Dissertations / Theses: 'Registered nurse (RN)'

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MacKenzie, Shelley. "What is the Readiness of Registered Nurses Who Provide Care for Patients with Diabetes in a Primary Care Setting for Registered Nurse Prescribing?" Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23128.

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Objective: To determine the readiness of registered nurses (RNs) who provide care for patients with diabetes in a primary care setting for RN prescribing. Setting: Canadian provinces and territories. Participants: Canadian RNs working in primary care settings who provide care to patients with diabetes. Methods: A cross-sectional survey design was used to examine the readiness of RNs by measuring the attributes of readiness (value, confidence and willingness). The survey included questions on the demographic profile of participants including their age, education level and whether or not they had obtained additional certifications. This data was used to describe the sample and to determine whether there were differences between RNs who were ready to prescribe and RNs who were not ready to prescribe. Results: Almost 75% of the respondents were "ready" for RN prescribing. There were high positive correlations between "value" and "confidence", "value" and "willingness", and "confidence" and "willingness". There were no statistically significant differences in age, level of education and certifications for respondents who were ready to prescribe compared to those who were not ready to prescribe. Conclusions: The results of the present study indicate that RNs who provide care for patients with diabetes in a primary care setting are ready for prescribing. This practice has the potential to make more effective use of health human resources, allowing RNs to work to their full potential and increase accessibility to care for patients with diabetes.

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Jackson, Sara. "Developing an Impella Education Program for the Critical Care Registered Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4380.

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Every year, hundreds of thousands of patients have coronary angiograms performed in the United States. The Impella is a percutaneous ventricular support device that provides hemodynamic support for patients if hemodynamic instability occurs during the procedure. The critical care nurse is responsible for the recovery and management of the patient with the Impella device in place. The purpose of this scholarly project is to provide registered nurses (RN) who have not previously managed the Impella device with the appropriate education in order to demonstrate competency. The program demonstrated improved RN knowledge about the Impella and increased confidence when managing the Impella device and controller. King's goal attainment theory was used as a framework to develop nurse-patient collaboration. Kirkpatrick's 4-level training evaluation model provided the framework for evaluation of the RN educational program. The sources of evidence included literature and an expert panel that was recruited to evaluate the material prior to implementation of the educational program. The data were analyzed by comparing the results of the preeducational and posteducational questionnaires. The paired t test demonstrated statistical significance based on the scores from the pre- and post-tests taken by the RNs before and after the Impella educational program as p < .001. Increased RN confidence was demonstrated by p < .001, while a change in RN attitude towards the Impella established improvement by p < .001. Providing professional development opportunities has been shown to benefit RNs to allow the delivery of safe care while allowing for positive social change by impacting patient lifestyle and outcomes.

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Robertson, Lorna. "Caring connections: a practical way to both show and teach caring in nursing." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001498/.

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Hospital care is changing, - dominated by the dollar and technology and the patient is taking second place. Nursing, traditionally known as being a caring profession, is not exempt from the changes and the traditional entrance interview to find caring students has been replaced by a computerised system. Graduates from university programs are being branded as non-caring. This research sought to find practical ways in which nurses showed caring to patients, and to develop a framework which could be used to teach and cultivate caring attributes in undergraduate students. A broad sweep of the past was taken to show how, dominated by disease and the necessity to take care of the suffering and infirm, nursing has been inextricably linked to the inability of science to cure. The discussion on the impact of the Therapeutic Revolution and a health care system, dominated by the dollar, places nursing and caring in perspective. Some philosophical, religious and psychological notions of caring were briefly explored. A participative paradigm underpins this research which uses a collaborative inquiry cyclical and reflective process of three phases. In Phase I a group of Graduate Registered Nurses reflected on the enacted/strategies/skills that were used to show caring to patients. Six key enactments were elicited from the total of 64 reflections that were submitted. Phase II constructed a framework that could be used to teach caring, which was then critiqued by an expert group of educators. Phase III returned to Phases I and II and used a process of reflection-on-reflection and a new emergent meaning of caring in nursing ensued. As a result of this reflection-on-reflection, a reconfiguration of the framework resulted in the development of the Care Connections model.

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Davis-Patrick, Daphne Marjorie. "An RN Sepsis Training Program That Supports Registered Nurses in the Emergency Room Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3556.

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Sepsis is a severe blood stream infection that claim the lives of almost 220,000 Americans annually. Delayed patient treatment results in multi-organ failure, morbidity, mortality, and increased hospital length of stay. Timely sepsis management enables hospitals to have decreased expenses, increased patient survival, and judicious interventions. The problem addressed in this project was the lack of sepsis- training for registered nurses (RNs) working in the emergency department (ED) of a 628-bed hospital in the southeastern United States. Under the direction of the director of the ED, 269 patient charts were reviewed during 2014 to February 2015 for data related to a sepsis diagnosis. Data showed that 19.4% (n = 103) of patients diagnosed with sepsis had the sepsis order set implemented by the ED nurse. The purpose of this project was to create an educational sepsis-training program for ED nurses. The program included a 2-hour educational module on signs and symptoms of sepsis, including guidelines from the Surviving Sepsis Campaign and the Emergency Nurses' Association. Stetler's Model of Research Utilization and Benner's Novice to Expert conceptual frameworks supported the project. The director of professional practice provided formative feedback on module content and the program evaluation tool. Director feedback indicated that content was beneficial in educating ED nurses on the signs and symptoms of early sepsis recognition. The ED director has now mandated that all ED nurses take the training module and posttest. The project has the potential to improve early sepsis recognition by ED staff and to improve patient outcomes, thus promoting positive social change for patients, families, and nurses.

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Heglund, Stephen D. "Stressors Experienced by Emergency Department Registered Nurses at the Bedside: A Phenomenological Study." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5292.

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The Emergency Department (ED) as a workplace for the Registered Nurse (RN) is a stressful environment. Reasons are thought to include interactions with other members of the interdisciplinary team as well as the situations associated with the environment of the ED such as trauma, death, sadness, joy and the general unpredictability of each moment. Studies have documented general health care workplace stress and its influence on staff, but a very limited number of studies have concentrated on the ED. No widely published studies have identified stressors from the perspective of the ED RN. This dissertation is an interpretive phenomenological study that seeks to understand the experience of being an ED RN through the exploration of the perceptions of stress as lived by individuals who practice their art and science in this unique setting. Materials for evaluation and thematic identification were obtained through personal interviews of practicing nurses. The stories told by the participants communicated what each individual found to be negatively stressful as well as what each found to be positively stressful. Conclusions based on the findings of this work suggest a need for the ED RN to be able to depend on the presence of several factors in order to be able to function with as little distress as possible. The optimal ED environment for the RN is posited to be supportive of the individual goals of the RN, provide adequate resources and foster a communicative interdisciplinary environment. Recommendations are made to improve resource management and interdisciplinary relations.
ID: 031001340; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Diane Wink.; Co-adviser: Diane Andrews.; Title from PDF title page (viewed April 15, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 130-135).
Ph.D.
Doctorate
Nursing
Nursing
Nursing

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Obregon, Ruth Ann. "New Graduate Nurses' Perceptions of Their Delay to Professional Practice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3811.

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This project study addressed the problem of knowledge and skills lost by new graduate RNs while delayed in transitioning to professional nursing practice. There is a paucity of knowledge about how new RNs experience their delay and how a delay may affect their future clinical performance. Mezirow's transformation learning theory was the conceptual framework for this qualitative case study. Research questions addressed new RNs' understanding of their experiences during a delay to professional practice. A purposeful sample included 8 new RNs who had completed a New Graduate Residency Transition Program (NGRTP) after a delay to practice of 6 months to 3 years. Four managers of the RN participants were also included in the sample. Data were collected through audio-recorded semistructured interviews and manager questionnaires. Qualitative data were coded and analyzed to identify themes. Findings indicated that while waiting for a RN position, the delay to practice new RN (DTP-RN) passed through stages that reflected clinical and professional needs. The consequences of the new RNs' delay to practice may impact the required NGRTP process. Findings influenced the development of a white paper to educate hospital nurse educators and managers about the DTP-RNs' unique needs. Recommendations include a NGRTP designed to meet the transition needs of the DTP-RN. Implementation of recommendations for a NGRTP may enhance the DTP-RNs' successful transition into professional practice with a result of greater job satisfaction and decreased RN turnover.

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Munro, Jacqueline Cecilia. "Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice Environment and the Relationship to Patient, Nursing and Hospital Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3259.

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The purpose of this study was to determine if the level of Nurse Manager (NM) emotional intelligence (EI) predicted registered nurse (RN) job satisfaction and RN perceptions of the practice environment. In addition, relationships to patient, nursing, and hospital outcomes were explored. Participants included RNs (N=659) and NMs (N=38) from 53 nursing units at eight hospitals located in the southeast region of the United States. A cross-sectional, correlational research design was used to test the hypotheses. Pearson product-moment correlation coefficients, simple linear and multiple regression statistics were conducted to analyze the data. Level of NM EI had a positive, not significant relationshp to RN job satisfaction and RN perceptions of the practice environment. A direct, positive significant relationship was observed between the variables NM EI and patient satisfaction with nursing care. There was a positive, significant relationship noted between the variables RN job satisfaction and RN perceptions of the practice environment. The indirect relationships between the level of NM EI and patient, nursing and hospital outcomes were not significant. There was a direct significant, positive relationship noted between the variables RN perceptions of the practice environment and patient satisfaction with nursing care. In addition, the interaction between RN job satisfaction and RN hours of care had a positive, significant relationship with unit level pressure ulcer rates. This study indicated that units with higher RN hours of care have increased pressure ulcer rates. In addition, results illustrate a marked increase in pressure ulcer rates on those units with higher levels of job satisfaction. In this study, pressure ulcer rates depended on the level of RN job satisfaction.

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Zuspan, Rebecca E. "Online RN to BSN Education: Characteristics of Student Success." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou149070446994361.

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Knowles, Rachel. "Factors contributing to the commission of errors and omission of standard nursing practice among new nurses." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/860.

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Every year, millions of medical errors are committed, costing not only patient health and satisfaction, but thousands of lives and billions of dollars. Errors occur in many areas of the healthcare environment, including the profession of nursing. Nurses provide and delegate patient care and consequently, standard nursing responsibilities such as medication administration, charting, patient education, and basic life support protocol may be incorrect, inadequate, or omitted. Although there is much literature about errors among the general nurse population and there is indication that new nurses commit more errors than experienced nurses, not much literature asks the following question: What are the factors contributing to the commission of errors, including the omission of standard nursing care, among new nurses? Ten studies (quantitative, qualitative, and mixed-mode) were examined to identify these factors. From the 10 studies, the researcher identified the three themes of lack of experience, stressful working conditions, and interpersonal and intrapersonal factors. New nurses may not have had enough clinical time, may develop poor habits, may not turn to more experienced nurses and other professionals, may be fatigued from working too many hours with not enough staffing, may not be able to concentrate at work, and may not give or receive adequate communication. Based on these findings and discussion, suggested implications for nursing practice include extended clinical experience, skills practice, adherence to the nursing process, adherence to medications standards such as the five rights and independent double verification, shorter working hours, adequate staffing, no-interruption and no-phone zones, creating a culture of support, electronically entered orders, translation phones, read-backs, and standardized handoff reports.
B.S.N.
Bachelors
Nursing
Nursing

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10

Adorno, Marie. "A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/105.

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An associate degree in nursing is obtained in the community college setting and is designed to be completed in 2 years of full-time study. Approximately 70% of practicing registered nurses (RNs) are educated at the associate degree or diploma (vocational training) level with only 15% moving on to achieve a degree past the associate level. The purpose of this phenomenological research is to study the lived experiences of registered nurses who obtained an associate degree in nursing and, while working in a health care setting, returned to school to attain a baccalaureate degree in nursing (BSN). Data gathered during individual interviews will provide documentation of the benefits of attaining a BSN as well as identifying barriers that associate degree RNs must overcome to pursue a BSN education.

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Peterson, Jody-Kay McFarlane. "Strategies for Managing the Shortages of Registered Nurses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4015.

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The purpose of this multiple case study was to explore strategies that healthcare facility leaders in Central Minnesota use to recruit and retain qualified nurses. Participants were 6 healthcare facility leaders including 2 nursing directors, 2 human resource personnel, 1 nurse supervisor/administrator, and 1 nurse recruiter who had the knowledge and experience in recruitment and retention of Registered Nurses (RNs) in healthcare facilities in Central Minnesota. The Herzberg 2-factor theory was the conceptual framework. Semistructured interviews were used to collect data. Data were analyzed using Morse's 4 steps data analysis process. The major themes were recruitment strategies and retention incentives. The recruitment strategies were the various hiring methods participants used to attract and gain RNs, and the retention incentives were the benefits that motivated and retained RNs. Participants relied on both recruitment strategies and retention incentives to manage the shortages of RNs. The results provide healthcare facility leaders with additional information about how to successfully recruit and retain qualified RNs, which may lead to a larger and potentially satisfied nursing population. Social implications include strengthening the nursing workforce, increasing productivity for healthcare facilities, providing better customer service and increased patient satisfaction, and contributing to more satisfied RNs and families, as well as helping the local communities and the economy.

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Becker, Annette L. "Personal transformation in registered nurses who recently graduated from an RN to BSN program." Thesis, Sage Graduate School, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706280.

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Current political, social and professional trends have resulted in an increased enrollment of registered nurses (RNs) in Baccalaureate of Nursing (RN to BSN) completion programs (AACN, 2012; McEwen, White, Pullis & Krawtz, 2012). Although recent studies have demonstrated the benefits of baccalaureate preparation on patient outcomes in the areas of safety and decreased mortality (Aiken, Clark, Cheung, Sloan & Silber, 2003; Aiken, Clarke, Sloane, Lake & Cheney, 2008; Blegen, Goode, Park, Vaughn & Spetz, 2013; Kutney-Lee, Sloan & Aiken, 2013; Aiken et.al, 2014), and on leadership, critical thinking and communication skills (AACN, 2010; Giger & Davidhizar, 1990; McNeish, Rodriquez, Goyal & Apen, 2013; Phillips, Palmer, Zimmerman & Mayfield, 2002), there is limited literature on the personal transformation that is experienced by the registered nurse (RN) who has completed the Baccalaureate degree in nursing. Research from the disciplines of psychology, college student development and adult education describe the importance of personal transformation and the development of self-authorship in college students to meet the complex challenges of the 21^st century. The purpose of this study was to explore personal transformation, with specific attention to the development of self-authorship, in the RN who recently graduated from a baccalaureate completion program. Semi-structured interviews were conducted with 14 RNs who graduated from an RN to BSN program within the past year. Transformation was described as meaningful change in self and practice. Meaningful change in this sample was evident in a lasting awareness, an increase in confidence and the application of new learning into practice. Themes that emerged from the category of Change in Self included having gained 1) a broader perspective, 2) confidence and 3) awareness and clarity. Narratives that described Change in Practice generated themes of 1) feeling more well-rounded as a nurse, 2) having more confidence in practice and 3) having acquired new skills. Knowledge in this area could influence the intentional design of RN to BSN curricula for transformation, as well as encourage further research on personal transformation related to professional practice and health care outcomes.

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Everman, Suzanne R. "Critical thinking skills and the performance on NCLEX-RN." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/358.

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Parsons, Mary T. "Evaluating the nursing curriculum's alignment with the National Certification Licensure Exam for Registered Nurses (NCLEX-RN)." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 209 p, 2008. http://proquest.umi.com/pqdweb?did=1459923171&sid=32&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.

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Cortelyou-Ward, Kendall Hays. "WORK ENVIRONMENT AND THE EFFECT ON OCCUPATIONAL COMMITMENT AND INTENT TO LEAVE: A STUDY OF BEDSIDE REGISTERED NURSES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4045.

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The purpose of this research was to determine the effect work environment has on occupational commitment and intent to leave the profession for bedside registered nurses. Subscales of autonomy, control over the practice setting, nurse-physician relationship, and organizational support were incorporated into the analysis to determine which aspect of work environment most directly effects occupational commitment and intent to leave the profession. The research was undertaken in order to help administrators determine the ways in which work environment can be improved upon in order to retain bedside registered nurses in the profession. An explanatory cross sectional survey was distributed to 259 direct care bedside registered nurses employed at a rural, system affiliated hospital in Central Florida. Human subject protection was assured through the University of Central Florida Institutional Review Board. A 77 item questionnaire containing 9 demographic questions, 57 questions from the Nursing Work Index- Revised (NWI-R), 8 questions from Blau's occupational commitment scale, and 3 questions from Blau's intent to leave scale was distributed to all direct care nurses. Subjects were also given the opportunity to complete 3 short answer questions. A 32.8 percent response rate was achieved for a total of 85 complete and usable surveys. Data analysis showed that the work environment is positively related to occupational commitment and negatively related to intent to leave. In addition each of the four subscales (autonomy, control over the practice setting, relationship with physicians, and organizational support) were also positively related to occupational commitment and negatively related to intent to leave the profession. Implications for organizations, public policy and future research are discussed.
Ph.D.
Department of Health Professions
Health and Public Affairs
Public Affairs PhD

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Harrison, Pamela G. "A retrospective validation study of predictors of success on the NCLEX-RN in a baccalaureate nursing program." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834641.

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The purpose of the study was to evaluate demographic, pre-admission, and academic variables of nursing students to identify the best predictors of success on the NCLEX-RN. A convenience sample of 237 students from Indiana Wesleyan University comprised the population for the study. User-oriented evaluation provided the conceptual framework for the study.Multiple regression analyses were used to determine relationships between the variables and success on the NCLEX-RN. Relationships were studied between variables and scores on the NCLEX-RN prior to 1988 (NCLEX 1) and success on the NCLEX-RN for the total sample (NCLEX 2).Demographic variables included age, race, marital status, and the number of semesters required to complete the program. The findings of the study evidenced no significant relationship between demographic variables and NCLEX-RN scores (NCLEX 1).Pre-admission variables included high school grade point average, Scholastic Aptitude Test math and verbal scores, advanced placement credit, and college credit prior to admission. Pre-admission variablesaverage, and scores on the National Comprehensive Nursing Achievementaccounted for 19% of the variance in scores on the NCLEX-RN.Academic variables included grade point averages in science courses, humanities courses, nursing courses, at the end of each year of study, scores on National League for Nursing Achievement Tests, and the Mosby Assess Test. Grade point averages in physical and biological sciences, in sophomore nursing courses, at the end of the freshman year, and scores on the Mosby Assess Test had a significant relationship with scores on the NCLEX-RN. Scores on the Mosby Assess Test accounted for 25% of the variance in NCLEX-RN scores. The highest prediction equation, accounting for 49% of the variance of NCLEX-RN scores, included a weighted linear composite of Scholastic Aptitude Test math scores, Mosby Assess Test scores, junior nursing course grade point League for Nursing Test.Multiple regression analyses of all variables with success on the NCLEX-RN for the total population (NCLEX 2) demonstrated no significant relationships. All findings were communicated to faculty at Indiana Wesleyan University applying the theoretical framework chosen for the study.
School of Nursing

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Meyers, Timothy Walter. "The Relationship between Socioeconomic Status (SES) and the National Council Licensure Examination for Registered Nurses: Comparing SES indicators in Mediated and Moderated Logistic Regression." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1457969792.

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(9803771), Kathleen Hielscher. "The factors that facilitate or inhibit appropriately trained nurses carrying the pager." Thesis, 2005. https://figshare.com/articles/thesis/The_factors_that_facilitate_or_inhibit_appropriately_trained_nurses_carrying_the_pager/19776478.

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A focus group study was conducted to provide a base of knowledge related to the facilitators and inhibitors of appropriately trained nurses carrying the pager that notifies of the need for a medical emergency team (MET) response. The study site was in regional Queensland and seventeen Registered Nurses participated in the study. The concepts found in data progressively contributed to the development of four major themes: motivators to do the training, applying theory to practice, the MET experience and prioritising the pager. The data uncovered some information that has not previously been reported in the literature. Other findings offer support for evidence that already exists.

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"The role of communities of practice for registered nurses in specialized practice." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-09-1743.

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Purpose: The purpose of this qualitative study was to explore nursing specific processes associated with communities of practice (CoPs) in specialized acute care settings with a focus on their potential role in Registered Nurse (RN) integration and professional development. The following research questions were formulated to support the achievement of this purpose: (a) What are the key features, roles, and processes of a community of practice (CoP) in specialized acute care nursing practice settings?; (b) What are the social processes that are integral to the integration of RNs into their chosen specialized acute care nursing practice settings; (c) What role, if any, do CoPs serve in the integration process of RNs into their chosen specialized acute care nursing practice settings? Research Design: This research was conducted using a constructivist grounded theory approach. Sample/Setting: The Canadian Nurses Association (CNA) has designated 20 areas as specialties, examples of which include Cardiovascular Nursing, Emergency Nursing, Neuroscience Nursing, Perinatal Nursing, Perioperative Nursing, and Oncology Nursing. From these 20 CNA designations, three specialized areas were chosen for this study. To safeguard the confidentiality of study participants, the units are identified only as A, B, and C. These nursing units were situated within the same urban tertiary institution in a mid-sized Western Canadian city. In total, 19 RNs employed in specialized care units participated in this research. Methods/Procedure: The study was conducted from March 2012 through September 2013 following ethical and operational approval from all required institutions. During this 18-month period, 19 RN participants were engaged in a total of 25 interviews and several participants were invited to submit personal reflective journals, with 8 sets of journals submitted and included as part of the study data. Following transcription, the interviews as well as the journal entries were entered into the ATLAS.ti software program to aid with organization of study coding. Data analysis was completed following the constructivist grounded theory approach of Charmaz (2006). Findings: Key findings from this research included the identification of competence in the specialized RN role as a main concern for participants. The achievement of competence was influenced by two Basic Social Processes (BSPs) relating to the transition and integration of new RNs into their specialized environments. For each of these BSPs, there are additional phases that further define the experience. Developing a Sense of Specialized RN Self (transition) included the phases Finding RN Fit, Sharing Passion and Community Values, and Embracing Life-Long Learning. Integrating into Specialized RN Practice (integration) included the phases Learning the Ropes and Settling In. The social context for this development was a CoP in each specialized unit and the particular aspects of these nursing community groups were also uncovered during the course of this research and are detailed in the study findings. Conclusions: These research results have highlighted the importance of delineating the fundamental differences in the processes of RN transition and integration. The findings have also provided a foundation for a newly emerging consideration of CoPs in nursing and their potential role in supporting the transition and integration of RNs. Knowing more about how CoPs function in their workplaces may allow RNs, either newly graduated or new to their specialty areas, to be more successful in their own transition and integration experiences.

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Hudson, Shawna. "The Experiences of Registered Nurses in Fulfilling Their Role in Patient Care Planning within Acute Care Settings." 2012. http://hdl.handle.net/10222/15431.

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Documentation of care plans by Registered Nurses (RN) within acute care is imperative. There is scant research related to the experiences of nurses with written care plans within this context. The purpose of this study was to describe RN’s experiences with care plan practice. Qualitative descriptive methodology informed by a socio-ecological perspective was used to conduct this inquiry. Ten participants were recruited from four medical/surgical settings. Six RNs, two Clinical Educators and two Health Service Managers participated in semi-structured interviews. Two themes with associated sub-themes were derived utilizing thematic analysis: Unwritten Care Planning and Modernizing Care Planning. Study findings concluded that unwritten care planning was the experience described by participants. Factors influencing participant’s experiences of care planning included unclaimed accountability, care delivery processes and context of care. Participants also described strategies to enhance care planning practice. This research can guide practice improvements and builds upon existing care plan research.

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Fahlman, Dorothy (Willy). "Informal Learning of Registered Nurses using Mobile Devices in the Healthcare Workplace." 2012. http://hdl.handle.net/10791/21.

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This dissertation research study explored how registered nurses (RNs) use mobile devices as tools to support and enhance informal learning in their work settings. The mixed methods inquiry involved select Canadian practicing and regulated RNs who used mobile devices in their workplaces. A sequential explanatory research design collected quantitative and qualitative data using an online survey and semi-structured interviews. Quota sampling for the quantitative component yielded 170 usable online surveys. From the survey respondents, interview volunteers were purposively selected and ten (10) interviews were conducted. Descriptive, inferential, inductive, and integrated data analyses were conducted in order to explore strategies, processes, purposes, modes of use (individual [non-collaborative] or collaborative), and age-generational differences associated with RNs’ use of mobile devices for informal learning in the workplace. Findings indicated that the study participants primarily used their handheld devices for self-directed informal learning with non-collaborative strategies or processes in their work settings for accessing online resources for a range of reasons including: evidence-based support, new procedures/treatments, professional development, patient/client teaching, and maintaining competency. Age differences related to the use of mobile devices for informal learning were minimal. However, workplace-related influences including deficiencies in formal educational resources, Internet access, and/or employer support were relevant to the informal learning experiences. Positive perceptions of efficiencies, self-confidence, patient/client safety, patients/clients’ reactions, and the need for sanctioned resources for using mobile technologies in the healthcare workplace were articulated. The findings pointed to the significance of mobile devices as learning tools for RNs’ informal learning for construction of knowledge and meaning-making to inform professional development and continuing competence.
2013-01

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Manthei, Nancy K. "A family affair, the RN returns to school a Heideggerian hermeneutical analysis of the lived experiences of returning registered nurses /." 1990. http://catalog.hathitrust.org/api/volumes/oclc/22266464.html.

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Thesis (M.S.)--University of Wisconsin-Madison, 1990.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 110-121).

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Oehlkers, Robert A. "Learner support experienced by registered nurses in their first semester of a collaborative distance RN-BSN program a phenomenological study /." 1998. http://catalog.hathitrust.org/api/volumes/oclc/41220388.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1998.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 116-124).

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Hirsch, Karen A. "The impact of differentiated instructional techniques on non-traditional adult student engagement in a baccalaureate nursing completion program (RN-BSN) course for registered nurses." 2013. http://liblink.bsu.edu/uhtbin/catkey/1709336.

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The purpose of this qualitative study was to explore the impact of differentiated instructional techniques on non-traditional, adult student engagement in an RN-BSN completion program course. Differentiated instructional techniques have been a staple method of teaching in K-12 education for a number of years. Differentiated instruction (DI) is a means of teaching students by considering learning preferences and by offering options for meeting course requirements. Non-traditional, adult learners have varied life experiences as well as learning needs. This study addressed how and why engagement of the adult learner in a nursing course was affected by using common differentiated instructional techniques such as model-building, tiered assignment, and literature circles. The study was conducted using case study method. A purposeful sample of non-traditional, adult learners enrolled in an RN-BSN health promotion nursing course was taken. Data were collected via participant observation and field notes, faculty interview, participant journals, open-ended questionnaires, researcher notes, and focus group transcript. Tiered assignments (blog and family assessment) and literature circle postings were also reviewed. Thematic content analysis (TCA) was employed for data analysis. Five major themes emerged from the data: valuing the student, framing, learning environment, non-traditional teaching techniques, and behaviors of engagement. Each major theme was composed of several subthemes. Subthemes associated with valuing the student included personhood, voice of the student, self awareness, choice, and skills related to Gardner’s Multiple Intelligences. The second theme of framing was connected with the subthemes of making meaning and context. The third theme of learning environment entailed subthemes of safety, freedom, structure, and forced engagement. The fourth theme of non-traditional teaching techniques included “Out-of-the-box” thinking, control over learning, and self-directed learning. The final theme of behaviors of engagement was comprised of subthemes of enjoyment, ownership, accountability, motivation, and creativity. Findings of the study indicated that each of the differentiated instructional techniques had a positive impact on student engagement. The subthemes served to identify specific aspects of the DI techniques that were found to be most beneficial for the non-traditional, adult learner.
Department of Educational Studies

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Dissertations / Theses on the topic 'Registered nurse (RN)'

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