regan, Joan M. Guide to surviving nursing school. Springhouse, Pa: Springhouse Corp., 1991.

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Guide to surviving nursing school. 2nd ed. Springhouse, Pa: Springhouse Corp., 1996.

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Nursing, National League for, ed. Official guide to graduate nursing programs. 2nd ed. Sudbury, Mass: Jones and Bartlett, 2004.

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Programs, National League for Nursing Council of Baccalaureate and Higher Degree. Master's education in nursing: Route to opportunities in contemporary nursing, 1985-86 : information about NLN-accredited master's programs in nursing. New York: The Council, 1985.

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Association of Community Health Nursing Educators. Task Force on Community/Public Health Masters Level Preparation. Graduate education for advanced practice in community/public health nursing. Pensacola, FL: ACHNE, 2000.

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Association of Community Health Nursing Educators. Task Force on Community/Public Health Masters Level Preparation. Graduate education for advanced practice in community/public health nursing. Pensacola, FL: ACHNE, 2000.

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Pathfinders, a history of the progress of colored graduate nurses. New York: Garland, 1985.

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Peterson's nursing programs 2016. Albany, NY: Peterson's, 2015.

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Peterson's nursing programs 2015. Albany, NY: Peterson's, 2014.

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National League for Nursing. Council of Baccalaureate and Higher Degree Programs. Criteria and guidelines for the evaluation of baccalaureate nursing programs. New York, N.Y: Council of Baccalaureate and Higher Degree Programs, National League for Nursing, 1992.

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Book chapters on the topic "Graduate School of Nursing"

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Halmos, Paul R. "Graduate school." In I Want to be a Mathematician, 36–49. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-1084-9_3.

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Heinrich, Max. "Graduate school." In Reflections of a Cynical Clinical Psychologist, 5–7. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429320965-3.

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Humphries, Jennie. "School Nursing." In Mentorship in Community Nursing: Challenges and Opportunities, 166–72. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470690536.ch17.

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Rank, Ernst, Michael Klimke, Till von Feilitzsch, and Jo-Anna Küster. "Tum Graduate School." In Ingenieurpromotion — Stärken und Qualitätssicherung, 133–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23662-4_13.

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Wertheimer, Michael. "Graduate School: Hopkins." In Facets of an Academic’s Life, 79–95. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-28770-2_5.

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Wertheimer, Michael. "Graduate School: Harvard." In Facets of an Academic’s Life, 97–117. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-28770-2_6.

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Silvia, Paul J., Peter F. Delaney, and Stuart Marcovitch. "Understanding graduate school." In What psychology majors could (and should) be doing: A guide to research experience, professional skills, and your options after college., 141–51. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/15965-015.

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Rosalie, Jenny. "School nursing perspectives." In Non-Medical Prescribing in Health Care Practice, 123–30. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20832-2_10.

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Landefeld, Thomas. "Graduate vs. Professional School." In Mentoring and Diversity, 65–74. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0778-3_5.

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Badiru, Adedeji B. "Selecting a graduate school." In Project Management for Research, 20–36. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_2.

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Conference papers on the topic "Graduate School of Nursing"

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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.

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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Sari, Mila Triana, and Mientje Oesmani. "Maternal Characteristics and Knowledge on the Risk of Childhood Stunting at Simpang Kawat Community Health Center, Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.84.

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ABSTRACT Background: Childhood stunting remains a significant public health concern with its short- and long-term negative impacts. In Indonesia, the national prevalence of stunting was estimated at 30.8% and in Jambi Province 30.1% in 2018. Maternal knowledge about stunting contributes to a major role in stunting prevention. This study aimed to determine the maternal characteristics and knowledge on the risk of childhood stunting at Simpang Kawat Community Health Center, Jambi. Subjects and Method: This was a cross-sectional study conducted at Simpang Kawat community health center, Lebak Bandung, Jambi. A total of 306 mothers with toddlers was selected by purposive sampling. The dependent variable was stunting. The independent variable was maternal knowledge. The data were collected by questionnaires. The data were analyzed by chi-square with odds ratio. Results: As many as 68.3% of mothers were 20 to 35 years old. 58.3% were secondary school graduated. 85% were housewives. Lower maternal knowledge increased the risk of childhood stunting (OR= 12.67; 95% CI= 3.68 to 43.61; p <0.001). Conclusion: Lower maternal knowledge increases the risk of childhood stunting. Keywords: childhood stunting, knowledge, mother Correspondence: Mila Triana Sari. Program of Nursing, School of Health Polytechnics, Ministry of Health Jambi. Jl Prof.M. Yamin, SH No 30, Jambi, Central Sumatera. Email: milatrianasari73@gmail.com. Mobile: +6281314022355. DOI: https://doi.org/10.26911/the7thicph.03.84
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Putriyanti, Ermayani, Desak Putu Kristian P, and Caecilia Titin R. "The Incident of Stunting in A Rural Area." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.30.

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ABSTRACT Background: Stunting contributes to the increasing number of noncommunicable disease in the future and unemployment condition due to the reduced intelligence levels. In rural areas, stunting conditions are not detected properly, and their exact extent is poorly documented. This study aimed to examine the incidence of stunting in a rural area. Samples and Method: This was a descriptive survey study. The total sample used were 84 children under five years in a rural area. The main variable of this study was stunting. Data was collected using questionnaire and medical record of children’s height from maternal and child health (MCH) book in 2015 – December 2019. Data were analysed descriptively. Results: A total of 29 children (34%) were stunted. 65 children had normal weight (77%). 2 mothers were graduated from junior high school (43%). Mothers 2 mothers had a smoking history (2%), 46 mothers did not have a health insurance (55%). The income per month for 66 mothers were less than 2 million rupiah per month. 73 mothers had family member(s) who smoke in household. 55 children had birth spacing with older sibling between 6-17 years (65.5%). 21 mothers had six family members who live together in one house (25%). Conclusion: The incidence of stunting in a rural area is 34%, in which it is higher than the target of National Development Planning Agency in 2024. Keywords: incidence, stunting, children, rural area Correspondence: Ermayani Putriyanti. Ngesti Waluyo Parakan Nursing Academy. Temanggung, Central Java. Email: ermayani.putriyanti@gmail.com. Mobile: 081328054840 DOI: https://doi.org/10.26911/the7thicph.03.30
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Park, Jeong Hye, and Hye Young Hwang. "Standards for Competence of New Graduate Nurse." In Healthcare and Nursing 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.40.09.

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Ng, Linda, Stephanie Fox-Young, Anthony Tuckett, Robert Eley, and Victoria Kain. "NATPGE: Understanding Registered Nurses’ Attitudes Towards Post Graduate Education." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.10.

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Graham, Simon. "Mobilizing a graduate school." In the 29th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500956.501014.

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Rogan, Liz, and Layna Himmelberg. "COURSE CONSISTENCY IN AN ONLINE GRADUATE NURSING PROGRAM." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0076.

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Coe-Nesbitt, Heather. "Conceptualizing Thriving in Graduate School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439481.

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Catelan, Márcio, Fernando Roig, Jailson Alcaniz, Ramiro de la Reza, and Dalton Lopes. "Structure and Evolution of Low-Mass Stars: An Overview and Some Open Problems." In Graduate School in Astronomy. AIP, 2007. http://dx.doi.org/10.1063/1.2790333.

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Griffith, Caitlin Ann, Fernando Roig, Jailson Alcaniz, Ramiro de la Reza, and Dalton Lopes. "Titan's Lower Atmosphere." In Graduate School in Astronomy. AIP, 2007. http://dx.doi.org/10.1063/1.2790334.

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Reports on the topic "Graduate School of Nursing"

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Farrar, Charles Reed. Graduate School and Fellowship Discussion. Office of Scientific and Technical Information (OSTI), July 2016. http://dx.doi.org/10.2172/1291251.

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Farrar, Charles Reed. Graduate School & Fellowship Discussion. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1461387.

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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), September 1990. http://dx.doi.org/10.2172/6476803.

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Steed, Heather, Devan O'Toole, Kristy Lao, Brissa Nuñez, Kajol Surani, and Victoria Stuart-Cassel. State Laws on School Nursing Outline Copious Responsibilities for Nurses. Child Trends, Inc., August 2022. http://dx.doi.org/10.56417/2161j1674h.

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Brook, Douglas A., and Shu S. Liao. Summary of Research 2001, Graduate School of Business and Public Policy. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada409971.

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Copeland, Sharon. Factors in evaluation of student performance in a graduate school of social work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.644.

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Wash, Carlyle H., and Kennth L. Davidson. Summary of Research 2001. Department of Meteorology. Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415405.

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Batteen, Mary L., and Jeffrey D. Paduan. Summary of Research 2001, Department of Oceanography, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415412.

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Wirtz, James. Summary of Research 2001, Department of National Security Affairs, School of International Graduate Studies. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415418.

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NAVAL POSTGRADUATE SCHOOL MONTEREY CA. Summary of Research 2001, Department of Physics, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415419.

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