Dissertations / Theses on the topic 'Nursing student education'

Evaluation is a delicate dance led by educators. However, this is not a couple’s dance. It is an orchestrated event with many participants and interested stakeholders. When multiple educators collaborate to evaluate groups of students, it is imperative that these educators rehearse their understanding of the assessment process in order to achieve a harmonious and synchronized result. In evaluation this is termed interrater reliability. Rubrics are constructed to map out the steps of evaluation, but it has been shown that the use of rubrics does not result in reliable scores (Alinier, Hunt, Gordon, & Harwood, 2006; Axley, 2008; Stevens, 2013; Todd, Hawkins, Parsons, & Hercinger, 2008).

This research examined the effect of a collaborative dialog between nurse educators to establish consensus for evaluation of student nurse skill performance and their sense of professional community. Videoed student skill performances were the basis for the group dialog. Participants viewed these videos together and discussed evaluation for these student performances. The primary investigator was present to answer any questions that participants had regarding the student nurse performances. The participants used their schools’ evaluation tool to guide their evaluation and the discussion. Individual interviews after the group dialog were used to gather data to address the research questions.

The purpose of this study was to evaluate the effectiveness of incorporating technology into a sophomore level baccalaureate nursing class and to explore students’ perceptions on the use of technology in the classroom in relation to their perceived learning and their perceived interaction with classmates. This study evaluated the use of technology in a baccalaureate nursing classroom and determined the effectiveness of the intervention. The participants in the study included three sections of students enrolled in sophomore level nursing courses, in a small Catholic university, located in the suburbs of Philadelphia, Pennsylvania. Pennsylvania is a state located in the Mid-Atlantic region of the United States. A within-subjects study utilizing a quantitative design was utilized to complete the research. Data were collected from post-tests given to classes after traditional lectures as well as from post-tests given in lectures with the intervention of technology. The purpose of the post-tests was to gauge retention of the presented material in each of the classes. The scores on these tests were compared to determine if there were statistically significant changes between the assessment quiz scores on the lectures with technological intervention as compared to lectures without technological interventions. A survey was distributed to all students at the end of the study to gather total study sample information on student perceptions of the use of technology. While the quantitative study results were inconclusive as to the effectiveness of incorporating technology in the classroom, it did show positive findings concerning students’ perception of using technology in the classroom and their sense of connectedness with classmates. The relevance of this study was to evaluate the need to adapt teaching methods that increase student engagement, and may result in positive assessment outcomes based on retention of information.

For over a decade, the nursing profession has increased enrollments and established new education programs in response to the national nursing shortage. The profession has focused on increasing the numbers of new graduate nurses prepared to replace the nation's aging nursing workforce. Considering the expense of this educational process with close supervision requirements, limited clinical spaces, and high attrition rates, this exploratory mixed methods study examined mentoring as a success strategy to retain nursing students in school. This study of nursing students enrolled in an associate's degree program in one California community college explored mentoring from the students' point of view. The study explored the personal perceptions and meaning attributed to the mentoring experiences of one group of nursing students.

Using focus group interviews, the qualitative phase of this study identified the characteristics and shared experiences of 20 volunteer participants. In the second phase, 112 student volunteers (57% response rate) completed an online survey developed from an analysis of the focus group interview data. The respondents' demographics were representative of the four semester nursing program student body. The survey findings affirmed that the participants perceived mentoring by a registered nurse beneficial and useful. Coaching and encouragement from a nursing professional as well as peer support had a positive impact on the program outcomes of retention and program completion.

The purpose of the qualitative phenomenological study was to describe the phenomenon of being a student-parent by identifying the lived experiences of nursing students that are parents, specifically their perceptions of their experiences of how they balance their family life with their academic life successfully. Two participants were involved in the pilot test and 21 main study participants were included in the sample. The data obtained through semi-structured one-on-one interviews were analyzed using Giorgi’s method of phenomenological research. The findings of this study identified eight themes resulting from descriptions provided by the student-parents while in undergraduate nursing school and included: (1) All challenges are subjective to the personal circumstance reflecting the unique home situation, (2) Unmet personal expectations occur while in nursing school through role conflict and guilt, (3) Post-secondary education has particular demands through financial and academic obligations, (4) Support is essential to nursing school success, (5) Processes enabling student-parent success contain compromises and strategizing balance with flexibility, (6) Interactions and outcome from negative spillover imbalance family and academic obligations, (7) Organization culture of campus attributes to the student-parent perspective, and (8) Participant recommendations to stakeholders . The essence of the student-parent experience influenced a formation of a comprehensive model, titled PARENTS to inform campus leaders of strategies to enhance the student-parent experience and accommodate family influences brought to campus. Future qualitative research suggestions include exploring support systems of student-parents, children experiences of student-parents, and campus stakeholder perspectives of breastfeeding and parent planning and family-centred accommodation on campus.

Student perceptions of academic dishonesty and clinical integrity were explored in this qualitative study, with Bandura’s social learning theory utilized as the primary framework for the study and Kohlberg’s theory of moral development as the secondary framework. A basic qualitative methodology was employed to answer the research question: what are student perceptions of moral beliefs and their actions related to ethical decision making in a four-year Bachelor of Science in nursing (BSN) program? The target population was junior or senior year nurses in a four-year BSN program. The sample included 17 students who met the inclusion criteria. Participants were asked 17 open-ended interview questions to gain insight into their perceptions of academic dishonesty and clinical integrity. Interviews were digitally recorded and transcribed manually to provide further immersion in the data. Data analysis and collection occurred simultaneously and was inductive and comparative. During data analysis, five themes emerged, each with subthemes which were identified through supporting narrative comments from participant interviews. The five identified themes were used to answer the research question and included: student perceptions of academic dishonesty, student perceptions of clinical integrity, student perceptions of moral beliefs, student perceptions of ethical decision making, and student perceptions of what influenced academic dishonesty. This study adds to the current body of knowledge of nursing literature regarding academic dishonesty and clinical integrity. Results could provide assistance to higher education institutions to solve problems involving academic dishonest behaviors on college campuses. This study builds on the current literature and serves as a foundation for future research to solve this decades old problem.

A severe and worsening nursing shortage exists in the United States. Increasing numbers of new graduate nurses are necessary to meet this demand. To address the concerns of increased nursing demand, leaders of nursing schools must ensure larger numbers of nursing students graduate. Prior to practicing as registered nurses in the United States, graduates of nursing schools must pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Various companies, such as the Assessment Technologies Institute (ATI) and Kaplan have created NCLEX-RN predictor tests that report candidates’ chances of passing the NCLEX-RN. ATI created a test called the RN Comprehensive Predictor and Kaplan created an NCLEX-RN predictor examination called the Kaplan Readiness Test. Students with less than optimal scores on the predictor can remediate to improve their knowledge of nursing, critical thinking, and test-taking skills. The intent for the ATI RN Comprehensive Predictor and the Kaplan Readiness Test is to predict the probability of success on the NCLEX-RN. The focus of the quantitative study was the ability of the aforementioned examinations to predict both success and failure on the NCLEX-RN. The overall TEAS score did not have a significant relationship with NCLEX-RN results. However, the ATI TEAS Math score was significantly higher (p = .005) for students who passed the NCLEX-RN. Data analysis showed no significant relationship between the Kaplan NCLEX-RN Readiness Test and NCLEX-RN results (p > .05). A significant relationship between the ATI RN Comprehensive Predictor and the NCLEX-RN scores existed in both the total sample (p = .001) and the BSN subsample ( p = .001). In the MSN student subsample, all 37 students passed the NCLEX on the first attempt.

Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.

The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.

Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.

High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure senior baccalaureate nursing students enrolled in their final semester of the nursing program. A descriptive qualitative design, using the framework of phenomenography, captured the various ways a group of prelicensure BSN students described their experiences with multiple high-stakes to progress throughout the nursing program towards graduation. Phenomenography is designed to examine the various ways in which a group individuals experience or perceive the same phenomenon. Analysis revealed five major categories of descriptions, including values, stress, inconsistency, high demand/expectations, and transfer of learning. Each category included various sub-categories. The findings provided a rich understanding of the student's point of view of high-stakes tests that is lacking in the nursing education literature. In addition, the results were used to develop a structure of learning model as a useful tool to guide nursing faculty in developing program-specific strategies that promote student success with high-stakes testing throughout nursing curricula.

Using Wylie's (2004) Model of Non-Traditional Student Attrition as the theoretical framework, results of the analysis revealed student- and nursing-program-related factors that facilitate or hinder successful completion of the program. Barriers of completion included (a) amount and difficulty of course requirements, (b) difficult test rubrics, (c) ineffective instructors, (d) full-time teaching, (e) difficulty in balancing work, family, and school responsibilities, (f) language barriers, and (g) separation of work and school environment. Results of the study further showed that resolution of students' personal obstacles hindering program completion included (a) time and financial management, (b) establishing good relationships with instructors, and (c) use of student support services. While there is a plethora of extensive studies that have developed theories to explain students' early departure from nursing programs, there are only limited studies conducted with respect to nurse programs' retention or attrition in terms of the factors that lead to success in nursing programs. This current study investigated the lived experiences of students currently enrolled in an Associate Degree in Nursing (ADN) program as well as those who have dropped out of the program at a Midwest community college. Data were collected from 13 participants who participated in the semi-structured interview and were analyzed through a modified Moustakas (1994) van Kaam method. Results can be utilized by educational institutions to create ways to eliminate these barriers. Colleges might be more willing to provide additional student support during enrollment if the external factors that help students achieve success could be identified.

In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts.

The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.