Dissertations / Theses on the topic 'Nursing Study and teaching Australia'
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1
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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Smedley, Alison. "Developing the nurse professional and nurse education for the 21st century." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/333.
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The purpose of this portfolio was to establish what educational strategies would enhance the professional education for the nurse of the future. Through an examination of various contemporary educational theorists' work. a conceptual framework was developed using the concepts of Hargreaves (2003) as an overarching model to establish the current positioning of nursing and nursing education in the knowledge society. The preparation ofa nurse who can function effectively and efficiently within a rapidly changing health workplace relies heavily on educational preparation that includes the development of knowledge, skills and attitudes appropriate for the role. This portfolio has examined critical aspects of nursing and nurse education in relation to the development of these necessary areas for future nurse professionals.
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Langridge, Miriam E. "A deconstruction and reconstruction of advanced nurse specialisation and education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/709.
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The purpose of this study was to present issues and the paradoxes surrounding advanced nurse specialisation (ANS) and education, This study was conducted in two parts. Part A examined the prospective experiences of 13 registered nurses (RNs) who were advancing in an area of special is III ion: they were working in a specialist area of practice and studying in II course specific 10 their specialisation. Two rounds of interviews were completed over six-month intervals. Part B examined the data gathered from a focus group interview and follow-up feedback from 10 nurse executives as stakeholders. The intersubjective data from this group of nurses expanded on the political, economic, and social complexities surrounding the same phenomenon of interest.
4
Ruler, Amanda Jane. "Culture of nursing homes : an ethnomethodological study /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phr935.pdf.
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Seaton-Sykes, Philippa, and n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education." Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.
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Since the introduction of the Internet, there has been an increase in the adoption of this technology for educational purposes. This development and widespread availability of Internet technologies, alterations in the needs of clinical practice and the characteristics of students, have all inspired changes in nursing education (Mallow & Gilje, 1999). In response, nursing education has embraced the opportunity this communication medium offers to the diverse groups of students in nursing. These students may be studying at a distance, or due to other constraints such as time or professional commitments, studying in flexible ways where students may or may not be in the classroom. In other instances, Internet technologies are being used with the aim of enriching learning in nursing. However, despite widespread development and implementation of these innovations, the effects on nursing education have not been extensively researched (Cheek, Gilham & Mills, 1998; Gillham, 2002; Mallow & Gilje, 1999) and little is known about how the Internet contributes to teaching and learning, what learning outcomes are, or what support is required by teachers and students (Billings, 2000). At this time of rapid development of Internet-based and Internet-supported courses in the Australian nursing education system, there is a need to ensure such courses are educationally effective, clinically relevant, and that resources are appropriately assigned. This exploratory study aimed to contribute to effective discipline-specific use of internet learning environments through increased understanding of students and academics experiences of teaching practices and learning processes. There were two phases to this mixed-method study, a survey of course coordinators, and secondly, interviews with eleven students and sixteen academics. The survey of diverse schools of nursing across Australia provided foundational information about the ways the Internet was integrated into nursing education, and the preparation and supports that were offered to students for Internet-based or Internet-supported learning. Guided by a constructivist theoretical framework, and analysed thematically, the key findings of this study were drawn from the academics and students experiences in a variety of nursing courses in universities located across Australia. The Internet was employed in these courses in a variety of ways. At the time of data collection for both the survey and the interviews, more courses were Internet-supported than Internet-based. A variety of Internet information and communication features were used in courses. The survey findings provided both a context for the interview findings, and a degree of confirmation of these findings. The context reported was diverse, consistent with an emergent educational environment that has few precedents to guide its implementation. The academics experiences revealed that teaching in online environments was vastly different to face-to-face teaching and required different practices of teaching and learning that took into consideration the separation of teachers from learners, and learners from each other. While often enthusiastic about the new environment, many teachers needed specific preparation, support, and adequate resources to teach in this new environment. Similarly, students experienced a dislocation from the learning environments to which they were accustomed. Significant shifts were apparent in the students constructions of both individual and collaborative learning that were contingent upon the separation of teachers and learners, and the necessity of communicating in a written medium. Both teachers and learners revealed how, consequent upon their dislocation, they were relocating to a new interpretation of time, place and relationships in Internet learning environments, and were reconstructing teaching and learning. The reconstructions of learning included ways of relating that built learning communities predicated on a shift in focus from teaching to learning. These included both a shift in individual students learning, and a constructed understanding that arose variously from shaping a fundamental comprehension or challenging thinking, to expand comprehension in the group. Through new understandings and practices, the participants were beginning to construct a place for students and teachers to realise the possibilities for enriched learning that online communities can provide. The findings of this study are discussed in terms of the possibilities for teaching and learning in nursing education, and recommendations are made.
6
McConigley, Ruth. "Rural palliative care nursing: A modified grounded theory study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/986.
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This paper presents the findings of a study of rural palliative care nurses in Western Australia. The numbers of rural centres in Western Australia offering palliative care services are increasing; however at present there is little empirical data available about the roles of the nurses involved. This study was undertaken to begin to correct this deficit. The study examines basic social processes associated with the role of rural palliative care nurses and identities issues that affect the nurses’ professional practice. A modified grounded theory approach was used to form a conceptual framework that describes rural palliative care nursing. Theoretical sampling techniques were used to identify the six palliative care nurses working in rural Western Australia who participated in this study. Data was generated using in depth interview and participant observation techniques. Constant comparative analysis of the data was employed to allow concepts to emerge from the data. The central theme that developed from the data Living Palliative Care describes the all-consuming nature of the rural palliative care nurses’ role. Three related categories, Wearing Many Huts, Being the Expert and Surviving in Palliative Care are also discussed. This research has explored issues that rural palliative care nurses feel are relevant to their professional practice and it describes the basic social processes inherent in the rural palliative care nurse’s role. Recommendations for nursing research, education, administration and clinical practice are presented.
7
Wood, Beverley. "Attitudes toward the elderly : a case study of nursing students' attitudes." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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Cramer, Jennifer H. "Nursing practice in a remote area : an ethnographic study." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/32.
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The solitary position of nurses who practise in geographically isolated communities to provide direct health care to a predominantly Aboriginal population characterises nursing in remote areas. Munoz & Mann (1982) described this practice as unique. The uniqueness of this practice, however, has remained shrouded in superficial descriptions featuring service delivery at a one or two-nurse-post, the physical distance of nursing posts from hospital facilities and the autonomy with which nursing is performed. Only glimpses of the reality of nursing practice in a remote area have been revealed through the study of the educational needs of remote area nurses (Munoz & Mann 1982, Cameron-Traub 1987, Philp 1988, Kreger 1991a, Bell, Chang & Daly 1995). A key problem is the lack of a systematic description and detailed analysis of nursing as it is practised in a remote area.The purpose of this study was to explore, describe and analyse nursing practice in a remote area. The research was undertaken at Warburton, an isolated community mainly inhabited by the Ngaanyatjarra people in the Central Desert of Western Australia. An ethnographic design was chosen for this exploratory inquiry into the social and cultural pattern of everyday nursing practice. In a pre-entry study a suitable setting and informants were found. Fieldwork was conducted at the Warburton nursing post by the researcher and involved living on site for a year. Data gathering techniques were participant observation together with interviewing, collection of pertinent documents and the daily chronological recording of fieldnotes, memos and a personal journal. Data analysis was performed concurrently with data gathering. The process followed the Developmental Research Sequence Method by Spradley (1980). Through a cyclical process of data collection and analysis the domains, taxonomies and componential variables in the culture of remote area nursing practice emerged.Amorphous practice was the overall theme revealed in the underlying cultural patterns that shaped the practice of nursing in the remote area. The term amorphous practice is defined as the changeable nature of practice from nurse to nurse, from situation to situation, from time to time. This was observed in the recurrent differences between nurses in their knowledge, abilities and attitudes as well as in the variability between nurses in their management of client care. Contributors to the phenomenon of amorphous practice were found in three distinct, but inter-related, tributary themes termed detachment, diffusion and beyond the nursing domain. Detachment explained the nurses' feelings of separateness from the usual professional and organisational structures needed for the enactment of nursing. Diffusion encapsulated the broad spread of the nurses' role in remote area practice. Beyond the nursing domain described an unregulated practice considered to be outside the responsibilities of nursing care. The substantive theory of amorphous practice provided a detailed description of how nursing was practised in the remote area. It also explained why it was so different from nursing as it is generally understood by the profession.
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Cramer, Jennifer H. "Nursing practice in a remote area : an ethnographic study." Curtin University of Technology, School of Nursing, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11936.
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The solitary position of nurses who practise in geographically isolated communities to provide direct health care to a predominantly Aboriginal population characterises nursing in remote areas. Munoz & Mann (1982) described this practice as unique. The uniqueness of this practice, however, has remained shrouded in superficial descriptions featuring service delivery at a one or two-nurse-post, the physical distance of nursing posts from hospital facilities and the autonomy with which nursing is performed. Only glimpses of the reality of nursing practice in a remote area have been revealed through the study of the educational needs of remote area nurses (Munoz & Mann 1982, Cameron-Traub 1987, Philp 1988, Kreger 1991a, Bell, Chang & Daly 1995). A key problem is the lack of a systematic description and detailed analysis of nursing as it is practised in a remote area.The purpose of this study was to explore, describe and analyse nursing practice in a remote area. The research was undertaken at Warburton, an isolated community mainly inhabited by the Ngaanyatjarra people in the Central Desert of Western Australia. An ethnographic design was chosen for this exploratory inquiry into the social and cultural pattern of everyday nursing practice. In a pre-entry study a suitable setting and informants were found. Fieldwork was conducted at the Warburton nursing post by the researcher and involved living on site for a year. Data gathering techniques were participant observation together with interviewing, collection of pertinent documents and the daily chronological recording of fieldnotes, memos and a personal journal. Data analysis was performed concurrently with data gathering. The process followed the Developmental Research Sequence Method by Spradley (1980). Through a cyclical process of data collection and analysis the domains, taxonomies and componential variables in the ++culture of remote area nursing practice emerged.Amorphous practice was the overall theme revealed in the underlying cultural patterns that shaped the practice of nursing in the remote area. The term amorphous practice is defined as the changeable nature of practice from nurse to nurse, from situation to situation, from time to time. This was observed in the recurrent differences between nurses in their knowledge, abilities and attitudes as well as in the variability between nurses in their management of client care. Contributors to the phenomenon of amorphous practice were found in three distinct, but inter-related, tributary themes termed detachment, diffusion and beyond the nursing domain. Detachment explained the nurses' feelings of separateness from the usual professional and organisational structures needed for the enactment of nursing. Diffusion encapsulated the broad spread of the nurses' role in remote area practice. Beyond the nursing domain described an unregulated practice considered to be outside the responsibilities of nursing care. The substantive theory of amorphous practice provided a detailed description of how nursing was practised in the remote area. It also explained why it was so different from nursing as it is generally understood by the profession.
10
Clegg, Holly. "Required wound care content for nursing curricula in Australia: A Delphi Study." Thesis, Clegg, Holly (2022) Required wound care content for nursing curricula in Australia: A Delphi Study. Masters by Research thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/65497/.
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Background
There is evidence in the literature that there is a lack of knowledge related to wound care among entry to practice nursing students, which can influence nursing students’ confidence and competence. The research exploring the content and delivery of wound education is limited but does demonstrate that the nursing curricula between university programs internationally, and nationally within Australia, varies significantly. To reduce the inconsistencies and improve the quality of wound care education in undergraduate nursing curricula, it is important to identify what wound care content should be delivered and how this content should be scaffolded across the nursing program.
Aims
The central aims of the research were to ascertain what experts identify as important wound care curriculum content for a three year Bachelor of Nursing program and in which year students should first be introduced to each topic.
Methodology
A Delphi technique was used to establish consensus for a list of wound care topics (n=74) as to when they should be first introduced to nursing students. The wound care topics were taken from the Standards for Wound Prevention and Management (Wounds Australia, 2016) and divided into three categories: ‘anatomy and physiology’, ‘assessments’ and ‘treatments/therapies’ within the survey. Seventeen registered nurse wound care experts in Australia were recruited to take part in the three round Delphi survey and a response rate of 100% (n=17) was obtained in all three rounds. A consensus of >70% for the year that each topic should be first introduced was required.
Results
The Delphi process achieved consensus on the year that 65 wound care topics should be first introduced, with only nine topics not reaching above 70%. There were 19 topics nominated for year one and year two, 15 topics for year three and 12 topics that were nominated for post graduate study. There was a clear allocation of topics by the expert participants that enabled development of knowledge and skills over the three years across the conceptual areas of wound theory (includes anatomy and physiology, pathophysiology and pharmacology), physical assessment, psychosocial assessment, wound care skills, wound care planning, patient education and wound prevention.
Conclusion
Reducing the inconsistencies in wound care education and improving the standards of knowledge and skills in graduate nurses, is essential for the safe, effective and evidence-based care of individuals with wounds to improve their wound healing outcomes.
11
Henderson, Saraswathy. "The phenomenon of patient participation in their nursing care : a grounded theory study." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/427.
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In recent times there has been an emphasis on patients participating in their own nursing care. Studies have demonstrated that when patients participate in their own care, they experience positive outcomes, such as greater satisfaction with care, a sense of control, decreased vulnerability, and being effectively prepared for discharge. Practising nurses are of the view that patients should be involved in the planning, implementation, and evaluation of care in keeping with nursing's philosophy of provide holistic or patient-centred care. Despite this there is literature to show that nurses' espoused pro-participatory attitudes were not always enacted in the practice setting. There was a paucity of research to explain why this situation existed. Therefore, the purpose of this grounded theory study was to explore, describe, and analyse nurses' and patients' perspectives on the phenomenon of patient participation within the context of hospital nursing practice in Western Australia.Data were collected through formal and informal interviews with nurses, patients, non nurses, a doctor and relatives, focus group interview with nurses, participant observation, listening to nurses' handovers, examination of nurses' notes, and published literature. Thirty three Registered Nurses and 32 patients from medical, surgical, and extended care wards were formally interviewed. Additionally, 28 nurses and 17 patients were informally interviewed during participant observation. The total hours of participant observation was 142. The constant comparative method was used to analyse the data.The findings revealed that the basic social problem that faced nurses and patients was incongruence in their understandings of the meaning of patient participation and in their philosophies about nursing care. This had led to nurses and patients adopting three styles of participation, that is, participation inclusion which involved patients participating in all aspects of their care, including making decisions about their treatments, participation marginalisation which encompassed patients participating only in their daily living activities and pain management, and participation preclusion which involved patients not participating in any aspects of their care. This resulted in nurses and patients coming together with their own different styles of patient participation, which caused conflict in viewpoints about how care should be provided and received at the bedside. Exacerbating the problem of incongruence were the hospital contextual conditions of economic constraints, management structures, presence of technology, and culture of medical dominance. These contextual conditions also modified the process that nurses and patients used to deal with the problem.The basic social process that nurses and patients used to deal with the problem of incongruence was labelled accommodating the incongruence and involved three phases. It was found that varying intervening conditions that affected the nurses, patients, or both, and the day-to-day ward environment modified this process. The first phase, which was labelled coming to terms with the incongruence, involved nurses and patients encountering and acknowledging that there was an incongruence. The second phase, which was termed rationalising the incongruence, involved nurses and patients observing and assessing each other's behaviours. The third phase, which was labelled seeking resolution: minimising the incongruence, involved nurses and patients adjusting their behaviours so as to achieve some balance. This third phase was nurse-driven with patients playing a subsidiary role. This was considered to be due to nurses being at their optimum physical level of functioning and in their own socio-cultural work environment as opposed to patients who were ill and therefore vulnerable. Nurses adjusted their behaviours, depending on the patients' preferred style of participation, by either increasing patients' control and level of participation, as well as increasing their own level of control, to upgrade patients' input; or decreasing patients' control and level of participation and decreasing their own level of control to downgrade patients' input; or alternatively converging patients' control and level of participation to meet with their own style of participation, without them increasing of decreasing their own control. Through converging, the nurses were able to upgrade or downgrade patients' input. From this nurse-patient interactive process, which was dynamic and reciprocal, a theory of patient participation emerged. This was labelled Accommodating Incongruity. Implications for nursing practice, management, theory, education, research, and consumerism are discussed and directions for future research are provided.
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Johnson, Valerie. "Drama teaching: Understanding what we do." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/732.
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Drama teaching in secondary schools in Western Australia has become an increasingly complex discipline in recent years. This study has considered the work of Drama teachers from the point of view of those practising the discipline, using a phenomenological methodology which allowed the voices of the participants to be heard directly. In the discussion, consideration is given to the way in which these teachers practice the dynamic which is drama, are influenced by the art form of theatre, and deliver the school subject, Drama.
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Ryder, Mary. "Exploring leadership and research in nurse practitioner roles across Australia and Ireland: A mixed-methods study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2337.
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Introduction
The Nurse Practitioner role is recognised as the highest level of clinical nursing. Leadership and research are identified as core attributes for Nurse Practitioners in the regulatory frameworks. There is an expectation that as clinical leaders, Nurse Practitioners have the ability to transform healthcare delivery within their specialist area of practice.
Background
The voice of Nurse Practitioners is limited in the current literature related to how they view their leadership contribution to Nursing. There has been some criticism in the evidence to date related to volume, consistency and transferability of Nurse Practitioner research. However, there is a shortage of evidence related to research from Nurse Practitioners, including their interpretation of research within their role.
Design
A mixed-methods, sequential explanatory study was completed. Nurse Practitioners from Ireland and Australia were contacted via their respective Professional Associations to participate in the research.
Methods
Phase one conducted an electronic survey to ascertain Nurse Practitioner leadership and research activities across Ireland and Australia. Phase two data collection was conducting through semi-structured interviews with participants to explore their understanding of leadership and research in their role.
Results
Nurse Practitioners perceive that they provide strong clinical leadership in transforming healthcare delivery for patient populations. Research is perceived by Nurse Practitioners in the traditional sense, of generating new knowledge, and they do not value the research work they do. Leadership and Research in the Nurse Practitioner role is similar in Ireland and Australia. Leadership of research was not found, due to a lack of time allocated to research and a lack of confidence to undertake research.
Conclusion
Nurse Practitioners provide patient focused clinical leadership in healthcare. Autonomy in clinical decision-making and the freedom to change healthcare delivery was evident. There is a reliance on interprofessional leadership and assistance to embed the role, ensuring its success. A lack of clarity pertaining to research requirements for Nurse Practitioners was identified. A translational research continuum has been proposed, as an alternative to the traditional definition of research for Nurse Practitioners
14
Steele, Frances A., of Western Sydney Nepean University, Faculty of Education, and School of Teaching and Educational Studies. "Teaching biotechnology in NSW schools." THESIS_FE_TES_Steele_F.xml, 1999. http://handle.uws.edu.au:8081/1959.7/671.
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Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development.Master of Education (Hons)
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Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.
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The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001).The clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
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McConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.
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Rural palliative care nurses (RPCNs) in Western Australia (WA) are a small population, who have embraced the specialist palliative care role since the first palliative care service in rural WA began in 1990. However, there are some challenges involved with being a specialist nurse in a generalist health care setting. fu particular, there is a suggestion in the literature that RPCNs may be professionally isolated, may be prone to burnout, and may therefore experience decreased job satisfaction and may consider leaving the palliative care field.
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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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Henderson, Saraswathy. "The phenomenon of patient participation in their nursing care : a grounded theory study." Curtin University of Technology, School of Nursing, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10574.
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In recent times there has been an emphasis on patients participating in their own nursing care. Studies have demonstrated that when patients participate in their own care, they experience positive outcomes, such as greater satisfaction with care, a sense of control, decreased vulnerability, and being effectively prepared for discharge. Practising nurses are of the view that patients should be involved in the planning, implementation, and evaluation of care in keeping with nursing's philosophy of provide holistic or patient-centred care. Despite this there is literature to show that nurses' espoused pro-participatory attitudes were not always enacted in the practice setting. There was a paucity of research to explain why this situation existed. Therefore, the purpose of this grounded theory study was to explore, describe, and analyse nurses' and patients' perspectives on the phenomenon of patient participation within the context of hospital nursing practice in Western Australia.Data were collected through formal and informal interviews with nurses, patients, non nurses, a doctor and relatives, focus group interview with nurses, participant observation, listening to nurses' handovers, examination of nurses' notes, and published literature. Thirty three Registered Nurses and 32 patients from medical, surgical, and extended care wards were formally interviewed. Additionally, 28 nurses and 17 patients were informally interviewed during participant observation. The total hours of participant observation was 142. The constant comparative method was used to analyse the data.The findings revealed that the basic social problem that faced nurses and patients was incongruence in their understandings of the meaning of patient participation and in their philosophies about nursing care. This had led to nurses and patients adopting three styles of participation, that is, ++participation inclusion which involved patients participating in all aspects of their care, including making decisions about their treatments, participation marginalisation which encompassed patients participating only in their daily living activities and pain management, and participation preclusion which involved patients not participating in any aspects of their care. This resulted in nurses and patients coming together with their own different styles of patient participation, which caused conflict in viewpoints about how care should be provided and received at the bedside. Exacerbating the problem of incongruence were the hospital contextual conditions of economic constraints, management structures, presence of technology, and culture of medical dominance. These contextual conditions also modified the process that nurses and patients used to deal with the problem.The basic social process that nurses and patients used to deal with the problem of incongruence was labelled accommodating the incongruence and involved three phases. It was found that varying intervening conditions that affected the nurses, patients, or both, and the day-to-day ward environment modified this process. The first phase, which was labelled coming to terms with the incongruence, involved nurses and patients encountering and acknowledging that there was an incongruence. The second phase, which was termed rationalising the incongruence, involved nurses and patients observing and assessing each other's behaviours. The third phase, which was labelled seeking resolution: minimising the incongruence, involved nurses and patients adjusting their behaviours so as to achieve some balance. This third phase was nurse-driven with patients playing a subsidiary role. This was considered to be due to nurses being at their optimum physical level of functioning and in their own socio-cultural work ++
environment as opposed to patients who were ill and therefore vulnerable. Nurses adjusted their behaviours, depending on the patients' preferred style of participation, by either increasing patients' control and level of participation, as well as increasing their own level of control, to upgrade patients' input; or decreasing patients' control and level of participation and decreasing their own level of control to downgrade patients' input; or alternatively converging patients' control and level of participation to meet with their own style of participation, without them increasing of decreasing their own control. Through converging, the nurses were able to upgrade or downgrade patients' input. From this nurse-patient interactive process, which was dynamic and reciprocal, a theory of patient participation emerged. This was labelled Accommodating Incongruity. Implications for nursing practice, management, theory, education, research, and consumerism are discussed and directions for future research are provided.
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Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.
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The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.
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O'Connell, Beverly O. "A grounded theory study of the clinical use of the nursing process within selected hospital settings." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1517.
Full textAbstract:
The nursing process is the espoused problem solving framework that forms the basis of the way in which patient care is determined, delivered, and communicated in a multiplicity of health care settings. Although its use is widespread in educational and clinical settings, some nurse clinicians display negative attitudes towards the use of the nursing process. They claim that both the structure and language that underpins this process is cumbersome and unreflective of the way in which nursing care is planned and delivered. To date, there has been no study cited that has examined its use within a clinical setting and determined if and how the nursing process is being used and whether there is substance in the clinicians' claims. Additionally, some of the research on problem solving has used laboratory based designs that are limited as they are not sensitive to contextual factors that affect the use of a problem solving process, nor are they sensitive to the efficacy of the communication process. As patient care involves many nurses working under diverse contextual conditions, these factors need to be taken into consideration when studying this phenomenon.Using grounded theory methodology, this study examined the clinical application of the nursing process in acute care hospital settings. Specifically, it sought to answer the following two questions: (1) How is the nursing process used by nurse clinicians in acute care hospital settings? and in the absence of its use, (2) How is nursing care determined, delivered, and communicated in acute care hospital settings in Western Australia?Data were obtained from semi-structured interviews with predominantly nurse clinicians, patients, and patients' relatives, as well as participant field observations of nurse clinicians, and in-depth audits of patient records. Textual data were managed using NUD-IST and analysed using constant comparative method. Data generation and analysis proceeded simultaneously using open coding, theoretical coding, and selective coding techniques until saturation was achieved. This resulted in the generation of a substantive theory explaining clinical nursing in acute care hospital settings.The findings of this study revealed several problems with the clinical application of the nursing process. It also revealed a process used by nurses to overcome many difficulties they experienced as they tried to determine, deliver, and communicate patient care. Specifically, nurses in this study experienced the basic social problem of being in a state of "Unknowing". Properties and dimensions of unknowing were found consistently in the data and this problem was labelled as the core category. This state of "unknowing" was linked to a number of factors, such as, the existence of a fragmented and inconsistent method of determining and communicating patient care and work conditions of immense change and uncertainty. In order to deal with this problem, the nurses in this study used a basic social process termed: "Enabling Care: Working through obscurity and uncertainty". The first phase of the core process, termed: Putting the pieces together: making sense, involved four subprocesses. These subprocesses were labelled: drawing on the known, collecting and combining information, checking and integrating information, and sustaining communication. The second phase of the core process was termed Minimising uncertainty. It involved three subprocesses which were named: adapting work practices, taking control, and backing-up.The findings of this study have implications for nursing practice, research, theory, and education, as it exposes problems with the clinical application of the nursing process in acute care settings. In addition, it further explicates a substantive theory that describes a process of nursing used by nurses in these settings. As the articulated process was supported by a number of studies and opinions of nurse scholars it is worthy of being considered as being foundational to an understanding of a process of nursing used in acute care hospital settings in Western Australia.
21
Marshall, 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 textAbstract:
Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals.
Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type.
Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.Ed. D.
22
Greaves, Judith M. "Understanding palliative care: An ethnographic study of three Australian palliative care services." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1553.
Full textAbstract:
Palliative care commenced in Australia in the early 1980s. Although the value of palliative care has become more widely recognised by the public and other health care professionals, there is still a lack of understanding about what palliative care is and the depth and scope of this specialty area of health care. The research that I present in this thesis is based on examination of palliative care practice in a selection of Australian services, undertaken with the aim of enhancing understanding of Palliative Care. The significance of the research arises from the notion that members of the Australian community should be well informed about health care options available to them. Understanding palliative care and the ability to differentiate palliative care from other end-of-life care is important if people are to make informed decisions about supporting, accessing, and using services appropriate to their needs. An interpretive ethnographic study from a symbolic interactionist perspective was undertaken in three palliative care services, one in each of the major Australian cities of Sydney. Melbourne, and Perth. Each palliative care service had been established for at least ten years, and was part of a larger health care facility. A fourth service, a purpose-built three-year-old unit, was added during the course of the research to provide contrast to the emerging analyses. As an experienced palliative care nurse, I assumed the role of marginal native as the primary research instrument. Data collection was by means of participant observation, formal and informal interviews, and examination of supplementary data sources, with two months spent in each of the three study sites. Interpretations made from ethnographic observation of these Australian palliative care services showed a diversity of practice, best understood within the context of the particular service. The major findings are presented under the headings of Politics, Place, People, and Practice of Palliative Care. Common approaches to provision of care were found in creating an appropriate physical environment for patients, with an underlying mission to "make the best of things." Patients cared for in the settings were a similar cohort of middle aged to elderly cancer patients. In general, staff shared expectations of appropriate types of patients and showed discomfort or lack of understanding in caring for non-cancer patients, or patients from non-Australian, non-Christian, and non-English speaking backgrounds. Practice diversity was highlighted by the range of technology used and variations in the availability of social activities for patients in the services. These two: areas in particular warrant further research to examine the outcomes associated with these variations, in terms of survival time, quality of life, and service costs.
These findings are particularly relevant at this time when the Australian Government is attempting to enhance access to palliative care. The diversity of practice uncovered in this study suggests that discussions and decisions about allocation of resources and development of services must take into consideration the various interpretations of palliative care services that may exist. The findings also reinforce the need for sound evidence-based studies to examine the impact of variations and the types of populations that might be best served by different types of palliative care support.
23
Earthy, Anne Elizabeth. "Survey of gerontological curricula in Canadian generic baccalaureate nursing programs." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30546.
Full textAbstract:
The current status of gerontological nursing curricula
in Canadian generic baccalaureate nursing programs has not
been studied. As the Canadian society changes the health
care system is struggling to provide adequate health care to
the growing population over the age of 65. Nurses must be
prepared to assist the elderly in the community and in
institutions to cope with increasing disabilities.
Therefore, the study of gerontological nursing should be a
requirement in a nurses' basic education to prepare them to
work with older clients in all settings.
This study used a survey methodology to determine the
present status of gerontological content in baccalaureate
nursing education curricula. Questionnaires were sent to
each of the 22 deans/directors of the Canadian generic
baccalaureate nursing programs and to 31 provincial
reputational "experts" in the field of gerontology. A
return rate of 90% and 93% was obtained respectively.
The study asked five questions: 1) What nursing model
or concepts are used by the generic baccalaureate schools of
nursing? 2) What gerontological content is included in these
programs? 3) What gerontological content is integrated in
courses or taught in required or elective specific
gerontology courses? 4) What gerontological clinical
experiences are required? and 5) Are faculty academically
prepared to teach gerontological content? Answers to these
questions were compared with similar questions asked of
reputational "experts".
A quarter of the schools did not use nursing concepts
or models while many schools chose a nursing model which was
not consistent with their philosophy of health. Ninety
percent of the schools taught gerontology content in
integrated courses; half of the schools also offered a
specific gerontology course of which 40% were elective
courses. Even though all 49 listed gerontology topics and
28 patient problems and care techniques were taught by the
majority of the schools there is little evidence the schools
are producing gerontology prepared nurses. The gerontology
clinical hours accounted for only 7.4% of the total clinical
experiences. The "experts" recommended gerontology receive
21% of the clinical hours and that it be dispersed in a
variety of community and clinical settings. Few (5%)
faculty members were prepared with a post graduate degree in
gerontology to act as positive role models for the students.
Few (2%) students chose a gerontology practicum in their
last year.
The findings and recommendations are meant to assist
educators with the task of expanding the gerontological
curricula in generic baccalaureate nursing programs. The
nine recommendations address ways to assist schools to
reevaluate their curriculum and improve nursing care to the
elderly in Canadian society.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
24
Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
Full text
25
Wilson, Sally B. "Family Centred Care: A Descriptive Study of the Situation in Rural Western Australia." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/2255.
Full textAbstract:
Family centred care is a concept espoused to be fundamental to achieving excellence in paediatric nursing. Although it is recognised that family centred care includes the child's rights to self determination the focus of this study is parental participation in the decision making and care of their hospitalised child at a partnership level. This is based on negotiation and requires frequent, effective communication between parents and nurses and for each to respect the other's knowledge and appreciate the other has something to offer in the relationship which will benefit the child. The purpose of this study was to identify whether family centred care was occurring in paediatric settings in rural Western Australia and explored parents' and nurses' perceptions of the concept. A questionnaire was designed based on the literature and common themes identified from focus groups. Convenience sampling was used and 15 rural hospitals facilitated participation of 243 parents who had a child under ten years of age hospitalised and 108 nurses who cared for children. Exploratory factor analysis identified four subscales from the parents' questionnaire and three subscales from the nurses' questionnaire which measured separate concepts of family centred care. Descriptive statistics were generated for each subscale, and independent t-tests, ANOVA and correlations were examined between independent variables and subscales of family centred care. There was a statistically significant difference in scores for parents' perceptions of `child friendly environment' between regional and district hospitals. Those parents who did not have social support scored a statistically significantly lower mean score for `respect as parent'. Nurses in district hospitals generated statistically significantly higher mean scores for `family focussed hospital' than those who worked in regional hospitals.Parents and nurses both perceived that parents wanted to continue parenting their hospitalised child, however parents wanted to provide more nursing care than was perceived by nurses. Nurses' perceptions of delivering family centred care were greater than the perceptions of parents receiving it, however they were consistent in items that were scored low. Nurses did ask parents about the amount of participation they wanted in their child's care on admission however, it was not done on a regular basis. Parents perceived that nurses were unaware of other things that parents needed to attend to while their child was hospitalised and therefore did not enable parents to attend to these needs. More frequent negotiation of roles between parents and nurses by communicating each shift, or at least daily, could narrow the gap between differing perceptions in care provision and also enable parents to attend to their other roles thereby reducing their levels of physical and emotional stress.
26
Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
27
Gimba, Solomon Musa. "Barriers to provision of psychiatric nursing care : a case study of a teaching hospital, Nigeria." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13137.
Full textAbstract:
Includes bibliographical references.Barriers to the provision of psychiatric nursing care have been reported worldwide, although literature on these barriers in Nigeria is limited. The purpose of the study was to explore and describe the barriers to provision of psychiatric nursing care, using the case study methodology. A sample of 12 participants was recruited for the study, comprising four key informants and eight study participants. The data collection methods included grand tour interviews with the key informants, in-depth interviews with key informants and other study participants and participant observation of all 12 participants. Content analysis was conducted. It yielded five themes related to barriers, namely: personal barriers to provision of psychiatric nursing care, relationship related barriers to provision of psychiatric nursing care, environmental barriers to provision of psychiatric nursing care, organisational barriers to provision of psychiatric nursing care and “public” related barriers to provision of psychiatric nursing care. The sixth theme: Motivators to provision of psychiatric nursing care despite barriers was discovered serendipitously. These findings are in line with previous findings of studies carried out in other settings. The study findings raise the need for management to value the psychiatric nurses, refrain from the use of derogatory statements and passing comments and place high value on the educational and career progression of the psychiatric nurses and the design of a therapeutic environment.
28
Ivanus, Lydia H. (Lydia Helen). "A case study of a patient classification system in a teaching hospital in Québec." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23218.
Full textAbstract:
This study examines the application of the Project Research in Nursing (PRN) patient classification/workload measurement system in a teaching hospital in Quebec. It also compares the workload estimates of direct and indirect care activities determined from patients' total PRN point scores and from corresponding PRN levels of care (classes 1-15). This study examines the allocation and the rankings of patients' needs for nursing care in relation to the categories of the classification instrument. Two documentary sources, audit records of 1988-1989 to 1992-1993 and audit data collection forms of 1992-1993 were used to conduct the study and to provide a comparison of the results. Audit findings were relatively consistent over the five-year period. Comparison of pre-audit and post-audit workload estimates provided detailed information on the measurement sensitivity between total PRN point scores and PRN levels of care; the direction and magnitude of differences between classification ratings; and the distinctive nature of patients' needs for nursing care within and across clinical departments. This study discusses the implications of these findings for nursing resource management decisions, staffing and workload and makes recommendations for practice and further research.
29
Mazibuko, Edmund Z. "The mediation of teaching through central curriculum controls: Four case studies of history teaching in year 12 in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1573.
Full textAbstract:
The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often implicitly or explicitly controlled. Teachers are required to make choices: either teach towards the examination or teach for deeper understanding and jeopardise the completion of the examinable content. The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such a way that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by (a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b) ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation.
30
Zaragoza, Salcedo Amparo. "Implementing the nursing process in a teaching hospital ward : an action research study." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/3718/.
Full textAbstract:
An innovative and complex action research study was carried out in a teaching hospital ward in order to implement the nursing process and to contribute to theory regarding the factors that facilitate or hinder this implementation. The findings from the baseline phase showed a very poor implementation of the nursing process on the ward. Nevertheless, the culture of the organisation was favourable towards the nursing process implementation. The five months implementation of change phase was led by a steering group composed of two nursing managers, two staff nurses and the researcher. They decided on the interventions needed which consisted in the clarification of nursing competencies and the nursing philosophy of the ward; the design and implementation of nursing documentation, and an education course on the nursing process. A formative evaluation took place immediately after phase 2 and identified improvements in the use of the nursing process on the ward. The findings from the study showed that action research was a useful and appropriate approach for implementing the nursing process. The flexible and context-based nature of this approach, the fact of providing a facilitator of change and finally the participative nature influenced positively the implementation of the nursing process. Among the factors that facilitated the implementation were the education programme on the nursing process with special attention to increasing knowledge, changing attitudes and developing skills; and to introduce nursing documentation facilitating the development of nurses skills, specially communication and problem-solving. Among the barriers found was the use of a medical model of care; nurses lack of preparation to lead their own changes and the lack of co-ordination with doctors and auxiliaries as well as excessive dedication to bureaucratic maters. Important recommendations have been made for nursing practice, education and research.
31
Shepherd, Karen Clark. "Learning style, academic success, and the baccalaureate nursing student." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560279.
Full textAbstract:
The purpose of the study was to examine the difference in academic success based on learning styles of baccalaureate nursing students. A convenience sample of 19 sophomore, 43 junior, and 19 senior baccalaureate nursing students was selected from those enrolled in summer and fall nursing courses at a NLN accredited Midwest university. Differences in academic success based on learning style were analyzed for each level as well as for the entire group. The predominance of one learning style for baccalaureate nursing students was an additional research question that was addressed.The Kolb Learning Style Inventory was utilized to elicit and categorize student learning styles. Academic success was operationally defined as the student's nursing GPA. Nursing GPAs were obtained and calculated from the student's academic record.Differences were analyzed utilizing a two way analysis of variance. The study's results indicated that there is no significant difference in academic success as it relates to learning style or level in the baccalaureate nursing program. Data also suggests that the predominant learning styles among baccalaureate nursing students are concrete in nature.School of Nursing
32
Rigby, Elaine Rose. "Modelling results of student evaluations to improve the quality of teaching in accounting departments." Thesis, Canberra, ACT : The Australian National University, 1995. http://hdl.handle.net/1885/133664.
Full textAbstract:
The Course Evaluation Questionnaire is a student evaluation instrument designed to
measure the teaching performance of academic organisational units. The statistical
qualities of its scales, as well as their sensitivity, reliability and validity have been
confirmed in other studies. This study situates the development of the CEQ within the
context of public sector reform in Australia, which emphasised accountability measured
through performance indicators. It reviews previous research using the CEQ and
attempts to apply the CEQ in a new way, by using responses from students who were
enrolled in a first year accounting subject at three established universities, to construct a
model which quantifies the relationship between students' overall satisfaction score and
certain variables which were tested for their contribution to students' satisfaction. The
variables which were found to make a statistically significant contribution to student
satisfaction were: good teaching; clear goals and standards; appropriate workload;
emphasis on student independence; gender; language background; and university. The
major conclusions reached are 1) that of the five CEQ scales good teaching appears to be
most strongly related to overall satisfaction and that positive effect is the same at all three
universities, 2) that gender affects satisfaction at all three universities and 3) that
language background has an effect at two universities. The implications of these findings
for quality teaching in accounting courses and for accounting education research are
discussed.
33
Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.
Full textAbstract:
The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.
34
Reese, Cynthia E. "Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1901.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, 2009.Title from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Jeffries, Daniel Pesut, Judith Halstead, Tamilyn Bakas. Includes vita. Includes bibliographical references (leaves 169-179).
35
Moffatt-Roney, Donna 1947. "A study of moral thinking of students in a CEGEP nursing program /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66267.
Full text
36
Seah, Wee Tiong. "The negotiation of perceived value differences by immigrant teachers of mathematics in Australia." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5456.
Full text
37
O'Connell, Beverly O. "A grounded theory study of the clinical use of the nursing process within selected hospital settings." Curtin University of Technology, School of Nursing, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11092.
Full textAbstract:
The nursing process is the espoused problem solving framework that forms the basis of the way in which patient care is determined, delivered, and communicated in a multiplicity of health care settings. Although its use is widespread in educational and clinical settings, some nurse clinicians display negative attitudes towards the use of the nursing process. They claim that both the structure and language that underpins this process is cumbersome and unreflective of the way in which nursing care is planned and delivered. To date, there has been no study cited that has examined its use within a clinical setting and determined if and how the nursing process is being used and whether there is substance in the clinicians' claims. Additionally, some of the research on problem solving has used laboratory based designs that are limited as they are not sensitive to contextual factors that affect the use of a problem solving process, nor are they sensitive to the efficacy of the communication process. As patient care involves many nurses working under diverse contextual conditions, these factors need to be taken into consideration when studying this phenomenon.Using grounded theory methodology, this study examined the clinical application of the nursing process in acute care hospital settings. Specifically, it sought to answer the following two questions: (1) How is the nursing process used by nurse clinicians in acute care hospital settings? and in the absence of its use, (2) How is nursing care determined, delivered, and communicated in acute care hospital settings in Western Australia?Data were obtained from semi-structured interviews with predominantly nurse clinicians, patients, and patients' relatives, as well as participant field observations of nurse clinicians, and in-depth audits of patient records. Textual data were managed using NUD-IST and analysed using constant ++comparative method. Data generation and analysis proceeded simultaneously using open coding, theoretical coding, and selective coding techniques until saturation was achieved. This resulted in the generation of a substantive theory explaining clinical nursing in acute care hospital settings.The findings of this study revealed several problems with the clinical application of the nursing process. It also revealed a process used by nurses to overcome many difficulties they experienced as they tried to determine, deliver, and communicate patient care. Specifically, nurses in this study experienced the basic social problem of being in a state of "Unknowing". Properties and dimensions of unknowing were found consistently in the data and this problem was labelled as the core category. This state of "unknowing" was linked to a number of factors, such as, the existence of a fragmented and inconsistent method of determining and communicating patient care and work conditions of immense change and uncertainty. In order to deal with this problem, the nurses in this study used a basic social process termed: "Enabling Care: Working through obscurity and uncertainty". The first phase of the core process, termed: Putting the pieces together: making sense, involved four subprocesses. These subprocesses were labelled: drawing on the known, collecting and combining information, checking and integrating information, and sustaining communication. The second phase of the core process was termed Minimising uncertainty. It involved three subprocesses which were named: adapting work practices, taking control, and backing-up.The findings of this study have implications for nursing practice, research, theory, and education, as it exposes problems with the clinical application of the nursing process in acute care settings. In addition, it further explicates a substantive theory that describes a ++
process of nursing used by nurses in these settings. As the articulated process was supported by a number of studies and opinions of nurse scholars it is worthy of being considered as being foundational to an understanding of a process of nursing used in acute care hospital settings in Western Australia.
38
Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.
Full textAbstract:
What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2Department of Educational Leadership
39
Baume, Georges Jean Roger. "Tourism and hospitality management education in Australia : development of a conceptual framework and model for the 21st century." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phb3471.pdf.
Full textAbstract:
Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.
40
Paris, Lisa. "Visual arts history and visual arts criticism : Applications in middle schooling." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.
Full textAbstract:
Visual arts history and criticism occupy central positions in visual arts curriculum statements in Western Australia. This status is sustained by the belief that the study of visual arts history and criticism actively contributes to the education of the student as a "whole person". In reality however, rather than attending to the holistic education of students, the application of visual arts history and criticism in Western Australian schools tends to be pragmatic and instrumental - visual arts teachers often use visual art works as "learning aids" because they don't have time, interest or experience in dealing with visual arts works in any other way. While visual arts history and criticism offer the student a valuable life-skill worth acquiring for the contribution they could make to the student's autonomy and personal welfare, this understanding often seems a foreign concept for many classroom teachers. The difference between theorists' and teachers' understandings of the place and purpose of visual arts history and criticism provides an important area of inquiry requiring urgent attention. This research makes a foray into this domain with the purpose of shedding light on the content and methods used by middle school visual arts teachers and their students' perceptions of the content and methods. A qualitative descriptive study was selected for the research taking the form of semi-structured interviews with six teachers. An interview guide was used and transcripts deriving from this methodology were coded by way of reference to the original research questions and classifications which emanated from emergent themes. The teacher interviews were complemented by a questionnaire administered to one class of students from each of the six schools. Participating teachers were selected through a stratified sampling technique. Analysis of data was undertaken from a qualitative stance in the case of interview participants. Narrative-style reporting of interview content was employed to facilitate accurate representation of the teachers' perceptions of visual arts history and criticism at the middle school level. A quantitative analysis of students' questionnaires provided triangulation of methodology, ensuring greater levels of validity than would be afforded by qualitative methods alone. With pressure being applied by the impending implementation of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australian Schools (1998) for the formal inclusion of Arts Responses (aesthetics, art criticism) and Arts in Society (art history), a pressing need exists for clear information about current professional practice. Findings indicated that a misalignment appears to exist between theoretical assumptions embedded in documentation supporting the implementation of the Framework and actual classroom teaching practice. The implications of such misalignment, albeit illustrated on a small scale, are that the initiatives of the Framework may not be sustainable in the longer term, precisely because they are built upon invalid assumptions about what teachers actually do. Whilst the size of the sample and scope of the research limits the generalisability of findings, this first foray may provide impetus for a more comprehensive and evaluative study at a later date.
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Peterson, Mary. "Developing an awareness of professionalism : nursing in Australia, 1899-1975." Thesis, 1995. http://hdl.handle.net/2440/114314.
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Wickett, Diane. "A critical analysis of the assessment of overseas - qualified nurses." 2006. http://hdl.handle.net/2440/37823.
Full textAbstract:
Policies underpinning the processes used by nurse regulatory authorities to assess overseas - qualified nurses ( OQNs ) vary from country to country. Some countries ' policies are to undertake paper - based assessments of nurses ' initial and post registration education and experience, while others require all nurses to undertake a generic examination. How these policies were developed and why, were pivotal questions in this study. The aim of the study was, to critically analyse the policy development and policies relating to assessment of overseas - qualified nurses in thirteen nurse regulatory authorities from Australia and overseas. Using Critical Social Theory as the theoretical underpinning a critical policy analysis was undertaken. Data was obtained from policies and procedures, interviews, organisational websites, annual reports and Nurses Acts. The process of development of these policies and procedures was analysed using Bridgman and Davis ' policy cycle. The study revealed that only one organisation used a framework to develop policies on the assessment of OQNs. Policy analysis in most organisations was based on anecdotal evidence and experiential knowledge of Board staff. No organisation had conducted research on whether overseas - qualified nurses were competent to practice following a paper - based assessment or an examination. This study demonstrated that policies used to assess OQNs were not developed from an evidence - based perspective. This highlights the need to undertake internationally collaborative research on the evaluation of current policies, in order to develop future policies that determine the competence of a nurse to practice in another country.Thesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.
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Wickett, Diane. "A critical analysis of the assessment of overseas - qualified nurses." Thesis, 2006. http://hdl.handle.net/2440/37823.
Full textAbstract:
Policies underpinning the processes used by nurse regulatory authorities to assess overseas - qualified nurses ( OQNs ) vary from country to country. Some countries ' policies are to undertake paper - based assessments of nurses ' initial and post registration education and experience, while others require all nurses to undertake a generic examination. How these policies were developed and why, were pivotal questions in this study. The aim of the study was, to critically analyse the policy development and policies relating to assessment of overseas - qualified nurses in thirteen nurse regulatory
authorities from Australia and overseas. Using Critical Social Theory as the theoretical
underpinning a critical policy analysis was undertaken. Data was obtained from policies and procedures, interviews, organisational websites, annual reports and Nurses Acts.
The process of development of these policies and procedures was analysed using Bridgman and Davis ' policy cycle. The study revealed that only one organisation used a framework to develop policies on the assessment of OQNs. Policy analysis in most organisations was based on anecdotal evidence and experiential knowledge of Board staff. No organisation had conducted research on whether overseas - qualified nurses
were competent to practice following a paper - based assessment or an examination. This study demonstrated that policies used to assess OQNs were not developed from an evidence - based perspective. This highlights the need to undertake internationally collaborative research on the evaluation of current policies, in order to develop future policies that determine the competence of a nurse to practice in another country.Thesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.
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Ruler, Amanda Jane. "Culture of nursing homes : an ethnomethodological study / Amanda Jane Ruler." Thesis, 2000. http://hdl.handle.net/2440/19726.
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Bibliography: leaves 309-334.Examines the culture of two nursing homes using an ethnographic method which is underpinned by ethnomethodology as a philosophical approach. The study shows how older and disabled people are seen to deviate from social norms and how society responds to their situation. Future directions for aged care are suggested, and include evidence based practice, primary nursing and the evolution of a nurse practitioner focussed model of care, with adequate support for nurses.
Thesis (Ph.D.) -- University of Adelaide, Dept. of Clinical Nursing, 2000
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Wright, Helen Worsley. "Genomics in nursing practice in Australia: a critical realist case study." Thesis, 2018. https://researchonline.jcu.edu.au/63432/1/JCU_63432_Wright_2018_thesis.pdf.
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Genomic research continues to 'change the landscape' of healthcare worldwide (Camak, 2016, p.86). Genomics is beginning to reshape healthcare delivery by changing the way we prevent, diagnose, treat and monitor illness, providing the opportunity to offer more precise and tailored treatments. As genomic developments change healthcare, so too are they changing the nursing profession. This revolution has led to a new responsibility for all nurses to be knowledgeable of genomics and incorporate genomics into nursing practice. Research addressing the integration of genomics into nursing practice in Australia is limited. The aim of this study was to determine how nurses engage with genomics in nursing practice in this country.
Case study research was used to achieve the research aim. A case study is 'an empirical inquiry that investigates a contemporary phenomenon (the 'case') in depth and within the real-world context' (Yin, 2014, p. 16). A single holistic case study design drawing on the works of Robert Yin (2014) was conducted. This case study was underpinned by a critical realist philosophy. Critical realism is concerned with the nature and knowability of the social world and social phenomena (Schiller, 2016), making it a suitable framework to guide an exploration of Australian nurses' engagement with genomics.
Data were collected via a cross-sectional survey of Australian registered nurses and midwives in 2016, and via semi-structured interviews with registered nurses working in oncology departments within a regional Australian hospital in 2018. Key case findings were generated using thematic analysis, and grouped into three categories: Point of learning (education), Point of reference (professional expectations) and Point of care (clinical practice). These three categories were used as a framework to describe the case, and presented in relation to the key tenets of critical realism - (i) the primacy of ontology, (ii) the stratified character of the realworld (reality) and the search for generative mechanisms, and (iii) the interplay between social structures and human agency (Bhaskar, 1975/2008, 1979/1998, 2011).
The case indicated that Australian nurses have limited engagement with genomics at the point of learning, point of reference and point of care. Nurses' inadequacy at each of these points is sequential, meaning that if nurses are not knowledgeable about genomics and are unclear about professional expectations, they cannot be expected to adequately integrate genomics into their practice. The critical realist philosophy underpinning the case led to consideration of the way point of learning, point of reference and point of care form the context for nursing practice. How nurses respond to this context determines the extent to which they are able to transform education, policy and practice.
Australian nurses' limited engagement with genomics has consequences for the nurse, the patient and the wider nursing profession. This limited engagement must be addressed. It is recommended that (i) genomics be embedded throughout the nursing curricula with healthcare applications made clear to the learner (point of education), (ii) nursing policy articulates the alignment between the NMBA's Standards for Practice and genomic competencies (point of reference), and (iii) nurses incorporate genomics knowledge and skills into practice (point of care). The 'genomic revolution' (Jenkins et al., 2005, p.98) will require further development of Australia's capacity, capability and infrastructure if these are to support the integration of genomic information and technology into the national health system (Australian Health Ministers' Advisory Council, 2017b). As the largest component of the Australian health workforce, nursing cannot ignore the opportunity before us.
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King, Oksana. "Study and teaching of German at universities in Ukraine and Australia." 2009. http://repository.unimelb.edu.au/10187/6721.
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The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on quantitative and qualitative data which were collected from students and teachers of German in selected universities of Ukraine and Australia. The following research questions were formulated: 1. What are the structure and objectives of the German language program at Ukrainian and Australian universities? 2. What are the peculiarities of the German language curriculum and teaching methodology in the universities of Ukraine and Australia? 3. What are students’ motives to study German in Ukraine and Australia? 4. What are students’ and teachers’ perceptions of the curriculum, content and teaching? 5. How do students themselves evaluate their present language skills, and those expected to be acquired by the end of the course? 6. What are the advantages and disadvantages in both education practices?Each country’s distinctive social and pedagogical factors, such as language policy, attitudes towards languages and pedagogical tradition were taken into account.
The research was conducted at universities in Kyiv, Kharkiv and Lviv (Ukraine) and Melbourne (Australia). A combination of quantitative and qualitative methods was adopted which included student and teacher questionnaires, interviews, classroom observations and study of departmental programs and policy documents. In general terms, it was revealed that: Substantial differences exist in areas such as curriculum, teaching methods and approaches, content and student motivation for studying German. Although education systems in Australia and Ukraine are different, learners in both countries have similar aims and expectations from their language course, and their perceptions of a good language course are also similar. Students in both countries expressed an urgent need for an increase in the communicative component and greater exposure to practical, up-to-date lexical and grammar material in order to be able to communicate effectively. In Australia there is a mismatch between the course objectives and content outlined in the program and what is really taught in the class In Ukraine, a shift has occurred towards more practice-oriented and integrated language learning/teaching; however there is a great need for the creation of better conditions for acquisition of communicative skills and up-to-date vocabulary.
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Lin, Yuwen, and 林郁汶. "A Study of Teaching Effectiveness among Clinical Nursing Preceptors." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/29873017554666621565.
Full textAbstract:
碩士國立臺北護理健康大學
醫護教育研究所
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The purposes of this study were to examine the degree of teaching effectiveness among clinical nursing preceptors and to explore what individual characteristics affect the teaching effectiveness of clinical nursing preceptors. This study also aimed to examine if there is a significant difference of teaching effectiveness between clinical nursing preceptors’ self-evaluation and new nurses’ evaluation on preceptors’. Finally to examine the relationship between self-rated teaching effectiveness and self-efficacy among clinical nursing preceptors. It is a cross-sectional study design with convenience sample. The participants were clinical nursing preceptors and new nurses from a university medical center and a regional hospital in Taipei, Taiwan. A total of 367 questionnaires were distributed to clinical nursing preceptors, of which 323 were completed and considered as valid questionnaires. The return rate for the completed questionnaires was 91.3%. A total of 405 questionnaires were distributed to new nurses, of which 357 were completed and considered as valid questionnaires. The return rate for the completed questionnaires was 90.9%. The teaching effectiveness was measured by the questionnaires of New Nurses Evaluation on Teaching Effectiveness and Clinical Nursing Preceptors’ Self-Evaluation on Teaching Effectiveness; which included five sub-scales: Maturity of Personal Characteristics, Proficiency of Professional Knowledge, Effectiveness of Teaching Strategies, Harmony of Interpersonal Relationships, and Objectivity of Teaching Evaluation. The following statistic analyses were used: descriptive Statistics, independent samples T Test, One–Way ANOVA, and multiple regression. The results of the research are as follows: 1. In general, the teaching effectiveness of preceptors rated by new nurses was above average. The importance of each sub-scale from high to low: Harmonious Interpersonal Relationship, Proficiency of Professional Knowledge, Maturity of Personal Characteristics, Objectivity of Teaching Evaluation and Effective Teaching Strategies. 2. In general, the teaching effectiveness of clinical nursing preceptors was rated above average. The importance of each sub-scale from high to low: Harmonious Interpersonal Relationship, Maturity of Personal Characteristics, Proficiency of Professional Knowledge, Objectivity of Teaching Evaluation and Effective Teaching Strategies. 3. The individual characteristics of new nurses affecting teaching effectiveness included new nurses’ age, level of education and work department. 4. The individual characteristics of clinical nursing preceptors affecting teaching effectiveness included age, marriage, level of education, job description, level of position, work department, seniority as a nurse, seniority as a preceptor, and desire to be a clinical nursing preceptor. 5. New nurses’ evaluation on teaching effectiveness was greater than clinical nursing preceptors’ self-evaluation on teaching effectiveness. 6. Overall teaching effectiveness, Maturity of Personal Characteristics, Proficiency of Professional Knowledge and Effective Teaching Strategies significantly and positively correlated with preceptors’ Teaching self-efficacy.
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He, Flora Xuhua. "A comparative study of factors contributing to acculturative stress in chinese and nepalese nursing students in australia." Phd thesis, 2014. http://hdl.handle.net/1885/150077.
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Background. Worldwide, a large body of literature is devoted to studying the experiences of international students and the challenges they face. Major issues reported are language, cultural, academic and financial difficulties, as well as discrimination and social isolation. Asian students, for example, experience more psychological difficulties than other groups of international students. There are only a small number of studies of international nursing students' experiences in Australia, with none focusing on factors contributing to acculturative stress among Chinese or Nepalese nursing students. Given the increasing enrolments from these countries and given their dominance at the Australian Catholic University (the study site), this thesis is an attempt to address the gap in the literature. Aim. The aim was to explore Chinese and Nepalese international nursing students' experiences while living and studying in Australia. The specific objectives were to compare the two groups' levels of acculturative stress, sense of coherence (SOC), social support, ways of coping and depression; to examine the correlations between these measures; and to understand the predictors of acculturative stress. Method. This study comprised three phases. Phase A was a Master of Philosophy project that focused on Chinese international nursing students' (n = 119) experiences using a quantitative research design. Upgrading to a PhD project, Phase B and Phase C were added and focused on a comparison between Chinese and Nepalese international nursing students' experiences through a mixed methods design. Phase B used five questionnaires to measure the levels and inter-correlations of acculturative stress, depression, sense of coherence, ways of coping and social support of the participants (n = 187). Phase C, a qualitative design, used one-to-one interviews (n = 52) to supplement the quantitative findings. Results. Both student groups showed high levels of acculturative stress, with the Nepalese students rating higher than that of the Chinese. The Chinese students had a moderately low SOC, but the Nepalese students' scores were even lower. No participants displayed significant depression. There were no significant statistical differences between the two groups in terms of social support or ways of coping. The Chinese students adopted problem-focused coping strategies more often, while the Nepalese students used emotion-focused coping strategies. A significant positive correlation was found between acculturative stress and depression, and between SOC and social support. There was also a significant negative correlation between acculturative stress and sense of coherence, between acculturative stress and social support, and between depression and sense of coherence. The predictors of acculturative stress were identified as religion, sense of coherence, depression and perceived satisfaction with social support. Qualitative findings supplemented these results. The dominant problem among both groups was acculturative stress, which was associated with academic, financial and culture-related difficulties.Conclusion. The current study provides a more in-depth understanding of the factors contributing to acculturative stress among Chinese and Nepalese international nursing students. Insights produced should assist universities to offer more effective support for international students, including academic literacy skills. Findings should also assist international students to better prepare for the Australian study experience.
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Hughes, Kirrilee Jane. "To what ends? : the struggle for Asia literacy in Australia." Phd thesis, 2014. http://hdl.handle.net/1885/156355.
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'Asia literacy' is an Australian aspiration to 'know Asia'. This thesis is thus a study of place, of language and of identity in relation to both 'Asia' and 'Australia'. I employ a critical spatial perspective and argue for the importance of context in conceiving the rationale for, objectives of and agency within Asia literacy. Context is not simply a question of classrooms and resources, or of which Asian societies and languages to prioritise. Rather, context is created in languages and cultural studies education through the value assigned to those language and cultures, the people who embody them and the places from which they originate. In this thesis, I argue that context within Asia literacy transcends physical classrooms in Australian schools and universities to also encompass the broader Australian community; educational institutions outside Australia and in Asia; and speech communities of Asian languages located within and beyond Australia. My focus in this thesis is not on investigating why provision and proficiency targets for Asian languages and Asian studies education, which comprise Asia literacy, have not been achieved. Rather, I am driven by the shortcomings in how Asia literacy has been conceptualised. What exactly is Asia literacy, who does it target and to what ends? I focus on conceptualisations of Asia literacy in Australia during the 1970s, 1980s and 1990s, which are also reflected in recent discussions and debates. Through a close reading of official reports into Asia literacy from these periods, as well as interviews with report writers, I demonstrate that rationale, objectives and agency have been narrowly conceptualised within Asia literacy. Australian education systems and their students have been the focus of Asia literacy. This excludes students and teachers from Asian backgrounds and conceals 'latent Asia literacy' within the broader Australian community. The rationale for Asia literacy has been increasingly linked to economic advantage: for Australian individuals and for the Australian nation. This 'economic promise' overlooks the fundamental importance of place for languages and cultural studies education. Languages do not have intrinsic values; their value is connected to those who use them. Value cannot be 'constructed' in a language independent of its speech communities. This means that future attempts to increase Australia's linguistic and cultural knowledge of 'Asia' cannot solely focus on languages and cultural studies education delivered in schools and universities. 'Asia', 'Asians' and the broader Australian community have important roles to play within Asia literacy in Australia. In this thesis, I also present the Australia-Indonesia 'Building Relationships through Intercultural Dialogue and Growing Engagement' (BRIDGE) project as a 'circuit breaker' to conventional conceptualisations of Asia literacy. By digitally connecting Australian and Indonesian schools, teachers and students, BRIDGE creates a third place in between Australia and Indonesia, transforming the objects of Indonesian language and cultural studies in creative subjects. The diversity of approaches that can be accommodated within BRIDGE for 'Indonesia literacy' also present a new model for broader 'Asia literacy' in Australia.
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Van, der Wal Dirk Mostert. "Caring in nursing education." Diss., 1992. http://hdl.handle.net/10500/16281.
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The question the researcher set out to answer in this research was: What does caring entail in nursing education from the point of view of both the tutor and the student? Essentially an ontological question, the answer to the question required theory generation rather than theory verification. This has been achieved through grounded theory research. A phenomenological dialectical philosophical foundation of anthropology this study formed the
and symbolic interactionism was applied as methodological framework. Sampling was conducted in two phases: selective sampling for informants, and selective sampling of data and literature. Data were collected through formal unstructured qualitative interviews and were analysed through constant comparative analysis. Both structural themes and processes emerged. Based on the emergent theory it is concluded that in nursing
education, caring is an extension of prosocial behaviours and caring as a means to an end cannot be separated from caring as an end in itself.Health Studies
M.A. (Nursing Science)