Dissertations / Theses on the topic 'Nurse education'
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1
Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.
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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.
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Reeves, Julie, and res cand@acu edu au. "Are Graduate Nurses Satisfied with Graduate Nurse Programs?" Australian Catholic University. School of Nursing (VIC), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp170.28072008.
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The transition from student nurse to Registered Nurse Grade 1 is a difficult journey for many graduates. New graduates experience issues related to reality shock, socialisation, confidence and the theory practice gap. It is well recognised that graduates require extensive support and development throughout this very difficult time. In Victoria graduate nurse programs are a recognised vessel to deliver this support. Quality graduate programs which meet the satisfaction of graduate nurses are required to provide effective support. The implications of minimal support are enormous and can lead to graduates leaving the profession. There is much in the literature suggesting the importance of each of the varied components of graduate programs however there is minimal comparisons made between various programs. As a result it was difficult to measure the qualities of programs. The purpose of this study was to explore and compare various graduate nurse programs and identify whether the programs were satisfying the needs of graduate nurses. An exploratory descriptive design was utilised and a written questionnaire was employed to gain data. The findings of this research indicated that the delivery of graduate nurse programs within this study were not consistent in content and quality. Overall graduates were satisfied with their graduate nurse program although they identified there were areas which required improvement. This project has suggested that the analysis of graduate nurse satisfaction is vital in identifying quality programs that retain graduates. It is essential that ongoing evaluation of programs are completed by graduate nurses to ensure they are satisfying their needs and thus retaining them within the nursing profession
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Cockayne, Diane. "Re-appraising nurse education." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/3088/.
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The history of nurse education is one of conflicting claims regarding what it is a nurse needs to know. Perceived deficiencies in standards of nursing care whether in the past or present, have often been attributed by medical doctors, those responsible for policy at governmental level, the media and the general public, as resulting from either a deficiency or perhaps, too great a proportion of, 'theoretical', 'practical' and, 'moral and spiritual' knowledge in nurse training curricula. This thesis is concerned with tracing the history of the debate through examining the evolution of nurse education policies and the discussions which have shaped them. The analysis is carried out within a framework constructed using all three 'types' of knowledge, which are later analysed to determine what they might mean particularly in respect of nursing practice. As part of the assessment of the merit of the arguments regarding the weight to be given to these forms of knowledge in nurse education, the issue of what a contemporary nurse might be and therefore need to know is also addressed. Finally, and despite an initial tacit acceptance of the existence of these distinct 'types' of knowledge, this thesis raises questions about whether knowledge can be divided in this way. It argues that to do so is, at best, unhelpful and constraining in the designing of curricula for the education of nurses - indeed at worst, it is divisive of the profession and its educators and may have negative implications for the welfare of patients.
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Horrocks, Stephen. "Heidegger and nurse education." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1062/.
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Martyn, Katharine. "Brokering : how nurse educators manage inclusion within nurse education." Thesis, University of Brighton, 2014. https://research.brighton.ac.uk/en/studentTheses/558dee98-47a4-445d-9963-df1635c5299e.
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This thesis explores how nurse educators managed inclusion of disabled students within educational programs that lead to registration as a nurse with the professional body, the Nursing and Midwifery Council, England. Nurse education within the United Kingdom is based within Higher Education Institutions and in common with other undergraduate programs, has seen an increase in the number of applications from people who disclose a disability. Most commonly applicants have a specific learning disability, but applicants may also have, amongst others, physical, sensory impairments, mental illness, physical illness, and autistic spectrum disorders. Nurse Education has traditionally had a broad entry gate, welcoming students from diverse educational backgrounds and places no restriction on disabled people from applying to become nurses. The professional guidance simply requires that a student on completion of a program is able to work effectively in clinical practice without supervision.
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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.
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Freshwater, Dawn. "Transformatory learning in nurse education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11580/.
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This study aimed to explore the effects of a transformatory learning programme in a group of Project 2000 nursing students. A secondary focus of the study was to monitor the effectiveness of reflexive action research as a tool for reducing the theory-practice gap that persists between nurse education and nursing practice. The learning programme was developed around the process of reflection and evaluated within a framework of a hierarchical model of nursing research and critical social theory. The first level of research used formal theory to generate an action strategy with a group of first year student nurses (n=42). The action strategy was evaluated after an initial period of six months and provided the data for the level two research. The level two research facilitated a macro view of the learning situation which was then examined in more detail for the level three research. Reflection on action was adopted as the method of generating informal theory with the aim of facilitating a micro view of the learning environment. Data was collected using a variety of strategies, both within methods and across methods triangulation assisted a holistic view of the phenomena under exploration. The process of transformatory leaning was found to be a notable factor in developing reflective and effective practice amongst student nurses. Additionally, reflexive action research proved an effective strategy for narrowing the theory-practice gap. The insights gained from the study have considerable significance for informing the future practice of teaching in nursing, not least the challenge that teachers, like nurses, have a professional obligation to develop and review their practical knowledge and explore the effectiveness of their practice. It is proposed that reflexive action research and reflective practice are an appropriate formula for addressing these issues.
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Coates, Alison. "An exploration of nurse education leadership as identified and experienced by nurse teachers working in the field of nurse education." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3785/.
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This research is an exploration of nurse education leadership, as identified and experienced by nurse teachers working in a Higher Education (HE) environment. In total 18 nurse teachers were interviewed who formed a whole population sample. The author is identified as a coworker and part of the community being researched. Semi-structured interviews and field notes were used to triangulate the data and thematic analysis was used to analyse the data. From the findings, the interviewees can be seen to have a strong professional focus and look to their own health and nursing structures to provide leadership. The acceptance of the authority of these institutions and people can be broadly located in a bureaucratic model. Their expectations of people they identified as leaders conforms to a transformational model of leadership, as they identified that leaders were people who had vision, values and influence and of particular importance was the identification of how these individuals made them feel valued. They identified themselves as problematic within the HE environment in which they work and identify being excluded from the collegiate structures and working practices of the university. The findings illuminate problems in the identification and role of nurse education leadership and their position within the university, which this author suggests are areas that need further exploration and have policy implications.
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Smedley, Alison. "Developing the nurse professional and nurse education for the 21st century." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/333.
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The purpose of this portfolio was to establish what educational strategies would enhance the professional education for the nurse of the future. Through an examination of various contemporary educational theorists' work. a conceptual framework was developed using the concepts of Hargreaves (2003) as an overarching model to establish the current positioning of nursing and nursing education in the knowledge society. The preparation ofa nurse who can function effectively and efficiently within a rapidly changing health workplace relies heavily on educational preparation that includes the development of knowledge, skills and attitudes appropriate for the role. This portfolio has examined critical aspects of nursing and nurse education in relation to the development of these necessary areas for future nurse professionals.
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Matsuda, Masami, Katsumasa Ota, and Chiharu Ito. "Educational content in nurse education in Japan: A Delphi study." SAGE Publications, 2011. http://hdl.handle.net/2237/16635.
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Bort, Nicole L. "Strengthening Dermatology Education for Nurse Practitioners." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1613586476133546.
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Mayne, Susan. "Strengthening Dermatology Education for Nurse Practitioners." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161419836186678.
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Burkitt, Ian, Charles H. Husband, Jennifer Mackenzie, and Alison Torn. "Nurse Education and Communities of Practice." English National Board for Nursing, Midwifery and Health Visiting, 2001. http://hdl.handle.net/10454/3758.
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NoThe processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators.
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Hargreaves, Janet. "The good nurse : discourse and power in nursing and nurse education 1945-1955." Thesis, University of Huddersfield, 2005. http://eprints.hud.ac.uk/id/eprint/13831/.
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Nursing and nurse education within Britain are influenced by the legacy of the development of hospital based adult general nursing in the 19th Century. Discourses that emerged at that time identify nurses as ‘good women’: respectable, hardworking, loyal and obedient. Currently, nurse education is criticised for being less able to produce nurses who are fit to undertake their role than in the past. Taking the concept that discourse exerts a powerful influence on the way people behave, this thesis asserts that the 19th Century legacy is important and seeks to establish the discourses that shaped nurse education. The period 1945 -1955 is chosen as sufficiently distanced from early developments, but recent enough to be in living memory and prior to the relocation of British nursing from a hospital base into Higher Education. Six overlapping discourses are identified though the literature. An interpretative approach is then taken to data collected in three stages: a life story 1932 -1973, semi-structured interviews with nurses who commenced their training 1945 -55 and documentary analysis of nursing journals for the same period. The ‘good nurse’ is explored through discourses around the ‘right kind of girl’, the tension between vocation and profession and the transition from woman to nurse. Despite significant change of direction in educational theory and policy in the period 1945 -55 the thesis suggests that the power of the discourse meant that little changed in the practice of nursing or the conduct of nurse education. Furthermore, it is argued that whilst discourses have changed and contemporary nursing is establishing its place in Higher Education as an applied academic discipline, the current discourses embracing caring, reflection and emotional labour are equally gendered and controlling. Now, as then, this discourse is not imposed by outside forces, but is generated and controlled from within the profession. It therefore concludes that the pervasive influence of discourses surrounding the ‘good nurse’ and related discourses about control and care must be given full recognition when attempting to change nursing or to influence its policy and educational developments.
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MacNeil, Morag. "A case study of the experiences of nurse teachers following the merger of nurse education with higher education." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288875.
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Coad, Jane Elizabeth. "An investigation of the impact on the nurse lecturer of the transfer of nurse education into higher education." Thesis, University of Wolverhampton, 2002. http://hdl.handle.net/2436/90257.
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Rafferty, Anne Marie. "The politics of nurse education 1860-1948." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240325.
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McCallum, Jacqueline Ann. "Simulation in nurse education : the students' experience." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21631.
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Nurse education has changed significantly in the last 15 years with the move into Higher Education. With it however teaching clinical skills within the HEI was abandoned and left to the clinical areas. It has been identified that this was to the detriment of the clinical skills competence of the newly qualified practitioner. Recently however there has been development in using simulation education as a teaching, learning and assessment strategy within the HEI. In light of this development this research aims to explore what simulation education means to the student nurse. A mainly qualitative approach was employed through interviews with fourteen students on the Diploma of Higher Education/Bachelor of Science nursing programme (adult) within one HEI using a phenomenological hermeneutic method and Nvivo for data analysis. Methodological triangulation was employed by the student's completion of a semantic differential (SD) questionnaire on their self perception of competence while on clinical placement. The overall findings revealed valuable insights from the students' perspective on implementing simulated education as a teaching, learning and assessment strategy. The student interviews revealed six themes, concept; attitudes; learning better; mistakes; realism and putting into practice. The students in this study enjoyed simulation education and it encouraged them to practise and become competent in the clinical skills that the newly qualified nurses had been shown to be deficient in previously. This led to an increase in confidence and the student's seeking out further skills to practise. The SD questionnaire found that the students were anxious prior to their clinical placement experience, but felt prepared. The recommendations of this study are to implement simulation education within the nursing curriculum in order for the student nurse to gain competence in clinical skills whilst keeping in accordance with the current research literature on this teaching, learning and assessment strategy.
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Risoldi, Sandra. "Preventing Patient on Nurse Violence Through Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7186.
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Many nurses are physically and verbally abused by the patients under their care, with those providing care to patients dealing with mental illness or addition being at particular risk. Leadership of the project site, an urban mental health treatment center, identified a need to provide additional education to improve their nursing staff's ability to work with combative patients and prevent escalation of violent behaviors. Albert Bandura's social cognitive theory and adaptation to the environment guided the development of this project to answer the question if an education program for nurses working with potentially combative patients will increase their knowledge of strategies to prevent escalation of violent behavior. The education program was developed using results from an extensive literature review and input from a team of local subject experts, who provided evaluation regarding their satisfaction with the planning process through the completion of an anonymous, 10 questions, Likert-type survey. All team members scored each question with a (5) strongly agree or (4) agree. Project deliverables handed over to the facility included the developed education program, an associated handout, a plan for later implementation, and plans for outcome evaluation through evaluation of learning. This project has the potential to achieve positive social change through less violent encounters between nurses and patients, contributing to an increased culture of safety.
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Henderson, Anthony R. "The politics of nurse education in education in Australia 1961-1984." Thesis, Henderson, Anthony R. (1988) The politics of nurse education in education in Australia 1961-1984. Masters by Coursework thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/46067/.
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This paper examines the political activities of nurses in Australia, within the context of interest group theory and, in particular, the work of Gamson (1968) and Zeigler and Peak (1972). It spans 1961 to 1984 and takes into consideration the dynamics of both the nursing profession and the political systems during that time. The specific issue dealt with is the transfer of nurse education, from traditional hospital based schools of nursing to tertiary institutions. This transition involved the co-ordination of a national campaign by nurses in an attempt to influence policy makers at both state and federal level.
The dissertation is an historical and political analysis which required this writer to study the documents of professional nursing organisations, parliamentary debates and the print media. Interviews were also conducted with some of the key people involved in the transfer. In order to validate the information, and ensure its reliability, multiple methods of triangulation were used.
From 1961 to 1984, nursing organisations progressed through a number of stages before finally emerging in 1977 as a fully-fledged pressure group. Until 1983, they were viewed by those in authority as 'alienated' and consequently were unable to achieve any of their goals satisfactorily. However, nurses correctly perceived the political system generally, as being ambivalent to their demands. Gamson terms such ambivalence "neutrality", and hypothesises that when a pressure group identifies neutrality in a political system, it is highly likely to take action. This proved to be the case with nurses. Although their campaign lasted seven long years, it proved ultimately to be fairly successful. However, as will be demonstrated, an 'authority' will only concede to the demands of a particular pressure group to the extent that a counter group is not disadvantaged.
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Regan, P. "Annotation in nurse education : towards a hermeneutic understanding." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/40651/.
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Aim: To explore the meaning of annotation in nurse education within higher education Background Annotation is a common practice in higher education pedagogy aimed at communicating the lecturer’s comments about an assignment back to the student. A literature review identified a dearth of research available to inform annotation and its use in nurse education was generally inductive and learnt from experiences of giving and receiving annotation feedback. Method/methodology The research methods included one focus group interview with nursing students (n=20), individual interviews with nursing students (n=5), individual interviews with lecturers (n=8) and a selection of annotation extracts from one hundred essays, with digital annotation (n=50) and handwritten annotation (n=50) from two universities. The research data was analysed using Ricoeur’s textual hermeneutics. Findings: Research themes Four research themes explore the meaning of annotation in nurse education. The first theme, the “hermeneutic self” explores the hermeneutic process of reading and writing, and making sense of discourse. The second research theme, “rhetoric” explores Ricoeur’s new rhetoric in the form of temporal action called mimesis1-3. The third research theme called “individualism” explores social justice, negotiating the political labyrinth, and the annotator’s sense of moral autonomy to act on behalf of society. The fourth research theme, the “reflective consciousness and slippage” develops the transference hypothesis and memory recall (Ricoeur, 2006). The original contribution to current knowledge A Ricoeurean textual hermeneutic contributes to a better understanding of the gaps in current nurse education knowledge. Ricoeur’s organising principle of temporal action informs the processes of student misrecognition, misunderstanding and the reading self interpreting the work of an-other. Ricoeur’s new rhetoric can be seen in the instinctive use of suasory discourse that shapes annotation in nurse education. Annotation is advisory, judgemental and powerful. The annotator as a citizen aims to promote a “defence of nursing” against the effects of the political labyrinth, disembodiment and technology. However, with an essay considered a safe space to think in preparation for the rigours of clinical nursing practice, the recall of past events refigured for the present may lead to something useful or not being communicated to the student.
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Fowler, John Christopher. "The use of experiential learning within nurse education." Thesis, De Montfort University, 2006. http://hdl.handle.net/2086/6259.
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Within this thesis a number of Fowler's published practical examples of experiential learning are synthesisedw ith the underpinningt heory of experiential learning. A `perspective model' of experiential learning is developed and used to analyse the published works. Fowler's original contributions are categorised as: `the use of vicarious experience plus a reflective focus', `constructed experience plus guided reflection', `reflection on prior experience' and `a structured process for combining experience and reflection'. Fowler's published models of `clinical teaching' and `graduatedr eflection' are then synthesisedto form a framework for experiential learning within nurse education. The framework is used to identify the factors that facilitate learning and to make predictions regarding barriers to learning. The framework is then used to hypothesise the relationship between the facilitation of learning and coaching and the implications for nurse teachers. The limitations of taking a linear logic perspective are discussed and the insights to be gained from an appreciation of complexity theory are proposed
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Parry, Clare Elizabeth. "Internal representation in nurse education : imagery and identity." Thesis, University of Chester, 2010. http://hdl.handle.net/10034/140211.
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The main aim of this thesis was to examine internal representation in the context of nurse education using two main output variables - namely imagery and identity. The initial basic argument for the thesis was that procedures to facilitate the acquisition of psychomotor skills that have been developed in sports science could fruitfully be applied to the development of skills in other areas, such as nurse education. Study one approached this through the use of an imagery training programme - PETTIER (Holmes & Collins, 2001) on an undergraduate nursing curriculum. PETTIER served as the independent variable with the dependent variable - performance - being measured through Obje&tive Structured Clinical Examinations (OSCEs). Unexpected results revealed no significant differences between the control and experimental groups, with the control group actually performing better overall. Given this, the explicit choice was made to pursue investigation into the other plausible factors affecting behaviour, in order to explicate and underpin the results obtained. Study two investigated students' perceptions of and preparation for the OSCEs using a skills training questionnaire. Results revealed common concerns, specifically related to skills practice. Furthermore these concerned the amount of practice time provided; the practice environment; and the amount of support and training during teaching. In light of these findings, study three pursued a contrasting and comparative investigation from the professionals' perspective on the curriculum. This specifically examined perceptions of the assessment structure and expectations within the curriculum; the content of the curriculum; levels of support and provision for training; and the application of theory and practice. This aimed to identify any coherent or conflicting views between the students' receiving the curriculum and the staff delivering the curriculum. Results revealed coherency in the professional view that theory and practice were equally as important for nurse education. However, students commonly perceived practice as the most important aspect. Also, some students often struggled to apply theory to practice and vice versa. In light of this it became apparent that students may in fact identify differently with the content of the curriculum. Therefore, appraisal of the content may have different significance for students and affect behaviour differently both internally and/or externally. Study four investigated this using Identity Structure Analysis (ISA)/lpseus (Weinreich & Saunderson, 2003).This explored how students applied themselves to the various aspects of nursing in the contexts of healthcare and broader affiliations, and how these fitted into students' broader sense of identity. It also looked at typologies within nursing and whether identity fitted into three distinct categories depending on construals. Study five followed this up using two individual case studies. The purpose of this was to encapsulate meaning behind individual construals and typologies and explicate the findings of ISA/lpseus and the implications for nurse education. Results found that construals are grounded in experiences which can affect development, behaviour and identity towards nursing and the broader affiliations in individuals' lives. In conclusion identity in nursing should be investigated further in order to provide stronger evidence in regards to typologies and how these may be influencing students' behaviour and development in nurse education. Such research could have important implications for the future of nurse education and be a positive step towards future curriculum revisions.
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Ousley, Lisa, Retha D. Gentry, and Candice N. Short. "Nurse Educators Impact Education through Innovative Dermatology Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7143.
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Mynhier, Christopher Ryan, and L. Lee Glenn. "Antipathy Towards Self-Harm Patients and Nurse Education." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7506.
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Phillips, Terry. "Changing nurse education : dialogue and discourse in the education of student-professionals." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296308.
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Gopee, Luxmi Narainsingh. "The nurse as a lifelong learner : an exploration of nurses' perceptions of lifelong learning within nursing, and of nurses as lifelong learners." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1237/.
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The arrival of lifelong learning within nursing constitutes a major conceptual shift that every qualified nurse is expected to adopt to be able to function as a Registered Nurse (RN) throughout their career. In the 1990s, lifelong learning had been appearing sporadically within nursing literature as a fait accompli, and with a seemingly general assumption that there was a shared understanding and acceptance of the concept amongst all nurses. The literature review revealed that lifelong learning is closely linked to the evolving nature of healthcare delivery in the National Health Service (NHS), and that it comprises of a number of related components. However, there was a dearth of empirical literature with regards to its application to day-to-day nursing practice at the time this study started. The study focused on examining the assumptions that seemed extant at the time and the areas that were not documented in the literature. It sought to ascertain the nature of RNs' perceptions of lifelong learning, and took into consideration the underlying philosophy, principles and practicalities of the concept. It also sought to identify both the formal structures required for effective implementation of lifelong learning as well as the day-to-day factors that might facilitate uptake and continuation of learning. Furthermore, the study endeavoured to ascertain the current and likely future impact of lifelong learning on nursing. To explore these issues, the study involved collecting, analysing and interpreting data from twenty-six individual interviews and two focus group discussions along with a comprehensive documentary analysis. The findings revealed that there are positive perceptions as well as reservations about lifelong learning amongst RNs, the latter mainly because mandatory continuous professional development (CPD) is resented by a number of nurses. This could be due to their lack of experience and apprehension related to studying in a university. The study found that structural mechanisms could be more firmly anchored and equitably available. Numerous day-to-day factors such as profession-based and personal networks tend to influence levels of engagement in formal learning. For instance, CPD in the form of workbased formal and informal learning is relatively widely utilised. Additionally, the impact of attitude change towards continuing development of own knowledge and competence yields favourable outcomes for the RN and for patient care.
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Brown, Tori. "Challenges of a Novice Nurse Educator's Transition From Practice to Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/570.
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This project study addressed the lack of formal preparation encountered by novice nurse educators within a nursing program located in the southeastern region of North Carolina. This problem is significant at both the local and national levels because expert clinicians are needed to fill nurse educator vacancies that have led to qualified students being denied admission to nursing programs. A qualitative case study research design was employed to explore the perceptions of novice nurse educators in one nursing program transitioning from clinical nursing practice to the nurse educator role. The theoretical framework to guide this study was Benner's novice to expert model that outlines the journey of how novice nurse educators transition into an educator role. Guiding research questions focused on understanding the motives, challenges, positives experiences, and perceptions of support that novice nurse educators encountered during transition from clinical practice to academia. Purposeful sampling was used to recruit 7 novice nurse educators within an associate degree nursing program. Data collection included interviews with novice nurse educators, review of a 2012 self-study report, and demographic characteristics of participants. Interviews were transcribed verbatim, coded, and analyzed to identify themes. Five themes were identified: (a) work is always with you, (b) teaching in the dark, (c) making a difference, (d) a shoulder to lean on, and (e) more structure/mentoring. Findings indicated the need for a mentorship/orientation program, which was developed to assist in role transition for novice nurse educators. Implications could contribute to a positive social change by helping clinicians to transition effectively to meet society's need for qualified nurse educators.
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Kan, Ching-yee Eva. "Diabetes education in Hong Kong : fulfillment of patient needs, nurse responses and patient satisfaction /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21020425.
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Adhikari, Radha. "From aspirations to 'dream-trap' : nurse education in Nepal and Nepali nurse migration to the UK." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6199.
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The migration of nurses is stimulating international debate around globalisation, ethics, and the effects on health systems. This thesis examines this phenomenon through nurses trained in Nepal who migrate to the UK. Since 2000, increasing numbers of Nepali nurses have started crossing national borders to participate in the global healthcare market, particularly in the affluent west. By using qualitative multisited research and in-depth interviews with key stakeholders in both Nepal and the UK, this thesis explores why nurses aspire to migrate, how they fulfil these aspirations, and their experience of living and working in the UK. The thesis begins by examining the historical development of nurse training in Nepal, particularly from the mid 1950s. This period saw profound socio-political transformations, including in the position of women in Nepali society and in the perception of nursing in Nepal. Previously, many families were very reluctant to send their daughters into nursing. By the late 1990s, middle-class women and their families were increasingly attracted to nursing, both as a vocation and as a means to migrate. The thesis explores the rise of private training colleges to meet the increased demand for nurse training, and the new businesses that have grown up around the profession to facilitate nurse recruitment and migration. Around one thousand nurses have migrated to the UK since 2000, and the second part of the thesis presents their experiences of the migration process and of working and settling in the UK. Nurses have faced complex bureaucratic and professional hurdles, particularly after UK nurse registration and work-permit policies changed in 2006. The thesis also highlights how highly qualified nurses with many years of work experience in Nepal have become increasingly deskilled in UK. Frequently sent to rural nursing-homes by recruiting agencies, they create and join new diasporic support networks. Further, many have left their loved ones behind, and experience homesickness and the pain of family separation. Often, they plan for their husbands and children to join them after several years, and the research explores this and the issues faced by their families, as they relocate and adapt to life in the UK. Finally, the thesis makes some important policy recommendations. For Nepal, these relate to greater regulation of nurse training and the brokering of nurses abroad. In the UK, they relate to increasing the flexibility of registration and visa regulations to assist in supporting Nepali nurses' work choices, and to value and utilise their professional skills in the UK better.
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Evans, Jennifer, and res cand@acu edu au. "The Value of Transition Support Programs for Newly Registered Nurses and the Hospitals Offering the Programs in New South Wales." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp94.29052006.
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The research reported in this thesis explored the perceived value of transition support programs for newly registered nurses in New South Wales and the health care facilities offering such programs. Although transition support programs have been designed and implemented in various forms since the transfer of nurse education to the tertiary sector, there remains little evaluative evidence of the value of such programs. Two groups of registered nurses formed the participants in this study. The first were new graduate nurses who completed a transition support program within the past 12 months. The second comprised experienced nurses who worked with new graduate nurses during their transition support program. The study was carried out in seven hospitals in area health services across and around Sydney, representing both small and large facilities with bed numbers ranging from 195 to 530. Data were collected from four sources including the printed materials made available by sample hospitals. Questionnaires, interviews and observations were used to determine the purposes, outcomes and strengths and weaknesses of transition support programs. The data were analysed using descriptive statistics and theme extraction. The themes described the ways in which the transition support programs were used to facilitate the transition of the newly registered nurse to confident beginning practitioner. There was widespread belief from the study participants that some aspects of nurse education at university were inadequate. As a result, various structures and policies were required to support the new graduate nurses as they entered the workplace. The transition support programs were used to increase nursing staff for the study hospitals and to provide new learning opportunities for new graduate nurses to enable them to develop the clinical and professional skills required of competent registered nurses. The rotational aspect of the transition support programs were used to provide staff for the less popular areas of the hospital as well as a variety of experiences and skill development opportunities that were considered lacking in the current undergraduate education of nurses. The work environment where the programs operate were described as difficult with nurses exposed to violence and bullying practices from fellow staff and frequently required to work with a less than ideal number or appropriate skill mix of nursing staff. The hospitals also used the transition support program to exert a controlling influence over the new graduate nurse by way of roster management, assessment of skills and the expectation that each nurse would complete a transition support program before being offered full time work. The thesis concludes with recommendations and future research avenues. It would be useful for hospitals to conduct formal evaluations of the transition support program they offer to provide the most effective program possible. One source of information could be sought from the new graduate nurses regarding their needs during the first six months of employment. It is also suggested that a study be commenced that investigates the reasons behind the perception that nurse education at universities in New South Wales is inadequate.
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D'Cruz, Gibson. "The implemented curriculum in nurse education : a case study." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273971.
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Gentry, Retha D., Lisa Ousley, and Candice N. Short. "Educators Impact Nurse Practitioner Education through Innovative Dermatology Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7146.
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Kienow, Nancy Louise. "Death education and death anxiety in student nurse aids /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210794947.
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Garrow, Amanda Lorraine. "The use of simulation in pre-registration nurse education." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-use-of-simulation-in-preregistration-nurse-education(a6a58bfe-7280-4684-b140-d386da02986b).html.
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In 2007 the Nursing and Midwifery Council (NMC) endorsed the use of simulation to replace up to three hundred hours of practice learning in the pre-registration nursing programme (NMC, 2007a). This decision was the impetus for this study as it raised questions regarding whether simulation could replace practice and whether simulated learning transferred to the practice setting. For the first time, the NMC proposal to replace practice hours with simulation has been critically analysed and the implications of this decision explored. A literature review demonstrated a lack of robust evidence to support the use of simulation in this way. This informed the development of this study’s research question and aims. A qualitative collective case study was chosen as the optimum research design to facilitate in-depth exploration of the use of simulation at a selected university in the North West of England. The in-depth qualitative case study incorporated multiple models of simulation, student cohorts, nurse educators and key informants which provided the most comprehensive analysis of viewpoints in any published research in the UK to date. Deeper understanding of the case arose from the use of multiple data collection methods: documentary analysis, participant observation and interviews which enabled findings to be triangulated and corroborated. Most importantly, because the simulation models used were comparable to those used by other education providers in the UK; there is a possibility of the transferability of findings which could be used to inform the development of simulation in the under-graduate nursing curriculum. This thesis develops an argument that there were three key assumptions made by the NMC when they endorsed the replacement of practice hours with simulation. The first is that there is a shared understanding in nursing regarding what simulation is. Secondly; that simulation is delivered in a ‘safe environment’ and finally that competence demonstrated in simulation transfers seamlessly to practice. This thesis has presented new knowledge and developed an argument for caution regarding the use of simulation in pre-registration nurse education. These findings challenge the assumptions made by the NMC and highlight issues for further consideration and exploration namely: the ambiguity regarding the concept of simulation, student safety during simulation, student perceptions of authenticity and finally the transfer of simulated learning to practice.
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Howe, David. "Evidence-Based Education Program to Reduce Nurse Manager Burnout." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5478.
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Nurse managers face numerous challenges and stressors in their daily practice. The support services offered to managers to facilitate coping in stressful situations vary among employers and may be ineffective depending on the stressors faced. Implementation of evidence-based best practices may positively impact nurse managers' ability to manage stress. The purpose of this project was to develop an evidence-based stress reduction education program to empower nurse managers to handle work-related stressors and reduce burnout. The primary theory used to inform this project was the job demands-resource model, which explains how job demands and resources have multiple effects on job stress, ultimately impacting a worker's level of engagement. Sources of evidence included peer-reviewed journals, evidence-based studies, and published documents or programs. Education was synthesized based upon evidence obtained during the literature review. Consistent with the evidence, topics covered in the education were; nurse manager-initiated methods of stress reduction, methods of modifying a workplace environment to decrease stress, nurse manager peer support, senior leadership involvement in nurse manager stress reduction, and the inclusion of future leader development as a stress management method. The focused learning objectives were nurse manager specific, measurable, and supportive of an adult learner. The social change impacted by this project will be derived from fostering a nurse managers ability to better cope with stressful situations, thus enhancing their role as a nursing leader.
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Powell, Jessica. "Postpartum Hemorrhage Evidenced-Based Registered Nurse Staff Education Project." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4474.
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Despite medical technology and research advances postpartum hemorrhages (PPH) continue to be a leading cause of morbidity and mortality for pregnant women, even in developed countries. One possible explanation for PPHs continuing to be a leading cause of maternal death is inconsistent recognition and timely treatment of women experiencing a PPH. This doctor of nursing practice project attempts to improve labor and delivery nurse knowledge through an educational intervention which will contribute to rapid identification and treatment of PPH. Knowledge change was demonstrated though change in pretest and posttest scores. The educational information and process was guided by adult learning theory and content was based on current research and evidence-based practice guidelines on PPH. Ninety six participants were assessed using a PPH pretest posttest design. The tests consisted of 15 questions. Correct scores were added and a percent correct score was calculated. The data demonstrated that 63% of the participants passed the pretest with an 80% or higher and 90% of the participants passed the posttest with an 80% or higher. The difference was statistically significant, indicating there was an increase in knowledge after the educational materials were presented. This DNP project contributes to social change by ensuring women receive excellent and timely PPH care by nurses who have a strong understanding of PPH and can apply that knowledge through rapid identification and treatment.
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Rys, Gregory Paul. "Nurse Practitioner Residency Programs: An Educational Journey." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2056.
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Primary care is in a state of crisis due to the lack of clinicians and increasing numbers of insured patients. Encouraging more students to go directly through school for their doctor of nursing practice degree and nurse practitioner (NP) certifications is one proposal to alleviate this crisis. However, this approach would deliver graduates with minimal leadership and clinical experiences directly into practice. One resolution to mitigate this concern would be an NP residency program. Evaluating the knowledge and attitudes of stakeholders prior to the implementation of a NP residency program is an important first step to this implementation plan. The purpose of this project was to assess the knowledge and attitudes about NP residency programs of 2 stake holders: administrators and NPs at a rural upstate New York health care system, Bassett Healthcare, and to compare responses of those fiscally with those clinically oriented. Using literature less than 6 years old about NP residencies, a 28-question survey tool was created to assess knowledge and attitudes of NP residency programs. Content validity was established by 6 hand-selected NPs and administrators who had expert knowledge of residency programs. Once validity was established, the tool was distributed to a convenience sample of NPs and administrators at Bassett Healthcare Network via e-mail. The sample included 20 administrators and 44 NPs. A Mann-Whitney U test revealed no statistical differences between the 2 groups on any item. However, a majority of both groups felt the programs should be mandatory for all NPs. This project may be the first step in formation of a NP residency program that could alleviate transitional stress, decrease turnover, and produce better clinically-prepared NPs, thus benefitting the profession and society.
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Scholes, Julie. "An exploration of role transition in students converting from Enrolled Nurse (General) to Registered General Nurse." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239509.
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Welsh, Marion M. "Plagiarism governance in Scottish higher education institutions : a critical exploration of nurse educatiors' opinions." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=17874.
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The occurrence of plagiarism in Higher Education symbolises a complex and multifaceted phenomenon which presents educators with challenges concerning its comprehension, management and, consequently, its governance. Within Nurse Education this scenario is further influenced by the requirements of professional learning and Fitness to Practise governance established by the Nursing and Midwifery Council. Consequently, Nurse Educators are required to engage with dual processes in the educational setting when plagiarism occurs and appears to challenge the attributes of professional learning regarding the acquisition of knowledge, skills and values. This thesis makes an original contribution to knowledge by exploring and illuminating the opinions of Nurse Educators concerning the governance of plagiarism which, as an area of education practice, has remained uncharted. Undertaken in two complementary phases, this descriptive study utilised a documentary analysis of the plagiari sm policies of Scottish Higher Education Institutions (HEIs) which offer Nurse Education (n = 11) and a pan-Scotland webbased survey which sought Nurse Educators' opinions (n = 187). The documentary analysis demonstrated HEIs' intention to provide direction for educational practice via policy directives. However, notable were deficits within policies in comprehensively articulating the dimensions of plagiarism, in particular, its unintentional manifestation. From the survey, statistically significant findings verified Nurse Educators' opinions regarding how policy should be contextualised and communicated to explain the nature of plagiarism. Statistically significant findings confirmed the importance of managing plagiarism supported by the transparent alignment between HEI and professional governance processes to enable, support and sustain consistent management in the context of professional learning. Also illuminated within the findings were the discrete role implications for Nurse Educators which present convoluted challenges in addressing both the pedagogical and professionally mediated responsibilities. The conclusions from this study argue that Nurse Educators endorse governance processes that are pedagogically centred, responsive to professional learning and are proportionally appropriate.
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Journeaux, Moyra. "Disciplinary power and nurse identity : a Foucauldian analysis of student nurse education in Jersey from 1924-2015." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/120120/.
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The purpose of this study is to explore how students' nurse identity has developed over the years and the particular role that disciplinary power has had in shaping it. The research focus was the School of Nursing in Jersey from 1924-2015. The study site included the wider social space where nurse education occurred at the School of Nursing; that is the classroom, the practice area and the nurses' home. The study attempts to fill a gap in local nursing history by creating a unique record while also considering the wider social influences on how students develop a nurse identity. The primary data comprises interviews with fifteen (n=15) participants who provide an historical account of their experiences as students. Interview transcripts and diary narratives with a further four (n=4) former nursing students from the earlier period are also included. These are supplemented with documentary archive material in the form of hospital student nurse records, newspaper archives, Societe Jersiaise archives, personal correspondence and photographs. Foucault's (1979) concept of panopticism was used to explore how the functioning of disciplinary power promoted the notion of docility and shaped the developing nurse identity of students. The Foucauldian framework provided a sociological analysis of disciplinary power and how the unconscious conditioning of students created the "docile body". The main themes identified relate to freedom (or not) of choice in choosing a career, shifting modes of control, control through the use of time, knowing your place, sister's "gaze" as a panoptical figure, living and working by the rules, fear of punishment, the gendered nature of nursing as an occupation, medical dominance, and the support from fellow students. The technologies of surveillance, normalising judgement and examination were employed to understand how, as student nurses, the participants internalised the values, beliefs and behaviours experienced in the School of Nursing. Tracing these technologies of discipline from the beginnings of the School of Nursing to its present day amounts to what in Foucauldian terms is a history of the objectification of the present. Findings indicate that discipline was a means of constructing experience and served to shape the identity of the participants as student nurses. It was easier to recognise Foucault's (1979, 1995) concept of panopticism in the traditional nurses' accounts; how this applied to the contemporary setting was less obvious but nonetheless apparent. While there has been more discreet monitoring of students in recent years, the methods of surveillance remain rooted in Foucault's (1979, 1995) representation of panopticism and the construction of the "docile body". Control was exerted over their lives in the classroom and on the wards. As students the participants began to regulate their own behaviour and discipline themselves. The historical perceptions of what it means to be a "good nurse" impacted on their developing identity across the years. The unconscious conditioning of the students served to create the "docile body" of the student nurse and this impacted on the development of an identity. Having identified the importance of the influence of disciplinary power, further research exploring this among student nurses in the contemporary university setting could make a positive contribution to understanding how this moulds a nurse identity.
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Flanigan, Kelly. "Nurses' Perceptions of Supports and Barriers in Transitioning to the Nurse Faculty Role." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2727.
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This project study addressed nurses' perceptions of supports and barriers in transitioning from a clinician to a faculty role in a 3-year diploma nursing program located in Eastern Pennsylvania. This problem is significant at both the local and national level due to the shortage of qualified nursing faculty members. A qualitative case study design using in-depth interviews was used. The framework to guide the study was Schoening's Nurse Educator Transition (NET) Model. The guiding question addressed perceptions of new nursing faculty members regarding supports and barriers of transitioning to the faculty role. Interview questions focused on participants' identification of their current NET phase, description of an ideal transition into the faculty role, and perceived supports and barriers to role transition. Purposeful sampling was used to obtain 8 new nursing faculty members who had 5 years or less of teaching experience. Interview data were analyzed and coded using a priori codes based on the NET model. The themes identified from data analysis were: being thrown in with no orientation to the role, supportive colleagues, lack of support from administration, formal orientation, assigned resource person, time in the role, and asking questions. Based on findings from the study, an orientation/mentorship program was developed to help support clinical nurses' transition into the nursing faculty role. The orientation/mentorship program could lead to a positive social change by having nursing faculty members remain in their role long term, decreasing both the nursing faculty and registered nurse shortage.
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Desir, Johanna E. "A Phenomenological Study of Nurse Administrators: Leading the Multigenerational Workforce of Registered Nurses." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/122.
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Nurse shortages and nurse turnover are major issues in the health care industry. As 4 generations of nurses are working side by side for the first time in history in the health care industry, nurse leaders need to understand the generational differences in order to bridge the gap on retaining the nurses in the workforce. The primary focus of this applied dissertation study was to explore and obtain the lived experiences of leading the nursing intergenerational cohorts, as well as the strategies that nurse leaders or nurse managers can utilize to meritoriously attract, retain, and motivate the generational nursing workforce. The Leadership Questionnaire, designed in 2008 by Dr. Nelson, was utilized to interview 5 nurse administrators of the phenomenon to comprehend how the health care nurse administrators can utilize productive techniques of leading the nursing generational cohorts. The target population was members of a professional long-term care association. Once the nurse administrators agreed to participate on the study and signed the consent form, the researcher scheduled an initial 45-minute interview of three 15- to 30-minute interviews over a 3-month period. The data collected as a result of this study revealed findings: (a) the intergenerational educational gap in the nursing workforce, (b) the needs of the intergenerational nurses, (c) the critical aspect of continuing of professional education training development for the nurses, and (d) the critical leadership values on leading the intergenerational nursing cohorts. This applied research study dissertation intended to assist nurse leaders to reframe perceptions regarding the nurses’ intergenerational group (e.g., Baby Boomers, Generation X, and Generation Y) differences and to view these differences in attitudes and behaviors as potential strengths.
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L'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.
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This 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.
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Buffenbarger, Jennifer Sylvia. "Nurses' Experiences Transitioning from Staff Nurse to Management in a Community Hospital." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2346.
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This project study addressed the problem of frequent turnover of nurse managers at a Northeastern community hospital. The lack of retention of nurse managers has led to attenuated support for the nursing staff who continued to hold the front line in patient care. The purpose of this qualitative bounded case study was to explore nurse managers' experiences with turnover in order to identify strategies for enhancing retention. Work empowerment and servant leadership theories served as the frameworks for the study. Research questions focused on nurse managers' perceptions of empowerment and servant leadership characteristics that were important in decisions to assume and remain in a management/leadership role. Data collection included audio-recorded interviews with seven current or past full-time nurse managers, and observation of three of the participants at a leadership meeting. Interview transcripts were open coded and thematically analyzed. Observation data were categorized according to empowerment and servant leadership characteristics. Five themes were identified that related to research questions: struggling in management transition, seeking opportunity for transformation, being committed but powerless, embarking unprepared on an unplanned journey, and having the presence to lead others by serving. The findings of this study guided development of a 12-month program for new nurse managers that integrated characteristics of servant leadership to empower leaders and others. These contributions may promote positive social change by preparing new nurse managers for their role and developing their skills to become successful nurse managers.
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Mintz, Lora B. "Substance Abuse Education for Newly Licensed Registered Nurses." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1588325931844645.
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Meade, Corina. "Intensive Care Unit Nurse Education to Reduce Sepsis Mortality Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5024.
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Sepsis causes major health care problems in the United States, resulting in long hospitalizations, complications, and even patient death. Lack of nursing knowledge regarding sepsis signs and symptoms is a significant problem at a hospital in the northeast. Local hospital data showed a high patient mortality rate for patients diagnosed with sepsis. The purpose of this project was to develop an educational module on sepsis for intensive care nurses. The educational module was developed using current sepsis evidence-based guidelines. The practice-focused question for the project asked whether an educational module on sepsis would increase the intensive care nurse's knowledge on sepsis recognition and treatment guidelines. The adult learning theory was used as a conceptual model to guide project development. After development, the educational module was evaluated by a panel of 8 experts, including a nurse educator, infection control nurse, a charge nurse, a staff nurse, and an infectious disease physician. Program content evaluations included a 10-question pretest/posttest questionnaire completed by each panel member. Program content was modified based on pretest/posttest results. Results of the panel evaluation indicated agreement that the sepsis module content would benefit nurses on sepsis recognition and management for patients. Improving nursing knowledge on sepsis can provide a positive social change to improve patient outcomes, including mortality rates and complications from sepsis.
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Emrys, Raymond Jenkins. "Walking against the wind : a collaborative inquiry with nurses, within practice, into epistemological factors in nurse education." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444436.
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Kachidza-Naik, Anna Runyararo Unesu. "Developing theory about teaching practice in public health nurse education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021642/.
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This thesis explores ways in which practice teachers facilitate student learning on the Specialist Community Public Health Nursing programme. The knowledge they draw on and pedagogic practices they employ in the placement area seem obscure and difficult to articulate and, as a result, tend to be marginalised. A mixed methods approach is adopted drawing on three forms of data collection: semi-structured interviews, a questionnaire and practice teachers’ summative comments on student portfolios. Twenty practice teachers from one university were interviewed and practice teachers’ comments in student portfolios in the same university were scrutinised. The information from the interview data informed the third data collection method, a questionnaire sent nationally to 115 practice teachers in 12 English universities. It aimed to establish whether views expressed in interviews were more generally applicable. The findings offer fresh insights into, and interpretation of teaching practice and the knowledge relied on. Learning in the practice placement becomes an amalgamation of complex professional knowledge, client narratives, and cultural artefacts. These become appropriated and reconfigured as new professional knowledge. This process may result in different acts of translation of the day-to-day realities of each practice teacher rendering the approach person-bound and context specific. The thesis concludes that drawing upon the above process the practice teacher’s individual approach to teaching and learning develops and then (having assessed the context within which she is working) she engages to help with students’ learning by using a mixture of formal knowledge and knowledge developed from practice. A model of responses and relationships has been developed involving complex professional knowledge and pedagogic processes. The study, therefore, sheds light on learning in the practice placement.
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Blowers, Elizabeth. "An investigation of professional integrity in pre-registration nurse education." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/61742/.
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Aim This study set out to explore experiences of professional integrity in pre-registration nurse education amongst student nurses, practice-based mentors and lecturers. Methodology A modified grounded theory investigation used interviews and focus groups to gain insights into participants’ experiences of professional integrity. Background Acting with integrity is a central part of nursing practice. However, literature suggests that professional integrity can be absent, or where present face obstacles and erosion. Governmental Inquiries have revealed shocking deficits in the expression of nursing values which underpin professional integrity, in particular caring, compassionate and competent practice that maintains the dignity of patients and service users. Evidence also suggests that it cannot be taken for granted that pre-registration education will have a positive impact on student nurses’ expression of integrity. Findings This research proposes a model of professional integrity that puts people, particularly recipients of healthcare, at the centre, and that requires genuine healthcare practice and the management of complex situations. In this study the areas which most influenced student nurses’ enactment of professional integrity involved maintaining their boundaries, speaking up on behalf of patients and the ability to cope. Professional integrity was developed through students’ experiences, social learning and increased professional knowledge and understanding. Conclusion Pre-registration education can influence the growth of professional integrity by improving students’ understanding of the boundaries of nursing practice and potential threats to these, skills to speak up on behalf of patients, and knowledge of the processes involved in raising concerns about practice and potential barriers to this. The proactive development of student nurses’ strategies to cope, alongside increasing their understanding of the importance of this is also likely to be beneficial.