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1
Tao, Yuexian. "Nursings students' attitudes towards rural nursing practice." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9827.
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Background: Nursing shortage is a worldwide phenomenon; in rural areas, this shortage is exacerbated by geographical imbalances. Reducing the inequality of health outcomes between rural and urban areas requires improvement in the rural nursing workforce. Thus far, little research has been conducted on the recruitment of nursing students to rural nursing in China. Aim: This study aimed to explore nursing students’ perspectives of rural nursing practice and their intentions to work rurally after graduation, and to identify factors contributing to those intentions. Methods: Exploratory interviews were conducted with eleven nursing students to obtain their perspectives of rural nursing practice. This was followed by a hand distributed and collected self-completion questionnaire survey that involved 445 final year nursing students in six nursing schools in one province in China. The questionnaire measured students’ rural career intentions and their perceptions of rural nursing practice. The survey data were collected between December 2011 and March 2012. The response rate for the questionnaire survey was 89%. Results: The results indicated that the majority of final year nursing students did not intend to work rurally. The most frequently cited barriers deterring them from considering a rural job were the perceived fewer opportunities for skills development and learning, potentially lower financial rewards, and family members’ disapproval of rural working. Regression analysis showed that the length of time living rurally and educational level were the most important predictors of nursing students’ intentions to take a rural job immediately following graduation. The logistic regression illustrated that rural identification, degree, and rural placement experiences were significant predictors for nursing students’ intentions to work rurally in their future nursing career. Conclusion: Nursing students with high intentions to work rurally were rare in China. Rural background had a positive impact on students’ intentions to work rurally. Students with a degree were less likely to work rurally.
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Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.
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Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
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Webster, Mary T. Crumpler Thomas P. "Perceptions of nursing students and nursing faculty members regarding the clinical preparation of baccalaureate nursing students." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273104941&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181316797&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Al-Bataineh Adel Tawfiq, Patricial Stockert. Includes bibliographical references (leaves 200-203) and abstract. Also available in print.
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Smolen-Hetzel, Ann Caldwell. "Emotional Labor and Nursing Students: An Investigation of Nursing Students' Emotion Work." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1179.
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This study examined emotional labor as a potential source of stress for nursing students, as nursing students' performance of emotional labor may impact their working lives in important ways. Participants were 107 undergraduate and graduate nursing students enrolled in a large southeastern university who completed the Discrete EmotionsEmotional Labor Scale (DEELS; Glomb & Tews, 20041, the Student Nurse Stress Index (SNSI; Jones & Johnston, 1999), the Job Descriptive Index (JDI; Balzer et al., 20001, and the Job in General (JIG; Balzer et al., 2000) scales. Two sub-samples of nursing students were identified, one of which held a registered nurse license (seasoned group; N = 54), and the other which had no previous clinical training in nursing (unseasoned group; N = 53). First, it was hypothesized that frequency of faking emotions and suppressingemotions would predict stress and satisfaction levels for the overall sample. A second hypothesis explored if seasoned nursing students engaged in higher frequencies of faking and suppression of emotion when performing clinical nursing work. Results indicated that frequency of faking emotion was negatively correlated with student nursing stress overall, and also nursing stress about interface worries. Hierarchical regression analyses revealed that faking emotion and suppression emotion while engaged in clinical nursing work were significant predictors of overall nursing student stress. In addition, faking and suppressing emotion were significant predictors of stress related to the balance of personal and professional life. However, use of emotional labor strategies did not predictstress related to personal problems, or satisfaction with either work or the job in general. Furthermore, no differences were found with regard to frequencies of faking and suppressing emotion when seasoned and unseasoned students were compared. Other findings included that clinical nursing experience was positively related to genuine expression of emotion. In addition, students reported both high levels of stress with school and high levels of satisfaction. Students suppressed emotion while engaged in clinical work more frequently than they faked emotion. Overall, results of the present study suggested a link between nursing student performance of emotional labor strategies and their stress levels.
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Ouellet, Marie Louiselle Lise. "Perceptions of nursing as a profession of students graduating from college-based nursing diploma programs." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24419.
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This study examined the perceptions of nursing as a profession of students graduating from college-based nursing diploma programs. To answer the research question, the Concept of Nursing Scale designed and tested by Valiga (1982) was administered to 101 students in British Columbia Colleges approximately four weeks prior to graduation. Demographic data were also obtained. The responses were coded and scored by hand and the data entered into computer files. The statistical package used for analysis consisted of the SCSS Conversational System (Nie, et al., 1980).
The concepts reflected in the Valiga Concept of Nursing Scale consist of: (a) boundaries of the profession, (b) recipient of the profession's service, (c) goals of the profession, (d) relationship of the profession to others, (e) independence of the practitioner, (f) responsibility of the practitioner, (g) scholarly component of the profession, (h) autonomy of the practitioner, (i) commitment of the practitioner, and (j) activities of the profession. Scores were high in the areas of definition, client, goals, and scholarship. These results indicated that: (a) the students surveyed had a clear definition of the scope of the profession, (b) they were able to identify the recipient of the profession's service and the goal of the profession, and (c) they recognized a scholarly component to the profession.
The scores in the areas of independence and commitment were marginally lower than in the four areas mentioned above. These findings implied that the students graduating from college-based nursing diploma programs perceived nursing as functioning independently and that commitment was viewed as a characteristic of the nursing profession.
Finally, the scores in the areas of autonomy, responsibility, relationships, and activities were low. These results indicated that the students surveyed perceived nursing as having minimal control over its practice and did not view the members of the profession as being responsible and accountable for their own actions. In addition, these students did not have a clear understanding of the nature of nursing's relationship with other members of the health care team and were uncertain as to the activities of the nurse.Applied Science, Faculty of
Nursing, School of
Graduate
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Swanson, Jacqueline V. (Jacqueline Viola). "Ethical Reasoning Among Baccalaureate Female Nursing Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332287/.
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The focus for this study was ethical reasoning among baccalaureate female nursing students. This descriptive and correlational study examined the ethical reasoning of freshmen and senior students at a large southwestern university for women.
The research instrument used was the Defining Issues Test developed by Rest. The senior nursing students differed significantly (p < ,05) from the freshmen nursing students in ethical reasoning. However, nursing majors did not differ significantly from the non-nursing majors.
A multiple regression analysis was performed that identified two factors associated with ethical reasoning (viz., age and GPA), The correlation coefficients were r= .377 for age and P_ score and r= .315 for GPA and P score. Older students were found to be significantly more advanced in ethical reasoning than were younger students. Students with higher GPAs used principled reasoning significantly more often than did students with lower GPAs.
Of interest are the findings related to demographic characteristics, ethnicity, and religious preference. The sample was predominantly white, but a significant difference in use of principled reasoning between whites and non-whites was found. In the sample, whites used ethical reasoning more often than did non-whites.
The students in the sample who labeled themselves as Baptists were significantly different from Traditional Christians (Methodists, Episcopalians, Presbyterians, Lutherans, and members of the Church of Christ) and Other Christians (all others, excluding Baptists, Catholics, and the Traditional Christians). The Baptist group used principled reasoning less often than did the other two groups of Christians. The Catholics were not significantly different from the Baptist, Traditional Christian, or Other Christian groups. The results are ambiguous and may reflect only a conservative philosophy or a conservative theological ideology rather than cognitive processing.
7
Vagliardo, James Joseph. "Mathematics and nursing students' conceptual understanding of mathematics for nursing /." Diss., Online access via UMI:, 2008.
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8
Foreman, Robin A. "Coping Strategies of Prelicensure Registered Nursing Students Experiencing Student-to-Student Incivility." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3182.
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Incivility is rude or discourteous behavior that demonstrates a lack of respect for others. Some nurses ignore the dictates of professionalism and exhibit a total disregard for colleagues and peers by purposefully targeting each other with uncivil behaviors. Incivility has invaded the nursing educational environment with deleterious results. Uncivil behaviors perpetrated by nursing students against other nursing students cause psychological and physiological distress for victims and witnesses. The purposes of this quantitative descriptive study were to identify the behaviors that constituted lateral student-to-student incivility, determine the frequency of experienced student-to-student incivility, and describe the coping strategies employed by prelicensure registered nursing students experiencing lateral student-to-student incivility. Prelicensure registered nursing students in associate degree, baccalaureate degree, and diploma programs were recruited online using nonprobability convenience sampling through the email member list of a national student nursing organization. Participants completed the Ways of Coping (Revised)* survey and the Incivility in Nursing Education Revised (INE-R) Survey anonymously online via email accounts. The response rate was 38%. Four behaviors are identified as highly uncivil by 83.1% to 86.1% of the 373 participants: (1) making threatening statements about weapons; (2) threats of physical harm against others; (3) property damage; and (4) making discriminating comments directed toward others. The most frequently occurring incivility behavior (n = 202; 54.2%) is the use of media devices for purposes unrelated to the current educational task. Planful problem-solving (PP) is the coping strategy employed by most participants (n = 88, 23.6%). Data was analyzed comparing participants’ nursing program levels, ages, genders, and ethnicities using descriptive statistics and Kruskal-Wallis analyses. There were no statistically significant differences across these variables.
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Doll-Speck, Lori Jo. "Study Behavior of Nursing Students." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182687105.
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Zlomke, Jean M. "Test anxiety in nursing students." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1317339171&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Moore, Brad. "Test Anxiety and Nursing Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/169.
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Test anxiety has been a problem for many individuals not only in the workforce, but also in many schools and colleges (Driscoll, Evans, Ramsey & Wheeler 2009). According to Driscoll et al., when compared to high school students and the general public (17%), nursing students are shown to have over double (55-60%) the rate of moderately high to high test anxiety. Cognitive test anxiety can account for a 7 to 8% drop in test grades, which can drop test score’s an entire letter grade (Cassady & Johnson, 2001). The purpose of this research is to explore the level of test anxiety in East Tennessee State University (ETSU) nursing students using the Cassady Cognitive Test Anxiety Scale. This study, “Test Anxiety and Nursing Students” was conducted at a Bachelor of Science in Nursing program for students at a large regional university. The Cassady Cognitive Test Anxiety Scale was administered to 220 nursing students one week prior to a major test at the end of the class period. All of the students completing the surveys volunteered to do so. After collection, data was analyzed using IBM Statistical Product and Service Solutions (SPSS) version 18.0.2. This study confirmed the findings of Driscoll et al. (2009) and Cassady et al. (2001), that nursing students have a higher occurrence of test anxiety. Intervention has the potential to improve test scores. This allows for ETSU students to have a better first-pass rate on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and improve student retention rates. In addition, it provides the opportunity for further research interventions to reduce test anxiety for nursing students.
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Schutt, Michelle Ann Witte James E. "Examination of academic self-regulation variances in nursing students." Auburn, Ala, 2009. http://hdl.handle.net/10415/1610.
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Clark, Margot Elizabeth. "Computer anxiety and nursing informatics needs of graduate nursing students." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/2374.
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The impact of technology in today's society affects every aspect of life. This study focused on exploring the extent of computer anxiety among graduate nursing students using the Oetting's computer anxiety scale. Computer and information seeking skills required for both education and advanced nursing practice were also assessed using a survey by Jacobs and dela Cruz. Special emphasis was placed on retrieval of information from large data-bases. The conceptual framework was based on Roy's Adaptation Model.
The sample consisted of 28 students enrolled in a nursing informatics class in a south Florida university. Frequency distribution, and t-tests were used to analyze the data. The results indicate that graduate nursing students have a mild computer anxiety. Perceived informatics needs included Internet use, electronic mail, compiling research, and thesis construction. Results of the study may be used to identify future curriculum content for nursing informatics classes.
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Dietrich, Rebecca. "Baccalaureate nursing students' attitudes concerning abortion." Connect to this title online, 2004. http://hdl.handle.net/1811/160.
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Senior Honors Thesis (Nursing)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains 33 p. Includes bibliographical references (p. 28-29). Available online via Ohio State University's Knowledge Bank.
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Sundberg, Sharon Eloise. "The effect of a relationship-building activity on nursing student anxiety in the clinical setting." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27736.
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A pre-test post-test group design was used to determine whether student nurses who received a relationship-building intervention would rate their relationship with the instructor higher than those who received a placebo/ whether student nurses who received the intervention would have less state anxiety than those who received a placebo/ and whether there was a relationship between ratings of state anxiety and student-instructor relationships. The intervention was designed to occur over a three-day period. Data were collected from a homogenous sample of 30 control nursing students and 31 experimental nursing students. Effectiveness of the intervention was determined by measuring student anxiety levels using the State-Trait Anxiety Inventory (Spielberger/ Gorsuch/ & Lushene/ 1970) and by measuring the student-instructor relationship using the Relationship Questionnaire (adapted from Truax & Carkhuff/ 1967). Additional data were collected from a Stressful Event Questionnaire/ a demographic data form/ and a debriefing session with participating instructors. Analysis of data indicated a treatment main effect was statistically significant. Members of the experimental group rated the perceived relationship with the instructor higher than members of the control group. There was no significant difference between groups in their ratings of anxiety. There was a trend/ however/ for those in the experimental group to have lower state anxiety than those in the control group. Correlations between the student-instructor relationship scores and the anxiety scores were low but were in the anticipated negative direction.Applied Science, Faculty of
Nursing, School of
Graduate
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Chan, Yung-kwan Albert, and 陳容坤. "Hong Kong nursing students' learning approaches: why and how do hospital-based general nursing students learn?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957055.
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Chan, Yung-kwan Albert. "Hong Kong nursing students' learning approaches : why and how do hospital-based general nursing students learn? /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1383289X.
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Forbes, 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.
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This thesis provides an interpretation of nursing students'
perceptions of their education, exploring these from the perspective of
four themes curriculum, socialisation, professionalism and power.
Two methods of data collection were used: the in-depth interview, the
principle research method, which produced critically reflective
dialogue, and structured questionnaires which provided a chance to
generalise the data to the wider nursing student population.
This study differs from previous studies of professional
socialisation by addressing the subjective experiences of nursing
students as they complete their education. It emphasises the influence
both formal and informal education has on the students' perceptions of
nursing. It is contended that explicit acknowledgement of this
influence is critical in order to understand the development of these
perceptions.
The results of the study revealed constraints experienced by the
students within their nursing education. It demonstrated that the
environments in which this education takes place influence nursing
students' interpretations of their social worlds. Contradictions reported
between the idealised, client centred objectives of the nursing courses
and the actual practices of nurses within bureaucratic institutions,
exemplify a socialisation process which promotes acceptance of
institutional constraints on professional practice. The evidence
suggested that the dominant ideologies, or hidden curriculum, of both
the polytechnic and the hospital systems socialise the nursing student
into existing hierarchical structures.
It is argued that both nursing educators and students need to
openly acknowledge the relationship between the overt and covert
aspects of the curriculum, if nursing education is to encourage
graduates to be critically reflective of their professional practice. Lack
of acknowledgement of the hidden curriculum exacerbates the
difficulties students encounter when attempting to challenge existing
institutional practices. Discussion is made of the study's implications for
programme and curriculum development and suggestions for further
research are identified.
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Garza, Christine Seftchick. "Inferential Set Adoption by Nursing Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332240/.
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This study examines nursing students' adoption of inferential sets in a clinical situation. The investigation determines (1) the particular inferential set(s) nursing students adopt toward a patient in a clinical situation; (2) the particular inferential set(s) adopted by sophomore and senior nursing students in a clinical situation; and (3) whether or not inferential sets adopted by the sophomore and senior nursing students differ. Sophomore and senior nursing students at a woman's university in Texas were asked to complete a research tool designed to determine inferential set adoption.
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Odisho, Helen, and Hina Khan. "Oral health knowledge among nursing students." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. Oral hälsa, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36308.
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Background: Oral health is a part of general health and it is therefore important that nurses are able to detect abnormalities in the mouth to refer to dental care. Aim: The aim of this study was to examine oral health knowledge regarding oral diseases and oral hygiene among nursing students at two universities - InHolland University and University of Victoria [UVic]. Method: This study has a quantitative cross-sectional design based on a questionnaire. Chi-square tests were made to discover differences between the two universities. Results: The study consists of a total of 105 questionnaires. The participants had good knowledge of oral hygiene. Concerning knowledge about dental caries, gingivitis, and periodontitis, limited knowledge and several statistical significant differences between the universities were found. The extent of the oral health education was between 1-10 hours in the respective universities. Several nurses considered that they did not feel ready or were unsure if they have enough knowledge about oral health for their future work. Conclusion: The study has shown that the nursing students at both InHolland University and UVic have basic knowledge regarding oral hygiene but moderate knowledge in oral diseases regarding development and prevention of dental caries, gingivitis and periodontitis.Bakgrund: Oral hälsa är en del av allmän hälsa och därför är det viktigt att sjuksköterskor kan upptäcka eventuella avvikelser i munnen för att remittera vidare till tandvård. Syfte: Syftet med studien var att undersöka kunskap om oral hälsa gällande orala sjukdomar och munhygien bland sjuksköterskestudenter vid InHolland University och University of Victoria [UVic]. Metod: En kvantitativ tvärsnittsstudie med enkät som datainsamlingsmetod genomfördes bland tredje års sjuksköterskestudenter vid InHolland University och UVic. Chi-2 tester utfördes för att jämföra variabler mellan universiteten. Resultat: Studien består av totalt 105 enkäter. Resultatet avseende munhygien visade på goda kunskaper inom ämnet. Resultatet avseende kunskaper om karies, gingivit samt parodontit visade på en begränsad kunskap och skillnader återfanns mellan universiteten. Omfattningen av utbildning inom oral hälsa på programmen låg mellan 1-10 timmar på båda universiteten. Flera sjuksköterskestudenter ansåg att de inte kände sig redo eller var osäkra på om de var redo att tillämpa sina kunskaper inom oral hälsa, genom att upptäcka och jobba preventivt, i framtida arbetet. Slutsats: Studien visar att sjuksköterskestudenter har grundläggande kunskaper avseende munhygienen men måttlig kunskap inom orala sjukdomar avseende uppkomst och prevention av karies, gingivit och parodontit.
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Mansour, Tamam Botrous. "Teaching research to undergraduate nursing students." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052197.
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Mays, Trilla. "Differentiating Successful and Unsuccessful Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4309.
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Administrators of nursing programs in community colleges are aware of the need to retain and to graduate students to meet the growing demand for licensed practical nurses (LPNs). High attrition in a 2-year nursing program in South Carolina affected the number of students either graduating as a LPN after completing the third semester, or continuing in the program to become a registered nurse (RN). Guided by Jeffreys's nursing undergraduate retention and success model, this causal comparative study investigated the differences between students who were and were not successful in the initial 3 semesters of the program. Archival student records for all students entering fall 2012 through fall 2013 (n = 373) were analyzed using multiple ordinal logistic regression. The independent variables were demographics (age, gender, race/ethnicity), admissions qualifications (SAT/ACT scores, prior degree, or pre-nursing certificate), and academic performance (GPA in prerequisite courses, final course grades, and Kaplan standardized test scores). The dependent measure, student success, was defined by Jeffreys's pathways: attrition, failure, and retention (interim or continuous). Data analysis indicated GPA in prerequisite courses and grade in the first medical-surgical course were significant factors in predicting students successfully passing the initial 3 semesters. There were no other significant findings. Findings were incorporated into a recommendation for a policy change to increase the prerequisite GPA admissions requirement. Implications for social change include increased retention and graduation rates, thus preparing more students to enter the workforce as LPNs and contribute to reducing the nursing shortage.
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Kossman, Susan Pollock Adkins Amee. "Student and faculty perceptions of nursing education culture and its impact on minority students." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087869.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed November 10, 2005. Dissertation Committee: Amee Adkins (chair), W. Paul Vogt, Edward R. Hines, Nancy Ridenour. Includes bibliographical references (leaves 205-212) and abstract. Also available in print.
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Duah, Maame Akyaa. "Baccalaureate Nursing Students’ Perceptions of Community Health Nursing as a Career." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33388.
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Background: There has been an increasing shift in patient care from the acute hospital setting to the community. Nurses play an essential role as part of the community health care workforce; however, only a limited number of baccalaureate nursing students tend to choose a career in community health nursing after graduation. There is currently a gap in knowledge surrounding nursing students’ perception of a career in Community Health Nursing and the issues influencing their career choice upon graduation.
Purpose: To explore issues that influence career choice in community health nursing from the perspective of baccalaureate nursing students.
Research Methodology: The study was guided by a descriptive qualitative research approach. Individual semi-guided interviews and focus groups were conducted with 11 nursing students and a group of key stakeholders to share their thoughts on pursuing a career in community health nursing and the factors that enabled or hindered their decision making. Thematic analysis of the interview and focus group data generated relevant themes.
Findings: Five major themes were revealed from study. These are 1) defining community health nursing, 2) the clinical practicum experience, 3) stereotypes of community health nursing, 4) societal trends and expectations, and 5) issues influencing career choice in community health nursing.
Discussion and Implications: The personal and contextual factors influencing the perceptions and attitudes of students towards pursuing community health nursing were discussed. Existing literature was integrated into the discussion of the many factors that both motivated and hindered baccalaureate nursing students from pursuing community health nursing. The underrepresentation of new graduates in community health nursing calls for directed efforts by community health nursing organizations and the university to improve the situation. Conscientious efforts need to be made to provide students with knowledge and information surrounding the roles of community health nurses and the opportunities for nursing students and nurses in community health nursing settings.
Conclusion: There is a need to increase awareness about community health nursing in order for nursing students to understand the importance and impact it has on the health status of communities and healthcare delivery infrastructure. Nursing education programs would be an ideal platform for this awareness-raising and facilitate student nurses decision to pursue community health nursing as a career.
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Merriman, Carolyn S. "Promoting Nursing Student Success: Working With at-Risk Nursing Students: Using Success Courses as Models to Increase Retention." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8437.
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Watson, Wendy Elizabeth. "Relationship Between Student Characteristics and Attrition Among Associate Degree Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3847.
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High nursing student attrition has been a pervasive problem in the nursing program at the research site of this study. The purpose of this project study was to investigate the relationship between attrition and nursing student characteristics, including age, gender, ethnicity, English as Second Language (ESL) background, licensed practical nurse (LPN) licensure, grade point average (GPA), the number of preadmission college credits, and the Test of Essential Academic Skills (TEAS) scores. This correlational study of archival data was guided by Jeffreys's nursing undergraduate retention and success model and included a convenience sample of 240 students admitted to the program between the Spring 2011 and Fall 2013 semesters. Point biserial and phi coefficient statistical analyses indicated that significant relationships existed between attrition and ethnicity, GPA, TEAS scores, college credits, and LPN status. There were no significant relationships between attrition and age, gender, and ESL background. Student characteristics correlated with higher attrition included ethnic minority background, more college credits, lower TEAS composite and math scores, lower GPA scores, and not having LPN licensure. These research results were the basis for policy recommendations for changes to the admission process within the nursing program and for early identification of students at risk for attrition, with the goal of providing early supportive measures. The overall goal of the policy recommendations was to decrease attrition at the local research site, which may help foster positive social change by promoting the educational and professional progress of nursing students. Nursing student attrition can negatively affect a nursing program's finances and reputation. For students, attrition represents lost time, lost finances, and a limited possibility for achieving socioeconomic progress.
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Johnson-Crowley, Nia. "Identifying nursing graduate students' beliefs about teaching and learning : using a constructivist framework for teacher preparation in nursing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7895.
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Popkess, Ann M. "The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2108.
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Thesis (Ph.D.)--Indiana University, 2010.Title from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).
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khunkaew, Saneh. "A stairway to Confidence in Nursing: Thai Male Nursing Students’ Caring Experience of First Nursing Practice." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12891.
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Learning to care and first encounter to care patients for male nursing students introduce a unique set of dilemmas to the predominantly female nursing educational process. The purpose of this study was to describe the experience male nursing students learning to care and first encounter care patients in their first nursing practice. A purposive sampling of seven male nursing students were interviewed by internet interview and analyzed by Qualitative content analysis. The results show that the Thai male nursing student stairway to confidence in nursing they start with feelings of stressfulness, developing sensitiveness, developing co—operation and developing strategies to care and encounter with patient. The results also seem to include gender specific questions on how to handle dilemmas in the predominantly female nursing education. These may reflect facilitators and barriers of developing a caring mind among male nursing students. Implication for nursing education and practice are presented and discussed. In the clinical practice, the method of teaching was important to encourage, but also to gain additional knowledge and support peer groups as a suitable learning environment.
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Dyck, 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.
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In Canadian schools of nursing, men constitute around 9% of the student cohort. Among the men who attend schools of nursing, rates of attrition are far higher than those of female students.
There is little research that addresses the character and quality of male nursing students' educational experiences, nursing instructors' understandings of gender in the context of nursing education and the relationship between gender and the culture of the nursing classroom.
This multi-site qualitative study utilized an interpretive ethnographic methodology and was conducted at two large, undergraduate schools of nursing in Western Canada. Data collection consisted of participant observation of 15 classroom teaching sessions (24 hours) followed by semi-structured interviews of between 60 and 90 minutes duration with 6 male, upper level nursing students who were participants in the classes and 6 female nursing instructors who taught the classes.
Major themes that resulted from data analysis addressed the role of men in the nursing classroom and the culture of nursing education. The role of men in the nursing classroom was characterized by the theme of playing a different role: relying on traditional masculinities. Men's behaviours aligned closely with traditional masculinities and involved components of leadership, assertiveness, comic relief and risk-taking. The theme of masculinities in a feminine place addressed the sexualized and sometimes stereotyped identity of male nursing students, as well as the fact that they see themselves as being accommodated rather than integrated in the classroom setting. The theme of incongruence between masculinities and femininities involved the disconnect that men perceived between male and female priorities and learning styles, as well as the risks that men face in the maternity clinical rotation and around the use of touch in the clinical setting.
These findings suggest that nursing instructors need to consider gender when planning and carrying out their teaching, avoid parody or stereotypes of masculinities, and avoid assumptions that male students are homogeneous. These actions could help lower the attrition rate of male nursing students and offset the nursing shortage. Further research that is longitudinal and which includes data from female students would help enrich these findings.Applied Science, Faculty of
Nursing, School of
Graduate
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Watts, Tessa Elisabeth. "Educating undergraduate pre-registration nursing students for complexity in contemporary palliative nursing." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678375.
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Hershey, Kristen. "Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3317.
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Safety culture has been demonstrated to be a key factor in high-reliability organizations (HROs), yet healthcare has not achieved a safety culture as seen in HROs despite decades of effort. Student nurses are enculturated into their profession during their pre-licensure education. This period offers an excellent opportunity to teach students the values, norms, and practices of safety culture. However, little is known about the state of safety culture in schools of nursing.
The purpose of this study was to examine the state of patient safety culture as perceived by students in pre-licensure nursing programs in the US using a modified version of the Hospital Survey on Patient Safety Culture (HSOPSC). The School of Nursing Culture of Safety Survey (SON-COSS), the modified instrument created for this study, was administered electronically to a sample of pre-licensure nursing students (N=539) drawn from membership in the National Student Nurses Association (NSNA).
The SON-COSS was found to maintain its reliability and validity for use in pre-licensure nursing students. Perceptions of patient safety culture ranged from 81.6% to 23% positive for the 10 dimensions of patient safety culture measured by the SON-COSS. The highest percent positive dimensions for this study were Faculty Support for Patient Safety (81.6%), Teamwork Within Groups (78.3%), and Faculty Expectations and Actions Promoting Patient Safety (68.6%). The lowest percent positive dimensions for this study were Frequency of Events Reported (47.3%), Communication Openness (34%), and Nonpunitive Response to Error (23%). Participants in this study perceived patient safety culture significantly lower for eight of the 10 dimensions measured by the SON-COSS compared to aggregate national data from the HSOPSC (AHRQ, 2016). Only Faculty Support for Patient Safety (81.6%) was significantly higher than the corresponding dimension in the HSOPSC.
The results of this survey indicate that students recognize the importance of safety to their faculty, but they do not perceive the presence of a just culture, an essential prerequisite for a culture of safety. This study provides a reliable and valid instrument to measure safety culture in schools of nursing and baseline data to understand the state of safety culture in this population.
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Orduña, Audray. "Experiences of African Americans in nursing education." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.A 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.
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McCormick, Sarajane Y. "Nurse Educator and Nursing Student Learning Style Match and Its Effect on the Problem Solving Ability of the Nursing Student." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331200/.
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This investigation concerned the effect of nurse educator/nursing student learning style match on the latter's problem solving ability. Problem solving ability was defined as the processes of finding facts, problems, ideas, solutions and their acceptance in other than past experience, tradition and habit. The underlying conceptual framework was Kolb's holistic model of experiential learning which combines experience, perception, cognition and behavior. The model has vertical and horizontal axes resulting in four quadrants or kinds of learners: diverger, assimilator, converger and accommodator. Instruments used were Kolb's Learning Style Inventory and Gover's Nursing Performance Simulation
Instrument.
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Morley, Michelle. "Simulation and baccalaureate nursing students' clinical competence." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27893.
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Health science students are faced with a reduction in acute care clinical placement opportunities, which are considered essential for developing clinical competence. Education methods using high-fidelity human patient simulation (HPS) may provide a way to ensure students are meeting minimal levels of competence. Using a quasi-experimental design pilot study, clinical competence among 19, third year baccalaureate nursing students was investigated. The experimental group (n = 10) received four days of HPS as part of their clinical practicum, while the control group (n = 9) participated in their regular clinical practicum. Clinical competence was measured using final grades from a medical-surgical theory course and an Objective Structured Clinical Examination (OSCE). There was no significant difference in clinical competence between the groups, as was evidenced by their final theory grades; t (17) = 1.090, p = .291 and OSCE scores (M = 60 for both groups). The results from this pilot study can guide future research using HPS in health care education. A randomized controlled study with a larger sample needs to be completed to provide more insight into the outcomes of HPS in health care curricula.
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Ferguson, Pam Adkins Amee. "Transcultural self-efficacy in graduating nursing students." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414124091&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205255176&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2007.Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Amee Adkins (chair), Zeng Lin, Dianne Gardner, Jacklyn Ruthman. Includes bibliographical references (leaves 122-127) and abstract. Also available in print.
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O'Donnell, H. "Voluntary attrition in pre-registration nursing students." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517438.
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Shultz, Marie E. "Factors related to stress in nursing students." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/511.
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The purpose of this review of literature was to explore and critically analyze relevant literature regarding stress factors and the consequences of stress in nursing students. Findings from this review of literature aimed to provide a better understanding of stress factors and the physical and psychological impact of stress on nursing students. Information was collected from the Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and MEDLINE- EBSCOhost databases to explore what research has been conducted and to assess the current knowledge base. Analysis of the literature indicated that nursing students reported experiencing increased levels of stress during the academic year. Nursing students reported higher levels of stress in conjunction with elevated external stressors, including increased responsibilities and course requirements. Analysis of the findings suggested that factors related to stress in nursing students arose from clinical sources, academic sources, and personal sources. Further analysis indicated that experiencing elevated levels of stress had a negative impact on the student. Increased levels of stress, combined with poor coping mechanisms, may lead to poor academic performance and burn-out among nursing students. Future research may evaluate means to reduce stress levels and mitigate stress in nursing students through targeting specific causative factors. Findings from this review of literature aim to influence student management of stress.B.S.N.
Bachelors
Nursing
Nursing
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Gibbons, C. "Measuring Stress and Eustress in Nursing Students." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501265.
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Wu, Xi Vivien. "Holistic clinical assessment for undergraduate nursing students." Doctoral thesis, Högskolan i Jönköping, Hälsohögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29937.
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A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. Difficulties in the development of valid and reliable assessment measures in nursing competency continue to pose a challenge in nursing education. A holistic approach in the assessment of competency comprises knowledge, skills and professional attitudes, wherein the notion of competency incorporates professional judgement and management skills in the clinical situation. Therefore, the thesis aims to develop a holistic clinical assessment tool with a reasonable level of validity and reliability to meet the needs of clinical education. The conceptual framework underlying this research is formed by establishing a theoretical connection between the practice of learning, and of pedagogy and assessment. This research consists of five studies. In Study I, a systematic review was conducted to explore the current assessment practices and tools for nursing undergraduates. In Studies II, III and IV, a qualitative approach with focus group discussions was adopted to explore the views of final-year undergraduate nursing students, preceptors, clinical nurse leaders and academics on the clinical assessment. Based on the multiple perspectives, it therefore addresses concerns in clinical assessment. In Study V, a holistic clinical assessment tool was developed, for which a psychometric testing was conducted. The systematic review indicated that limited studies adequately evaluate the psychometric properties of the assessment instrument. The qualitative studies have raised an awareness of professional and educational issues in relation to clinical assessment. Workload, time, availability of resources, adequate preparation of preceptors, and availability of valid and reliable clinical assessment tools were deemed to influence the quality of students’ clinical learning and assessment. In addition, the presence of support systems and formal educational programs for preceptors influenced their preparation and self-confidence. Nursing leaderships in hospitals and educational institutions have a joint responsibility in shaping the holistic clinical learning environment and making holistic clinical assessment for students. The involvement of all stakeholders in the development of a valid and reliable assessment tool for clinical competency is also essential to the process. The Holistic Clinical Assessment Tool (HCAT) was developed by the author based on the systematic review, qualitative findings and the core competencies of registered nurse from the professional nursing boards. The HCAT consists of 4 domains and 36 assessment items. Furthermore, testing of the psychometric properties indicated that the HCAT has satisfactory content validity, construct validity, internal consistency and test-retest reliability. In conclusion, the HCAT is meritorious in that it carries the potential to be used as a valid measure to evaluate clinical competency in nursing students, and provide specific and ongoing feedback to enhance the students’ holistic clinical learning experience. The HCAT not only functions as a tool for self-reflection for the students, but also guides the preceptors in clinical teaching and assessment. In addition, the HCAT can be used for peer-assessment and feedback. It is imperative that the clinical and academic institutions establish various levels of ongoing support for both students and preceptors in the process of clinical assessment.
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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring: Promoting Nursing Students Academic Success." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8455.
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Merriman, Carolyn S. "Test-Taking Strategies for Undergraduate Nursing Students." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/8468.
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Fusco, Lori A. "Medication Safety Competence of Undergraduate Nursing Students." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=casednp158558798038964.
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Trotter, Jennifer. "The Prevalence of Smoking in Nursing Students." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/240.
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Tobacco use is one of the most preventable sources of death and disease, and yet remains a worldwide problem. With the rising costs of healthcare, the focus of efforts to control them has honed in on lifestyle behaviors that contribute to the escalating costs. Within the scope of this scrutiny, the prevention or cessation of smoking and tobacco usage has become a global priority and a major focal point of worldwide anti-tobacco initiatives. The World Health Organization (WHO) has identified cessation interventions by health care professionals as a crucial factor in successful patient smoking cessation, and studies have shown that personal smoking behaviors by health care professionals are a barrier to effective smoking cessation interventions by those professionals (Lally et al., 2008; Radsma & Bottorff, 2009). This knowledge fueled the creation and distribution of global surveys by the WHO, the Centers for Disease Control and Prevention (CDC), and the Canadian Public Health Association (CPHA) to investigate the prevalence of smoking behaviors in health care professionals and in health care students (“Global Health Professions,” 2014; “WHO/CDC Global,” 2014). This study utilized the Global Health Professions Student Survey. The current study investigated the prevalence of smoking in nursing students of all educational levels at East Tennessee State University, with the expectation that the percentage of students who currently smoke would be substantially lower than that of students who do not smoke. The survey also investigated attitudes towards the role of health professionals in patient smoking cessation and towards personal smoking behaviors.
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Eisert, Shelly. "Addressing Limited Clinical Experiences for Nursing Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1005.
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This descriptive case study addressed the problem that nursing students at a small community college lacked clinical experiences that promoted identification of their strengths and weaknesses in knowledge and skills expected of nurses. The interest in this individual case and purpose of this study was to understand the clinical learning activities nursing students at this site believed were effective strategies for evaluating their strengths and assessing areas needing improvement in their nursing practice. The theoretical foundation of adult learning formed the basis of this descriptive case study using a survey design to assess the students' perceptions of clinical learning activities that were effective for evaluating their strengths and weaknesses in their nursing practice. Descriptive statistics including frequencies and percentages of responses to a survey were used to summarize data related to the students' preferences for learning based on clinical activities. Key findings indicated that a large percentage of nursing students at the site strongly agreed that high-fidelity simulation was an effective strategy for evaluating strengths and assessing areas needing improvement in their nursing practice. Based on the findings, a curriculum plan with tools to prepare nursing educators to facilitate debriefing to enhance clinical learning activities was developed for the local school of nursing. The results of this study can be used by nursing educators as they integrate active learning and assessment activities, particularly high-fidelity simulation, into nursing education at this site. The findings could contribute to positive social change when nursing educators at the site are empowered to implement and assess components of the curriculum plan to positively impact nursing students' ability to reflect and evaluate their nursing practice resulting in improving their learning and nursing care.
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Maret, Beena. "Nursing Students' Perceptions of Briefing in Simulation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6059.
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Briefing for a clinical simulation in nursing school is an information session that sets the stage for a meaningful simulation activity. Improper or inadequate briefing practices can impact the quality of learning nursing students receive through clinical simulation experience. The purpose of this study, guided by the novice to expert and social cognitive theories, was to explore accelerated baccalaureate nursing (ABN) students' perceptions of their briefing experiences and how the briefing experiences influenced the acquisition of clinical skills and knowledge. Twelve ABN students from a school of nursing in one of the Northeastern states were interviewed through e-mail correspondence. Thematic coding was conducted on the data and the themes derived were inconsistencies in briefing practices, a sense of uncertainty, and inefficient acquisition of clinical skills and knowledge. The inconsistencies in the practice of briefing varied between courses and instructors and improper briefing generated a sense of uncertainty among participants and feelings of ineffective acquisition of clinical skills and knowledge from simulations. The results will enable nurse educators in the local setting to improve briefing protocols and adhere to the briefing standards to facilitate students' learning. The use of rigorous research designs involving a larger sample size from multiple research sites in different geographical regions is recommended for future research to examine if this problem is relevant to all nursing schools. The implications for positive social change include the potential impact of proper briefing practices in enabling ABN students to acquire clinical skills and knowledge effectively so that they can safely provide quality care to their patients.
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Harnest, Pat W. (Pat Williams). "The Perceptions of Student Academic Honesty by Faculty and Students in a School of Nursing." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330795/.
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The purpose of this study was four-fold: the identification of behaviors perceived as academically honest by faculty and six levels of nursing students, to determine differences between faculty and students, to determine differences between graduate and undergraduate students, and to determine differences in consequences proposed by faculty and students.
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Cicotti, Cheryl. "The Relationship Between Incivility and Engagement in Nursing Students at a State College." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5166.
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This study investigated the relationship between engagement, as measured with the Community College Student Survey of Engagement Course Feedback Form, and incivility, as measured with the Incivility in Nursing Education Survey, in 268 nursing students at a state college. A significant relationship was identified between the composite variables representing engagement and incivility. Specifically, the composite engagement variables representing active and collaborative learning, student-faculty interaction, student effort, and academic challenge were positively related to the composite incivility variable reflecting the consideration of disruptive student behavior. Data analysis determined that the most disruptive classroom behavior reported were students holding distracting conversations. The use of computers for non-classroom activities was cited as the most frequently observed disruptive act. The study examined the presence of any differences in the levels of student engagement or incivility between first- and second-year students. No differences in either of these two constructs were identified. The study results suggest a relationship between incivility and engagement and denote the most prevalent and disruptive nursing student behaviors.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher 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.
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Jones, Sharon Holly. "Nursing students' perceptions of working with staff nurses." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/jones/JonesS0510.pdf.
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The purpose of this project was to examine the perceptions of nursing students working with staff nurses during their clinical experiences. Based on this information, a resource for staff nurses was developed to assist them in mentoring students. A limited review of the literature identified helpful and hindering practices in the education of nursing students. Nursing schools and faculty are charged with theoretical and clinical education of nursing students so they may enter into the nursing profession as competent and safe nurses. Staff nurses play integral roles in the formative development of students. Data from a previous study were examined. The variables of friendliness, approachability, availability and willingness of staff nurses were evaluated. Students consistently ranked the ability of nurses to teach lowest and friendliness of nurses highest. Student comments were organized qualitatively utilizing retrospective analysis. Two themes were identified from the qualitative data which added to the veracity of the research. Positive reported nurse behaviors towards students were then utilized as a basis for a mentoring guide. Limitations for this project, as well as implications and topics of future research were identified and discussed. A resource guide was developed for distribution to staff nurses to assist them when mentoring nursing students.