Dissertations / Theses on the topic 'Nursing education'
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
Full textMarshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.
Full textEd. D.
Dragich, Bernadette Marie. "Caring in Nursing Education." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27154.
Full textPh. D.
Mkhize, Sipho Wellington. "Transformational leadership model for nursing education leaders in nursing education institutions / Sipho Wellington Mkhize." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4011.
Full textThesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.
Foss, Sharon Lee McCarthy John R. "Strategic planning in nursing education." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918612.
Full textTitle from title page screen, viewed October 3, 2005. Dissertation Committee: John R. McCarthy (chair), Robert L. Arnold, Ronald S. Halinski, Rodney P. Riegle, David L. Tucker. Includes bibliographical references (leaves 96-99) and abstract. Also available in print.
Durgahee, Twalebuddeen. "Joint-appointments in nursing education." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305539.
Full textWeierbach, Florence M., and Jo-Ann S. Marrs. "Shared Governance for Nursing Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7093.
Full textRowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.
Full textRoberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.
Full textFrissell, Sharon Elaine. "Stakeholder perceptions of basic nursing education." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29336.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Morris, Robert Francis. "Nursing education program administrators, moving on." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23102.pdf.
Full textForbes, Heather Isobel. "Nursing students' perceptions of their education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1990. http://hdl.handle.net/10092/2427.
Full textBowers, Sally, and Lisa M. Haddad. "NRSE 6308 - Nursing Education Micro Perspectives." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8382.
Full textSargsyan, Alex, and S. Newman. "Genetics and Genomics Education in Nursing." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8470.
Full textGranada, Liezel. "Nursing Education Workflows in EHR Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6757.
Full textDyck, Jeffery Mark. "Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education : an interpretive ethnographic study." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31564.
Full textApplied Science, Faculty of
Nursing, School of
Graduate
Al-Mahmoud, S. A. "Saudisation of the nursing profession : the contribution of nursing education and training." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679219.
Full textMcCall, Cheryl L. "Associate Degree Nursing Faculty Perspectives about Human Patient Simulation in Nursing Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2285.
Full textMatsuda, 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.
Full textSochacki, Susan G. "The Use Of Storytelling In Nursing Education." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1261159653.
Full textRobinson, Diana Janet. "Continuing education in a professional nursing association." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Fraser, Joy H. "Administrative issues in nursing distance education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34765.pdf.
Full textMyrick, Florence. "Preceptorship and critical thinking in nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ34815.pdf.
Full textWilson, Debra Susan. "Transforming nursing education : a legitimacy of difference." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2001. http://hdl.handle.net/10092/1845.
Full textYekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.
Full textCameron, Nancy G. "User Experience Design in Online Nursing Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7045.
Full textLeufer, Therese. "Tackling evidence-based practice in nursing education." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702872.
Full textOrduña, Audray. "Experiences of African Americans in nursing education." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
Full textA disseratation submitted by Aubray Orduna to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.
Palmer, Troy Jeffrey. "Barriers to Male Faculty in Nursing Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6470.
Full textJurns, Carolyn Sue. "Promoting Policy Advocacy in Nursing via Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3688.
Full textTyler, Holley. "Nursing Education on Caring for the Dying." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3329.
Full textSteiner, Heidi. "A Nursing In-Service for Diabetes Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5947.
Full textRappold, Sally McHugh. "The Effect of Nursing Education on Emotional Intelligence Scores." Thesis, University of Montana, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744602.
Full textThe purpose of this research study was to examine the difference between three levels of nursing students (sophomore, junior, senior) and their assessed emotional intelligence (EI) scores. A quantitative, quasi-experimental study was conducted with a population of nursing students from five separate campuses at Montana State University, and a control group of education students at the University of Montana. The following research question was explored in this study: What difference, if any, does nursing education have on the emotional intelligence scores of sophomore, junior, and senior Bachelor of Science in Nursing (BSN) students? Students voluntarily completed the online EQ-i 2.0 assessment resulting in composite standard scores with a mean of 100 and a standard deviation of 15 calculated for the total, scale and subscale EI scores. Mean total standard EI scores were 103.59 (nursing students, n = 51) and 94.43 (education students, n = 7). A one-way analysis of variance (ANOVA), analysis of covariance (ANCOVA), and correlational statistical analyses were conducted. No statistically significant difference was found between the sophomore, junior, and senior students and their assessed EI scores. However, further analysis showed that a moderately strong positive correlation existed between participants’ ages and EI scores: (r = .34, n = 51, p =. 02) with R 2 = 0.11.
Dellavalle, Maryleah. "The multi-levels of nursing education impact on nurses' attitudes /." Staten Island, N.Y. : [s.n.], 1997. http://library.wagner.edu/theses/nursing/1997/thesis_nur_1997_della_multi.pdf.
Full textFukuyama, Katherine. "Negotiating the education and practice disjuncture in nursing clinical placements : nursing faculty’s perspectives." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46015.
Full textRitch-Brant, Barbara Ann. "Baccalaureate-prepared women in nursing: Return to graduate education in nursing in midlife." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618480.
Full textWeierbach, Florence M., and Sharon D. Loury. "Nursing Theory: Education to Practice in Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7388.
Full textCrow, Sonia. "The integration of nursing education within higher education : an exploratory study." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297852.
Full textRassool, Goolam Hussein. "Predictors of educational outcomesof undergraduate nursing students in alcohol and drug education." Thesis, St George's, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511956.
Full textHartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.
Full textCameron, Nancy G. "Challenges of Nursing Education in 2010 and Beyond." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/7072.
Full textFedko, Andrea Lauren. "Examining the relationship between clinical judgment and nursing action in baccalaureate nursing students." Thesis, Indiana University - Purdue University Indianapolis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241251.
Full textClinical judgment provides the basis for nurses’ actions and is essential for the provision of safe nursing care. Tanner’s Clinical Judgment Model and its associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been used in the discipline of nursing, yet it is unclear if scores on the rubric actually translate to the completion of an indicated nursing action. This is important because clinical judgment involves identifying and responding to patient situations through nursing action, and then evaluation of such actions. The purpose of this observational study was to explore the relationship between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action, as measured by a nursing action form.
The clinical judgment and completion of an indicated nursing action was measured in 92 participant students at a Midwestern university school of nursing who were enrolled in an adult medical/surgical nursing course that included simulation and debriefing during which scoring occurred. This study explored whether clinical judgment, as measured by the LCJR, was related to the completion of an indicated nursing action. In addition, this study evaluated whether Responding, as measured by the LCJR was related to the completion of an indicated nursing action. The data revealed that a very weak relationship was present between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was present between the dimension Responding, and the completion of an indicated nursing action; however, these findings were also not statistically significant.
This study expands upon previous clinical judgment research in nursing and identifies a need for additional methods of evaluating clinical judgment in baccalaureate nursing students including action appraisal so that deficiencies are established and targeted for improvement.
McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.
Full textSamuel, Shuba. "Educational Outcomes of Online Registered Nursing to Bachelor of Science in Nursing Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6110.
Full textWalter, Pamela Alison. "#Where is the heart of nursing?' : the discourse of validation in nursing." Thesis, London South Bank University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336377.
Full textDiGiacomo, Ingeborg Haug. "The clinical experience in nursing education : a case study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11355141.
Full textIncludes tables. Typescript; issued also on microfilm. Sponsor: Keville Frederickson. Dissertation Committee: Herve Varenne. Includes bibliographical references (leaves 132-141).
Moore, Brad. "Test Anxiety and Nursing Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/169.
Full textNehring, Wendy M., and D. Dubose. "Integrating High-Fidelity Patient Simulation in Nursing Education." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6734.
Full textHemphill, Jean Croce. "Trends in Nursing Education: Integration of Education, Research, and Practice: When Mission Meets Reality." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7561.
Full textPadayachee, Poovanesthree. "The role of the clinical preceptor in enhancing nursing education at a nursing college." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96013.
Full textENGLISH ABSTRACT: The profession of nursing is a twofold vocation that has a scientific theory as the foundation of all nursing intervention or skill. Despite clinical preceptorship being a useful strategy of teaching, many training hospitals and clinical facilities are without this avenue of learning and where available, it is often not optimally utilised. The aim of this study was to explore the role of the clinical preceptor in enhancing nursing education at Edendale Hospital and Edendale campus of a nursing college. A mixed method approach was applied utilizing both qualitative and quantitative methods to collect information about the experiences and challenges as well as clarify existing problems. Samples were drawn from all stakeholders of nursing education i.e. nursing students, nurse educators and ward managers of Edendale Hospital and Campus using random and purposive sampling respectively. Data were collected using selfadministered questionnaires for students and nursing managers and an interview guide for focus group interviews for nurse educators. Ethical approval was sought from the Health Research Ethics Committee at the Faculty of Medicine and Health Sciences at Stellenbosch University, the Department of Health, the Kwazulu-Natal College of Nursing and Edendale Hospital and Campus. The findings of this study support Weidenbach’s Prescriptive Theory in which the author maintains that nursing is a practice discipline designed to produce explicit desired results which here refers to the enhancing of nursing education with the contribution of clinical preceptorship. Patricia Benner’s Dreyfus and novice to expert models were used to express the need for meaningful practical experience in nursing students and to shows nurse educators how to identify the practical learning needs of the students and assist them acquire competence. The results of the study suggest that the clinical preceptor is a mentor and a guide who facilitates the correlation of theory and practice in nursing education. The results also suggest that students are experiencing problems in clinical practice and that clinical preceptorship is needed. A number of recommendations are made based on limitations identified in the present teaching-learning process. One of the recommendations is that partnership building strategies be fostered between the hospital, the campus and the Faculty of Nursing Education. This team approach could clearly define the role of the clinical preceptor to ensure optimum nursing education. Further research is recommended.
AFRIKAANSE OPSOMMING: Verpleging is ’n tweeledige beroep met ’n wetenskaplike teorie as grondslag vir elke verpleegintervensie of -vaardigheid. Ten spyte daarvan dat kliniese instruksie (“preceptorship”) ’n nuttige onderrigstrategie is, ontbreek dit by baie opleidingshospitale en kliniese fasiliteite, en waar dit beskikbaar is, word dit dikwels suboptimaal aangewend. Die doel van hierdie studie was om ondersoek in te stel na hoe belanghebbendes by verpleegopleiding by Edendale-hospitaal en -verpleegkampus kliniese instruksie ervaar, en om sodoende vas te stel of kliniese instruksie verpleegopleiding by daardie fasiliteite versterk. ’n Gemengde benadering van sowel kwalitatiewe as kwantitatiewe metodes is gevolg om inligting oor die ervarings en uitdagings in te win en bestaande probleme te verklaar. Steekproewe is met behulp van onderskeidelik lukrake en doelbewuste seleksie uit alle belanghebbendes by verpleegopleiding by Edendale-hospitaal en - verpleegkampus geneem, met inbegrip van verpleegstudente, verpleegopvoeders en saalbestuurders. Data is deur middel van selfvoltooiingsvraelyste vir studente en eenheidsbestuurders, en ’n onderhoudsgids vir fokusgroepgesprekke met verpleegopvoeders ingesamel. Etiekgoedkeuring is verkry van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Geneeskunde en Gesondheidswetenskappe aan die Universiteit Stellenbosch, die Departement van Gesondheid, die KwaZulu-Natalse Verpleegkollege sowel as Edendale-hospitaal en - verpleegkampus. Die bevindinge van die studie ondersteun Wiedenbach se voorskriftelike teorie, waarin sy volhou dat verpleging ’n praktiese dissipline is wat ontwerp is om bepaalde gewenste resultate te behaal. Patricia Benner se Dreyfus- en beginner-tot-kennermodel is ook gebruik om die behoefte aan sinvolle praktiese ervaring by verpleegstudente te staaf, en om verpleegopvoeders te wys hoe om studente se praktiese leerbehoeftes te bepaal en hulle vaardighede te help ontwikkel. Die resultate van die studie dui daarop dat die kliniese instrukteer as mentor en begeleier die korrelasie tussen teorie en die praktyk van verpleegonderwys fasiliteer. Die resultate dui verder daarop dat student probleme in kliniese praktyk ervar en kliniese instruksie benodig. ’n Aantal aanbevelings word gedoen op grond van beperkinge wat in die huidige onderrig-en-leer-proses uitgewys is. Een van die aanbevelings is die ontwikkeling van strategieë om vennootskappe tussen die hospitaal, die verpleegkampus en die fakulteit verpleegkunde te bou. Hierdie spanbenadering kan die rol van die kliniese instrukteur duidelik omlyn ten einde optimale verpleegopleiding te verseker. Verdere navorsing word aanbeveel.