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1
Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
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Marker, Jan Robey. "Perceptions and practices of nurse educators in recognizing and addressing student nurse stress." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221275.
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Three hundred and eight nurse educators, who teach in NLN Accredited Bachelor of Science in Nursing Programs in the Midwest, were requested to complete a three-page survey concerning their perceptions and practices concerning student stress. The study demonstrated that nurse educators, in this study, were aware of the level of stress among students who were pursuing undergraduate degrees in nursing. The study found that most nurse educators understood that the sources of stress were a combination of the many roles and responsibilities of students. They were aware that most students needed services/interventions to assist them in coping with stress. Most nurse educators thought that they were responsible, to some degree, for intervening to assist students in decreasing their stress level. However, they expressed frustration at their attempts to help students. They indicated that many of the sources of stress were not within faculty control and that there was low participation when services/interventions were offered. Finally, the study found that most nurse educators thought that stress management for nursing students was included in the nursing curriculum. However, very little time was actually spent on stress management in the nursing program. Nurse educators indicated that they relied on other institutional services/interventions to provide stress management skills. However, many nurse educators indicated that they were willing to make changes to assist students. Nurse educators need to reconsider the amount of time that is spent facilitating students in reducing stress and helping them build coping skills that will continue to help them become competent nurses. Given the predicted nursing shortage that is estimated to last until 2020, the low application rate to nursing school, and the graying of America, it would seem prudent that nurse educators assist students who are in nursing programs become successful. The health of our nation may be at stake. The task for nurse educators is to help students recognize the signs of stress, understand the effects that unmanaged stress can produce, and teach the techniques that students can use in coping with stress.Department of Educational Leadership
3
Montgomery, Tamara L. "Staff Nurse Perception of Professional Role Modeling for Student Nurses in the Clinical Learning Environment." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492596984491297.
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Cornes, Desmond. "An exploration of the perceptions of nurse lecturers, student nurses and clinical mentors of the utility of student nurses undertaking international clinical experience." Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726765.
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Winston, Mariana Ehlrich, and Mariana Ehlrich Winston. "Student Registered Nurse Anesthetists' Perceptions of Bullying and its Impact on Learning." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625615.
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Background: Bullying is a form of violence and is described as unwelcome aggressive behavior(s) by unrelated individuals. The prevalence of bullying in the nursing profession has been reported to be as high as 31% in the United States, and has been studied extensively in undergraduate nursing, midwifery, medical school residencies, and Certified Registered Nurse Anesthesia (CRNA) professional roles. There is a significant gap in the literature and paucity of evidence about the extent of Student Registered Nurse Anesthesia (SRNA) bullying underscored that this topic required further investigation.
Purpose: To investigate whether bullying behaviors occur among anesthesia preceptors, and if so, how SRNAs perceive bullying has affected their educational experience.
Methods: The American Association of Nurse Anesthetists (AANA) disseminated an online survey based on an existing tool to SRNAs for this study. The study used a quantitative descriptive methodology consisting of a survey of nine demographic questions, eight 5-point Likert scale questions, and two multiple-choice questions.
Setting and sample: A nationwide online survey sent to 1500 SRNAs yielded (N=133) participants, who were predominantly female (67.67%), in front-loaded programs (52.63%) with an average age of 24-29 years old.
Results: Results revealed SRNAs entering clinical rotations in 2015 and 2016 were bullied more than those entering in 2017. The majority of the respondents (89.26%) reported that they couldn't think clearly when they were bullied. More than half of SRNAs agreed (74.62%) that bullying impedes learning. Overall, CRNA preceptors (85.48%) were reported as the most frequent bullies, with MD/DO anesthesiologists reported as the second most frequent (68.55%) followed by non-CRNA nursing staff (41.94%).
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Spencer, Paula. "Student nurse perceptions on commuting related to ontime arrival at clinical experiences." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3243.
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As a descriptive, pilot study utilizing an online survey, this study explores the perceptions of CSUSB student nurses related to their commute and ontime arrival at clinical sites, typically in the San Bernardino and Riverside Counties, and whether or not the commute is perceived as being stressful.
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Alindekane, Leka M. "Student nurse-educators’ at a nursing school in the Western Cape, perceptions of teacher identity from a personal knowledge perspective." University of the Western Cape, 2014. http://hdl.handle.net/11394/4178.
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Magister Curationis - MCurTeacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.
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Miller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.
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This study explores and analyses the experiences and perceptions of community nurses (District Nurses, Health Visitors and School Nurses) involved in mentoring Project 2000/Diploma in Higher Education student nurses within one site of a College of Nursing. It addresses the significance of mentorship in nursing education and in particular, the mentoring role of community nurses from their own perspective. Conceptual frameworks derived from the literature review on mentorship in nursing education are adopted in operationalising the research aims and the formulation of questions for data collection. The exploratory and descriptive nature of the study lends itself to utilising two methods of gathering data: postal survey questionnaires and semi-structured interviews. One hundred (100) respondents participated in the former, while twenty (20) informants took part in seventeen (17) interviews carried out by the researcher over a period of four months. The findings of the study indicate that mentoring Project 2000 student nurses is a complex, time consuming and skilled activity, and that there are positive as well as constraining factors which affect the effectiveness of the mentoring process and the quality of the mentors. It also suggests that mentors require educational and managerial support, continuing professional development, and recognition for their role. Recommendations are made for improving the mentoring process and the quality of mentors. It is hoped that the information will improve the quality and utility of nurse education, and enhance the quality of interpersonal relationships between mentors, students, and clients or patients in the community.
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Heighway, Valerie. "Student nurse perceptions : a case study to illuminate the perceptions developed by student nurses which result in absenteeism as the behaviour of choice in response to difficulties in their educational programme." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22100.
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The problem which prompted the undertaking of this study was that of increasing absenteeism amongst student nurses at one South African Nursing College. The information, obtained from individual and group interviews, was analysed to identify the perceptions developed by student nurses. Absenteeism is shown to be a behavioural response to environmental and other factors in the world of the student nurse. A theoretical model is proposed to explain three main types of absenteeism and the factors which contribute to absenteeism and attendance.
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Standing, Mooi. "Perceptions of clinical decision-making skills on a developmental journey from student to staff nurse." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443753.
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Teatheredge, Julie. "The shifting perceptions of mentoring in mental health nursing : from student nurse to nurse and mentor : an inquiry into the transitional perceptions of mentoring in mental health nursing." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/324042/.
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A mentor is a qualified mental health practitioner, namely in this instance a nurse who facilitates guides and supervises the learning experience and assesses the student’s competences in practice. This longitudinal study examines the perceptions of mentorship in clinical practice from nurses, as they move from students to recognised professionals with authority to advise and assess students’ competence in practice. This ethically approved study mainly uses qualitative methods. Initially it involved interviewing eight completing mental health nursing students, and 270 mainly qualitative questionnaires were sent to qualified mental health nurse mentors in clinical practice. The final data collection of the study involved interviewing six qualified nurses/mentors who were originally the students in this study. Existential phenomenology was a valuable means of interpreting the perceptions of both the students, qualified nurses and the mentors. This ontological perspective explores the consciousness of the self, operating within a collective consciousness of their world. The data analysis initially followed Van Manen’s holistic approach; then extracting essences, identifying themes and then synthesizing essences. This was then followed by an existential processing of the data from the first and second interviews. The results reveal that the students believe that mentoring is an absolute necessity for their practical training; but the mentoring experience is precarious due to the numerous barriers. The results also highlighted incidences where students who experience ineffective mentoring are inspired to become much more effective at mentoring, because they do not want their students to experience the poor mentoring they had received. The participants in this study said students who are not competent are still passing practice, and the craft of mental health caring is not taught to an appropriate standard. However, learning from the experience of the transitional process was also revealed, and how the development of the self affected the perception of mentoring.
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Teatheredge, Julie. "The shifting perceptions of mentoring in mental health nursing: From student nurse to nurse and mentor, an inquiry into the transitional perceptions of mentoring in mental health nursing." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/324042/1/Teatheredge_PhD_thesis.pdf.
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A mentor is a qualified mental health practitioner, namely in this instance a nurse
who facilitates guides and supervises the learning experience and assesses the
student’s competences in practice.
This longitudinal study examines the perceptions of mentorship in clinical
practice from nurses, as they move from students to recognised professionals
with authority to advise and assess students’ competence in practice.
This ethically approved study mainly uses qualitative methods. Initially it involved
interviewing eight completing mental health nursing students, and 270 mainly
qualitative questionnaires were sent to qualified mental health nurse mentors in
clinical practice. The final data collection of the study involved interviewing six
qualified nurses/mentors who were originally the students in this study.
Existential phenomenology was a valuable means of interpreting the perceptions
of both the students, qualified nurses and the mentors. This ontological
perspective explores the consciousness of the self, operating within a collective
consciousness of their world. The data analysis initially followed Van Manen’s
holistic approach; then extracting essences, identifying themes and then
synthesizing essences. This was then followed by an existential processing of
the data from the first and second interviews.
The results reveal that the students believe that mentoring is an absolute
necessity for their practical training; but the mentoring experience is precarious
due to the numerous barriers. The results also highlighted incidences where
students who experience ineffective mentoring are inspired to become much
more effective at mentoring, because they do not want their students to
experience the poor mentoring they had received. The participants in this study
said students who are not competent are still passing practice, and the craft of
mental health caring is not taught to an appropriate standard. However, learning
from the experience of the transitional process was also revealed, and how the
development of the self affected the perception of mentoring.
13
Corrao, Jocelyn J. "Teaching Professionalism in Nursing: A Quantitative Survey of Beginning Student Nurse Perceptions of Professional Values Interpreted Within a Leadership Context." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/98.
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The researcher designed this quantitative dissertation research to explore the perceptions of beginning nursing students toward professionalism in nursing, specific to professional values within the context of curriculum delivery for a leadership and management course in one baccalaureate nursing program. In addition, the researcher reviewed the literature for defining characteristics of professionalism in nursing. Adult students admitted to nursing programs today create multi-generational cohorts with prior learning from experiences and academic degrees in other disciplines. Often, content on professionalism in nursing is integrated in a nursing curriculum. However, students in a leadership and management course were unable to state the meaning of professionalism in nursing shortly before graduation. This study focused on professional values based on the nursing code of ethics as one attribute of the complex concept of professionalism. This exploratory study analyzed responses of students prior to beginning nursing courses to the Nurses Professional Values Scale-Revised (NPVS-R) survey. Findings indicated that beginning student perceptions of professionalism in nursing specific to professional values were generally in alignment with nursing standards. Significant findings suggested a lack of alignment to professional standards under the themes of trust, activism, caring and professionalism through autonomous practice, self-regulation, and participation professional activities positively associated to five variables. Recommendations are made for enhancing curriculum design of leadership and management in nursing content to address these areas.
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Pyles, Michele Patterson. "The Relationship between Coping Responses and Perceptions about Nursing Student Incivility among Nurse Educators in the Southern Region of the United States." Thesis, William Carey University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155592.
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Research has clearly defined the issue of nursing student incivility, with evidence that uncivil encounters are on the rise and occurring on a routine basis. The rise in incivility among nursing students is causing great concern for nurse educators and administrators alike. For this reason, it is necessary to determine the reason why the issue persists, despite efforts to manage it. This mixed-methods convergent parallel design study examines the relationship between the coping responses and perceptions about nursing student incivility among nurse educators in the southern region of the United States. The Transactional Model of Stress and Coping (Lazarus & Folkman, 1984) forms the foundation of the study, which seeks to determine whether there is a correlation between the appraisals of stressful situations, like incivility, and the activation of coping responses. The model posits that individuals conduct a primary appraisal of the threat associated with a stressful encounter. If the encounter is deemed to be threatening, a secondary appraisal takes place to determine which coping response would best alleviate the stress. When no coping response is activated, no action is taken. Nurses are known to use negative coping responses like conflict avoidance when faced with stressful encounters; therefore, the chosen coping responses of nurse educators could be propagating the issue of nursing student incivility.
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Stahley, Amy. "Lived Experience of Post-licensure Nurses in a Perioperative Clinical Rotation." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/55.
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A projected deficit in the perioperative workforce of 32,000 perioperative nurses retiring by 2024, creates an inability to meet the nursing needs of the United States population. The need for experienced perioperative nurses has been increasing while the availability of nurses with perioperative education has been decreasing. The purpose of this phenomenological study was to explore the lived experience of post-licensure nurses who participated in a perioperative clinical rotation within their baccalaureate nursing program and did that experiential experience affect the recruitment and employment for perioperative nursing to halt the impending shortage. The integrations of Kolb’s experiential learning theory and Bandura’s theory of self-efficacy model was the framework that supported the study. Thirteen interviews were conducted using van Manen’s (1990) method for researching the lived experience. The two themes emerging from the data were value and attitude. Subthemes under value are gaining knowledge and skill set and a different type of nursing. Subthemes under attitude are (a) communication with the medical team and advocacy for families and patients. The experiential perioperative clinical rotation affected the study participants’ interest for working in the operating room (OR). Most had a highlighted interest in the specialty, and those participants’ not choosing the OR as their choice of employment expressed that the experience positively affected the type of nurse they are today. Experiential learning can build the fundamental knowledge necessary to understand the novice perioperative nurse’s role as a career choice.
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Barton, Janet. "Student nurses' perceptions of compassion." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620332.
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Compassion has been associated with the nursing profession since the days of Florence Nightingale. It is a general expectation that nurses should be compassionate when they are caring for people. In the United Kingdom (UK) concerns have been raised recently that nurses are failing to be compassionate as they carry out their nursing duties. There is little evidence within the literature of how student nurses perceive compassion as they engage in the pre-registration-nursing programme. In this study, I use narrative to produce case studies as a vehicle for the students to voice their perceptions of compassion. My ethnographic analysis of their stories is framed by my own experience as a professional registered nurse and nurse educator situated within their learning environment, and applies theories of compassion and learning. In my study, themes emerge that demonstrate commonalities, differences and tensions relating to the students’ individual beliefs and behaviours, and to the impact of their professional development as they transcend from university learning spaces into clinical practice.
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Berger, Brittany. "Hand Hygiene Perceptions of Student Nurses." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/176.
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Compliance with hand hygiene is widely recognized as the most important factor in preventing transmission of infection to patients in healthcare settings (Haas and Larson, 2007). Hand hygiene dramatically decreases the potential pathogens on hands and is considered the first measure for decreasing the risk of transmitting organisms to patients, healthcare professionals, and family members. Noncompliance with hand hygiene practices has been shown to increase healthcare-associated infections, costing hospitals $35.7-$45 billion each year (Centers for Disease Control and Prevention [CDC], 2012). Education about hand hygiene starts in school and should transfer into the real world of nursing. The purpose of this research is to determine how student nurses in a baccalaureate nursing program in northeastern Tennessee perceive hand hygiene and the importance of conducting the act of hand washing. Students who do not perceive it as important, or do not have the correct information, are unlikely to use principles of good hand hygiene in their practice. Few studies were found assessing nursing school students’ perception of the importance of hand hygiene.
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Niederriter, Joan E. "Student nurses' perception of death and dying." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1246756404.
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Thesis ( Ph.D.)--Cleveland State University, 2009.Abstract. Title from PDF t.p. (viewed on July 22, 2009). Includes bibliographical references (p. 146-160). Available online via the OhioLINK ETD Center and also available in print.
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Beattie, Heather, and res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers." Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.
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This research explores how experienced nurses perceive their role as clinical teachers in an environment that is challenged not only with on-going changes in healthcare delivery, but also by the expectation that it will continue to provide positive clinical learning opportunities for undergraduate student nurses. Schools of nursing in Australia have undergone rapid and far-reaching change as a consequence of the legislated transfer of nursing eduction to the tertiary sector. Expectations that nurse academics will possess higher degrees and be actively involved in research mean that faculty members have less time to be directly involved in their students learning during clinical practice placements. The literature indicates that the responsibility for moment to moment teaching and learning thus appears to have been implicitly given to clinical staff who may not possess any formal qualifications for teaching, yet are largely responsible for students learning through clinical placements. Indeed some clinicians report a worrying lack of knowledge of clinical supervision models giving cause for further concern about the nature of the clinical learning environment. Schools of nursing expect that clinical practica will provide opportunities for students to learn how to be a nurse through guided questioning, analysis and critical thinking. It is evident that in some settings, this represents an ideal situation and not the reality. Critical reflection on these issues has informed the purpose of this research and helped to shape the following questions that focus the conduct of the study: Research Question One. How do experienced nurses create positive clinical learning environments for student nurses? Research Question Two. How do experienced nurses resolve the often-contradictory demands of nursing students and those of the practice setting? Research Question Three. How do changes in the healthcare environment impact on the experienced nurse's role as a clinical teacher? The theoretical framework for this study was underpinned by the interpretive philosophies of hermeneutic phenomenology and symbolic interactionism, because they acknowledge the personal experiences and meanings of the participants. A case study approach was utilised because it acknowledges the given context of the participants. Data were collected from six experienced nurses through a series of semi-structured interviews, informal interviews and periods of participant observation supported by field notes and the researchers diary. Participants identified that their perception of their role as clinical teachers was constructed of three intersecting roles: that of facilitator of learning, assessor and socialiser. This study concludes that several factors influence these nurses perception of their role as clinical teachers. In particular, the positivist work culture of the clinical setting and nurses own past experiences and world view of nursing combine to shape these nurses perception of their role as clinical teachers. The research concludes that the expectations that students will be supported in their endeavours to be critically thinking, problem solving and reflective practitioners may, in fact, be unrealistic in the current, economically constrained, clinical environment. It is evident that experienced nurses, despite being willing to be involved with clinical teaching, have to function in rapidly changing environments that do not always offer opportunities for nurses to reflect on their practice. However, the creation of positive clinical learning environments in these circumstances requires an increased understanding and appreciation by both schools of nursing and their students of the impact of change on these nurses and their clinical environment. This appreciation may result in more effective collaboration between nursing education and nursing service to assist student nurses to learn not merely through repetitive practice and busywork, but also through opportunities to observe, question and understand their nursing practice.
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Jones, Sharon Holly. "Nursing students' perceptions of working with staff nurses." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/jones/JonesS0510.pdf.
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The purpose of this project was to examine the perceptions of nursing students working with staff nurses during their clinical experiences. Based on this information, a resource for staff nurses was developed to assist them in mentoring students. A limited review of the literature identified helpful and hindering practices in the education of nursing students. Nursing schools and faculty are charged with theoretical and clinical education of nursing students so they may enter into the nursing profession as competent and safe nurses. Staff nurses play integral roles in the formative development of students. Data from a previous study were examined. The variables of friendliness, approachability, availability and willingness of staff nurses were evaluated. Students consistently ranked the ability of nurses to teach lowest and friendliness of nurses highest. Student comments were organized qualitatively utilizing retrospective analysis. Two themes were identified from the qualitative data which added to the veracity of the research. Positive reported nurse behaviors towards students were then utilized as a basis for a mentoring guide. Limitations for this project, as well as implications and topics of future research were identified and discussed. A resource guide was developed for distribution to staff nurses to assist them when mentoring nursing students.
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Williams, Lee Ann. "Nursing Candidates' Perceptions of the Greatest Challenges to Becoming a Professional Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5960.
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Nursing candidates' overall goal is to become a professional nurse. To reach this goal, the student must graduate from an associate or baccalaureate nursing program and pass the state board, National Council Licensure Examination (NCLEX). Student retention in nursing programs and passing the NCLEX continue to be a problem for educational institutions throughout the United States. The purpose of this study was to examine nursing candidates' perceptions of their greatest challenges in becoming a professional nurse. Wenger's social learning systems and the community of practice comprised the conceptual framework that guided this study. The research questions pertained to nursing students' perceptions regarding the greatest challenges of becoming a professional nurse, strategies that could have helped the students, and the challenges that could be addressed by the nursing program. For this qualitative case study, nursing students from a second year Associate Degree in Nursing (ADN) program and nursing students in their last semester of a License Practical Nurse (LPN) program in North Georgia were asked to participate by attending focus group interviews. Twelve of the second year ADN program students volunteered to participate and 5 of the students in the last semester of the LPN program volunteered to participate. The data was collected from focus group interviews, and an inductive process was done for the data analysis. The findings revealed four challenges to becoming a professional nurse: family/relationship, lack of time, curriculum, and prior knowledge or skill. Insights from the analysis may enhance the institutions' understanding of the barriers faced by nursing students in North Georgia, the nursing program, the nursing profession, and help develop strategies to identify and support at-risk students.
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Dwinnells, Mary Kathleen. "Nurse Educators' Perceptions of Male Nursing Students in the Clinical Setting." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492078684421282.
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Chick, Lorraine. "Student nurses' perceptions of reflective journal writing: A poststructuralist approach." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26605.
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Within the profession of nursing, reflective journal writing is enthusiastically endorsed as an essential pedagogical strategy for producing reflective practitioners. Despite a lack of empirical evidence to substantiate the claims associated with reflective journaling, the prevailing belief in contemporary nursing education reflects an assumption that this practice is essential in the production of critically engaged nurses. This has resulted in a totalizing discourse that presents the adoption of reflective journaling within nursing curricula as unproblematic. This study combines the methodological principles of grounded theory, along with a poststructuralist approach, to explore the experience of reflective journaling from the perspective of university nursing students. Application of a Foucauldian analysis demonstrates how assumptions related to the utility of reflective journal writing are embedded within a variety of powerful discourses that shape how we think and speak about this practice. Of particular relevance is Foucault's exploration of the impact of surveillance, observation and disciplinary power. Reflective journaling is identified as a ritual of confession that produces self-regulating and compliant students. This study reveals that journal writing is largely viewed as a prescribed activity and assumptions are made by nurse educators regarding the ability of journals to facilitate critical reflection. The discourses that emerged from this analysis reflect different aspects of the socialization process that ultimately results in the construction of an "authentic" nurse. In closing, students and nurse educators are encouraged to develop alternative discourses that challenge the uncritical acceptance of reflective journal writing within contemporary nursing education.
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Horsburgh, Dorothy. "Student nurses' perceptions of patient/client care : a qualitative analysis." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23056.
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This thesis explores the perceptions of students undertaking a Diploma of Higher Education in Nursing, in relation of the care practices that they encounter during their practice placement allocations. Specifically, the factors and processes, by means of which students deem the quality of care provision to be satisfactory, or otherwise, are analysed. A central concern in the thesis is identification and exploration of the changes and constancies in the students' perceptions over time. Findings indicate that the students' conception of care, as related to nursing work, contains some important variations from the concept as used by policy-makers in nursing. In relation to their moral reasoning, the students' accounts indicate processes that are more subtle and complex than some of the influential theorists (Kohlberg, Gilligan) suggest. Students do not appear to adopt a perspective based on justice or care per se, although elements of these principles are present within their accounts. Rather, the students' moral reasoning processes become increasingly focused, over time, upon providing care in context and this emerges as the core category, and basic social process, within the study. The students, in progression through their programme, gain access over time to a 'wider picture' than is available to them during their initial practice placements. Increased experience and concomitant acquisition of confidence enable students to place the provision of patient/client care in the context of the substantive circumstances pertaining to the individual. Development of the ability to view care in context appears to be accompanied by a reduction in reliance upon abstract moral principles as a guide to behaviour. Direct involvement in patient/client care and the ability to access the 'wider picture' increases the moral complexity of decision-making for students. This is viewed by the students as being a prerequisite for good nursing practice. The factors which facilitate and inhibit provision of care in context are discussed and some implications of the study's findings for nurse educators and service providers are suggested.
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Lucas, Beverley Jane. "Playing the game : undergraduate student nurses' perceptions of reflective journals." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23098.
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Reflective journals are one of the most popular strategies for promoting reflective practice in nurse education. Whilst evaluations have been conducted, there remains a lack of substantive research about their value and appropriate usage. In this study a grounded theory approach was adopted in order to explore undergraduate student nurses’ perceptions of reflective journals. A combination of data collection methods including participant observation, interviews and journal documents were used to locate the process and actions involved in documenting clinical practice. Using the analytic procedures of grounded theory a core category named ‘playing the game’ was identified. In order to manage conflicts experienced in clinical practice, students engage in two distinct stages of journal writing. These are, using a personal diary as a means of self-expression (‘expressing yourself’) and a further stage which involves producing the work for assessment (‘writing the right thing’). The interplay between these two stages allows the student to develop valuable insight and engage in ‘developing a broader perspective’ in order to sense of their social world. The study suggests it is important to position the role and value of journal writing in nurse education with clarity of purpose and recognition of its limitations. The study supports the use of a staged approach to journal writing, which encourages students to keep two separate documents; a personal diary and a professional journal. The use of reflective journals provides a medium for dialogue of and with nursing practice that involves the description, interpretation and evaluation of role performance of self and where appropriate, other practitioners in the care process. The implications of these findings both in terms of nurse education and continuing professional development are discussed.
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Stringfield, Yvonne Nazareth. "Perceptions of senior re-entry registered nurse students in baccalaureate nursing programs." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618651.
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The purpose of this study was to determine how RNs who were seniors in academic programs leading to a baccalaureate nursing education perceived their programs. These perceptions were determined by assessing: (1) the educational and experiential characteristics of senior re-entry registered nurses, (2) reasons for returning to college for a baccalaureate education, (3) perceptions of the relevancy of nursing course work, and (4) personal, professional and academic difficulties encountered in the program of study. The study also investigated specific demographic data with relationship to perceptions.;Participants attended nursing programs at seven Virginia state supported colleges and universities. A sample of convenience was used with a total of 78 participants (75% return rate). Participants were in their last semester of study at their respective universities.;The five research questions were: (1) What are the educational and experiential characteristics of the senior re-entry registered nurses who return to college for a baccalaureate nursing education, (2) What are the reasons senior re-entry registered nurses cite for their return to college for a baccalaureate nursing education, (3) How do senior re-entry registered nurses rate the relevancy of their nursing course work, (4) Is there a difference between the work experience of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college? (5) Is there a difference between the educational level of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college?;It was concluded that: The average re-entry RN is 31 to 40 years of age, female, married, with children, white and employed 1-10 years in staff nurse positions in hospitals. (1) Registered nurses return to college for personal reasons, because it is the trend in nursing, and for credibility/prestige, (2) nursing education material is current and reflects new research from a variety of sources, and is appropriate for their backgrounds, (3) the cost of education requires RNs to work in order to afford college, (4) and (5) there was no difference between AD graduates and diploma graduates based on experience and education.
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Hall, Katherine C. "Exploring Perceptions of Staff Registered Nurse Preceptors for Undergraduate Pre-licensure Nursing Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8293.
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Johnson, Kathy F. "U. S. Nursing Students' Perceptions of Safe Medication Administration." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3228.
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Medication errors are a global concern that may affect patients' hospital stays, patients' lives after discharge, treatment costs, and mortality rates. Understanding medication errors among nursing students may help in preventing these errors as nurses are responsible for safe medication administration. The purpose of this descriptive phenomenological study was to examine upper-level nursing students' understanding of and experiences with medication administration and patient safety. Benner's nursing theory of novice to expert and Dreyfus's model of skill acquisition comprised the conceptual framework. Research questions focused on students' perceptions of safe medication administration. Face-to-face interviews were conducted with 7 upper-level nursing students from a baccalaureate nursing program in the Southeastern U.S. utilizing convenience sampling. Colaizzi's analysis strategy was followed in determining themes and clustering data into categories. Three major themes emerged from the data that included learning curve referring to the rigor of the pharmacology course, gaining self-confidence, and reliance on preceptor. Two sub-themes were identified from the theme learning curve, which included fear of making a mistake causing harm to a patient, and appreciating the complexity of the working environment and the intricacy of the patients. Using study findings, a hybrid pharmacology and medication administration course for nursing students was developed. The course may improve nursing students' confidence in their skills and knowledge and enable them to provide a safer environment for patients. Implications for positive social change include a potential reduction in medication errors and related adverse outcomes experienced by patients and their families and by health care organization.
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Schofield, Gladys. "Student nurses' perception of caring in their nursing education program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62423.pdf.
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Webster, Mary T. Crumpler Thomas P. "Perceptions of nursing students and nursing faculty members regarding the clinical preparation of baccalaureate nursing students." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273104941&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181316797&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Al-Bataineh Adel Tawfiq, Patricial Stockert. Includes bibliographical references (leaves 200-203) and abstract. Also available in print.
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Hall, Katherine C. "Exploring Perceptions of Staff Registered Nurse Preceptors for Undergraduate Pre-licensure Nursing Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8295.
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Hasson, Felicity. "Student nurses' perceptions of the role of the healthcare assistant and the influence of assistants on students clinical learning." Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593884.
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Aims and objectives: The aim of this study was to explore health care assistants' (HCAs) role and influence on student nurses' clinical learning experience. Objectives induded the identification of pertinent issues relating to HCAs and students' learning in the clinical environment; the exploration of the differences and similarities of the work student nurses and HeA, their perceptions and experiences of roles and the identification of the impact of the HCAs role on the quality of student's clinical learning. Theoretical framework: To understand the relationship between HCA's and student nurses a symbolic interactionist framework was adopted, which is concerned with how people define and redefine themselves and their situation. Method: A three phased sequential exploratory mixed method research design was used, which involved a combination of prioritised qualitative and quantitative research approaches. In the first phase focus groups and interviews were undertaken witb 45 purposively selected student nurses whilst a questionnaire was disseminated in phase two to 439 students from both adult and mental health branch. The final phase involved oneto- one semi-structured interviews witb a III HCAs across private and public clinical settings. Results from the first analysis were used to inform the second phase of data collection and similarly, results from the second analysis were used to inform the third phase of data collection. Results: The study findings have provided an in sight into a range of contextual issues that influence the interactions and relationship between HCAs and student nurses which have a positive and negative influence on clinical learning experience and roles. Results demonstrate that HCAs playa major part in the education of student nurses with regards basic, clinical, and non-clinical tasks, with and without the approval of registered staff. Their participation was justified based on mentor unavailability, their closeness to the student and the patient. Conclusion: Mechanisms of workforce planning need to pay particular attention to the expanding role of assistants as it has the potential to alter patterns of work and affect current educational approaches.
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Massey, Alan. "Referral to occupational health : a Foucauldian discourse analysis of statutory documents and student nurses' perceptions." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/620344.
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This study was carried out using a Foucauldian discourse analysis and involved the examination of three statutory reports into the provision of occupational health in the workplace. The reports analysed were the Report of the Select Committee on the Bill for the Regulation of Factories (1832); the Safety and Health at Work Report (1972); and Working for a Healthier Tomorrow (2008). Additionally, analysis was carried out on oral events with nursing students, which sought to understand their perceptions of referral to occupational health. The objective of this study is to explore how referral is constructed through discourse, categorising how this practice is constrained or liberated by specific discourses and how nursing students are positioned by these discourses. My study highlights both structural and subjective barriers to the use of occupational health. At the structural level, it is observed that referral to occupational health commenced as a form of governmentality, introducing dividing practices which subjected the workforce to forms of classification and surveillance. For those classified as healthy a culture developed within workplaces in which health behaviours needed to comply with the standards set down by occupational health and by the risk management approach. Risk management processes and stigmatisation are used to ensure compliance with the state’s wishes for a healthy and productive workforce. This trend is seen across the reports analysed, and is increased within the Black Report to the surveillance of health both in and out of the workplace for those of a working age. Subjectively, occupational health was identified as a disciplining and subjugating structure by the nursing students. The students evidenced notions of Cartesian duality in their discussions of the outcomes of referral, as they readily accepted surveillance of the body whilst seeking to avoid surveillance of their mental health capabilities. Through observation of architectural signs and organisational images of discourse, students categorised occupational health as an instrument of the higher education institute and not as a form of holistic health support. The research highlights how occupational health acts as a barrier to the students’ fulfilling their societal roles as good students and good nurses. The research also highlights a desire on the part of the student nurses to utilise occupational health within a public health framework which addresses their health in a preventative rather than punitive manner.
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Boman, Nellie, and Frida Askestad. "En litteraturöversikt om hur sjuksköterskor och sjuksköterskestudenter upplever vårdande situationer i mötet med personer som lever med HIV." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5928.
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Bakgrund: HIV upptäcktes i USA 1981. Troligtvis uppkom dock sjukdomen tidigare. HIV är ett virus som lagras i kroppens arvsmassa. I slutet av 2015 uppskattades 36,7 miljoner människor i världen leva med HIV. Söder om Sahara beräknas det vara ca 25,6 miljoner och i Sverige finns cirka 7000 personer som lever med HIV. Smittskyddslagen finns för att förhindra spridning av smittsamma sjukdomar och hälso- och sjukvårdslagen finns för att alla ska erhålla god hälsa och lika vård. För sjuksköterskeyrket finns en etisk kod som är framtagen av ICN (International Council of Nurses). Sjuksköterskor möter patienter med blodburna infektioner i sitt dagliga arbete vilket kan medföra vissa risker för sjuksköterskor. Syfte: Syftet var att undersöka sjuksköterskors och sjuksköterskestudenters upplevelser av att i vårdande situationer möta personer som lever med HIV. Metod: En litteraturöversikt med datainsamling från databaserna CINAHL Complete, PubMed och Nursing & Allied Health Database genomfördes. Resultatartiklarna bestod av både kvalitativa och kvantitativa studier. Resultat: Positiva upplevelser med utbildningsnivåns betydelse för sjuksköterskors attityder och ökad förståelse som underkategorier. Negativa upplevelser som uppkom med fyra underkategorier som utgjorde; rädsla för att bli smittad, stigmatisering, etisk stress och demografiska skillnader. Negativa upplevelser förekom främst relaterat till rädsla och resterande underkategorier kom som följd av dessa. Diskussion: Författarna har utifrån Katie Erikssons vårdvetenskapliga teori tillsammans med konsensusbegreppet vårdande diskuterat några specifika delar i översiktens resultat. Det som diskuterades var rädslor då detta var något övergripande. Annat resultat som diskuterades var stigmatisering samt utbildningsnivå men även ett resultat av genusaspekter som författarna fann intressant.Background: HIV was discovered in the US in 1981 but the disease probably originated earlier. HIV is a virus that is stored in the body's genetic material. At the end of year 2015 it was estimated that 36.7 million people worldwide were living with HIV. In sub-Saharan Africa it is estimated to be approximately 25.6 million, while in Sweden there are about 7000 people living with HIV. Communicable diseases act (smittskyddslagen) is to prevent the spread of infectious diseases. Medical legislation (hälso och sjukvårdslagen) is for everyone to obtain good and equal healthcare. The nursing profession code of ethics by the International Council of Nurses (ICN) sets a direction for nurses work. Nurses encounter patients with blood-borne infections in their daily work which can entail certain risks for nurses. Aim: To examine nurses and nursing students experience regarding persons with HIV in caring situations. Method: A literature review of data collection from databases CINAHL Complete, PubMed and Nursing & Allied Health Database. Results: Positive experiences with the importance of education level for nursing attitudes and increased understanding as subcategories. Negative experiences that occurred with four subcategories that constituted fear of becoming infected, stigmatization, ethical stress and demographic differences. Negative experiences were mainly related to fear and the remaining subcategories came as a result of these Discussion: The authors have based their discussion on Katie Eriksson consensus concept of caring. The authors have discussed some specific parts of the literature review results. The mainly discussion were fear of becoming infected, since it was slightly overall. Other results discussed was stigmatization and education level, but also a small profit of gender aspects that the authors found interesting.
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Theodore, Lori Linn. "Nursing Faculty Perceptions of and Responses to Student Incivility." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1719.
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Student incivility has become a problem in nursing schools around the country. Researchers have noted that uncivil behavior that goes unaddressed may compromise the educational environment. Nursing faculty have differing standards about uncivil behavior; thus, students experience inconsistencies in approaches to incivility. The purpose of this mixed-methods explanatory study was to explore nursing faculty experiences with, understandings of, and responses to student incivility. The conceptual framework was Clark's continuum of incivility and the conceptual model for fostering civility in nursing education. Descriptive analysis of the level and frequency of uncivil behaviors of nursing faculty members (17 full-time and 15 part-time), as measured by the Incivility in Nursing Education-Revised survey, indicated that faculty most frequently experienced uncivil behaviors at the lower end of the continuum and rarely encountered those at the higher end. A purposeful sample of 12 faculty members (10 full-time and 2 part-time) participated in semistructured interviews, and data were open coded and analyzed thematically. Stress was identified as a contributing factor to student incivility, and faculty responses varied based on the learning environment. Nursing faculty expressed the need for more consistency in responding to student incivility. Based on the research findings, a 3-day professional development workshop on promoting civility in the academic environment was created. By learning practical ways to respond to, and possibly prevent, uncivil behavior in student nurses, workshop participants have the potential to positively affect the lives of future nurses, the health care personnel with whom they will work, and the patients for whom they will care.
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Mayers, Leo. "Learning physiology on the foundation programme : the case of student nurses' perceptions." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540890.
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El, Baqary Amira. "Investigating Egyptian student nurses' perception towards working in mental health nursing." Thesis, Queen Margaret University, 2016. https://eresearch.qmu.ac.uk/handle/20.500.12289/7390.
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This research aims to explore Egyptian undergraduate nursing students’ perceptions of working with mentally ill patients and to explore factors that influence student nurses’ perceptions of mental health nursing. The study took place at the school of nursing in Cairo University. The research approach for the study is qualitative and descriptive since it aims to explore opinions and perceptions of participants and describe meanings about researched topic (Creswell 2014, Willing 2013, Hancock et al 2009). The method for data collection used in the study was focus group discussion: 8 focus groups were conducted that included 32 participants, all of them female students. A pilot focus group took place at the faculty of nursing in Modern University for Technology and Information (MTI) where fourth year students were asked to participate. The remaining focus groups were held at the school of nursing in Cairo University. Participants were chosen from fourth and fifth year students of the undergraduate programme. The participants had accumulated knowledge as students and they were about to graduate and to start their nursing career. Data analysis stage of the study employed thematic analysis to develop codes and themes that constitute the results of the research. Results of the study revealed that stigma associated with mental health nursing (MHN) is one of the main factors that keep students away from this specialty. Students expressed their fear and lack of a sense of safety within mental health facilities. The main stereotype as expressed by participants was that patients are violent and potentially aggressive. Other factors contributed to a negative view about MHN such as lack of positive role models, insufficient clinical training and the need for clinical supervision within mental health clinical placement. Few participants expressed an opposite opinion and were motivated to work in MHN but were not sure how to start this career. The gender issue appeared to be influencing perception of MHN since many considered MHN as a male job.
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Watson-Miller, Sonia. "Student nurses' perceptions of their hospital placement in Barbados : a mixed methods approach." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675740.
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Background: Practical training on hospital wards is a major component of basic nurse training. With this in mind, there were concerns with respect to the ability to provide nursing students with the quality of clinical experience that is required as a result of changes in the Barbados nursing policy to increase the number of students. Aim: The overall aim of this research was to understand student nurses’ clinical placement learning experience at the Queen Elizabeth Hospital in Barbados, based on their current and desired clinical experiences. Research objectives: (1) to examine the student nurses’ current learning experiences at the hospital; (2) to determine the student nurses’ desired experiences at the hospital; and, (3) to compare and contrast their current clinical experience with their desired experience by integrating the data across the quantitative and qualitative studies. Design: A sequential explanatory mixed methods research. Methods: First study: The Clinical Learning Environment Inventory (CLEI) (current and desired form) and the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) questionnaires were distributed to second and third year student nurses (n = 191) at the Barbados Community College. Descriptive and inferential analysis performed. Second study: Qualitative semi-structured interviews (n = 10) among second and third year student nurses analysed thematically. Results: Quantitative survey (First study): ‘Student satisfaction’ (mean 25.74 of 35), ‘Task orientation’ (mean 25.62 of 35), the ‘Leadership style of the ward sister’ (mean 4.02 of 5) and ‘Premises of nursing care on the ward’ (mean 4.01 of 5) greatly informed students’ actual hospital experience. The current and desired hospital experiences were statistically significant different (z = 6.68 to 8.07, p = 0.000). Qualitative interviews (Second study): Four overarching themes were generated: ‘Engaged, proactive and communicative team’; ‘No cohesion among team’; ‘Students – willing to learn and motivated’; and, ‘Consequences – positive and negative’. Overarching findings from both studies: Four major topics describe the student nurses’ experiences: ‘Engagement of the ward nursing team’, ‘The nature of nursing care delivery’, ‘Clinical supervision and teaching of nursing students on the ward’, and ‘Nursing student satisfaction’. Conclusion: The ward sister influences the ward team spirit and students’ clinical learning, negatively or positively. Nurse educators should acknowledge the value of clear, well organised ward activities on students’ learning. Clinical nursing curricula should be based on a blended educational learning perspective.
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Downey, Kathleen. "Perceptions of Transition to Nurse Among Accelerated Graduate Entry Program Students| A Qualitative Descriptive Study." Thesis, University of Massachusetts Dartmouth, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3581988.
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Graduate programs in nursing for non-nurses (GPNNN) are rapidly proliferating in response to demands for innovative strategies to increase the number of nurses to meet health care demands, both actual and anticipated. Transitions Theory (Meleis et al., 2000) provided a framework to identify the gaps in knowledge related to how individuals transition to nurse within these programs. One of the gaps in the literature that was identified was a description of the transition to nurse experience of students enrolled in a GPNNN. This qualitative descriptive research was conducted in response to this gap. It examined the transition from non-nurse to nurse through a GPNNN which prepared non-nurses for advanced nursing practice. The study had three aims: to describe the transition experienced by the students; to describe how they used their prior education and experiences in this transition; and to describe the factors they saw as facilitators and hindrances to this transition.
Responsive interviewing (Rubin & Rubin, 2012) with a purposive sample (n=17) of registered nurses enrolled in the advanced practice curriculum of the GPNNN was used. Data was collected from these nurses between September and December, 2013. Data analysis included initial codification of interviews, and within and between interview comparison of codes, resulting in re-coding and collapsing of codes. To assure the trustworthiness of the data, the criteria thoroughness, accuracy, believability and transparency were used (Rubin & Rubin, 2005).
Data analysis revealed a process of transition that occurred over three distinct time periods, Coming to Nursing (pre-enrollment), Beginning to Learn the Role as Nurse (pre-licensure), and Practicing as Nurse (post-licensure). Influences that impacted the transition across periods included personal goals, knowledge, skills, and professional growth. Indicators of transition that were known to the individual and to others were described. The individual's utilization of prior education and experiences in their personal transition experience was described as primarily influencing study habits and clinical experiences. Facilitators and hindrances to the transition included experience working as a nurse, self-identification as nurse, personal goals, the accelerated program, the programmatic focus on NCLEX style testing and the nursing pedagogy.
Interpretation of the findings of this research was informed by the literature. Identification of three periods of transition through nursing education has been described in transition to nurse in other nursing education populations (Shane, 1980a, 1980b; Neill, 2010), and is consistent with transitional patterns (Meleis, 2010). However, the three transitional periods identified in this study are peculiar to the transition experience through a GPNNN, and don't mirror the characteristics identified in transitional periods in other populations. A rich description of the transition experienced by the participants is presented including characteristics of the transitional periods, the influence of prior education and experience within the transition, and identification of factors that facilitated or hindered the transition experience. This description has not previously been described in the literature.
There are implications of this research for practice, theory, education, policy and research, and these are discussed.
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Pompa, Marilyn. "Frequency and perception of the utilization of therapuetic communication skills among student nurses /." Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_pompa_frequ.pdf.
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Amuah, Abigail. "Student nurses’ perceptions of written feedback after assessment at a University in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4906.
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Magister Curationis - MCurBackground: Written feedback from lecturers to their students, in higher education institutions, plays an important role in improving students’ performance. However, students’ perceptions of written feedback on assessments could influence its utilization to improve their performance. Despite the high priority placed on written feedback, to date, insufficient research studies have been conducted on the student nurses’ perceptions of written feedback. Purpose and Objective: The purpose of this descriptive study is to describe student nurses’ perceptions of written feedback on assessments at a university in the Western Cape. The objective of this study is to determine student nurses’ perceptions of written feedback on assessment. Methodology: A quantitative descriptive survey research design was employed to conduct this study at a university in the Western Cape. The target population for this study was 106 student nurses registered in the nursing foundation programme for the year 2015. This study employed all-inclusive sampling of foundation student nurses registered in the year 2015. A questionnaire was used to collect data from the participants. A total of 74 participants were available for the study, of whom, 69 submitted their questionnaires, resulting to a response rate of 93.2%. The data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 and was presented in frequency tables, percentages and bar graphs. Ethics approval was obtained from the Senate Higher Degree and the Senate Research Committees of the institution under study, before commencing. Permission was also obtained from the Dean of Research and Head of the School of Nursing, before the commencement of the study. The purpose of the study was explained, and a consent form was signed, before the questionnaires were administered to participants. Findings: The findings of this study indicated that students receive feedback on assessment, were in line with the assessment criteria. The study also found that students perceived receiving plenty of quality written feedback in good time to be useful. The results of this study indicated that the inability to understand written feedback, the limited opportunity to clarify feedback and negatively written comments, hinders the use of written feedback. Recommendations: There is the need for lecturers to provide written feedback that could be useful for students to improve on their performance. There is also the need for written feedback to be delivered to students electronically. Lecturers need to discuss written feedback with their students after delivery. The need for a qualitative study to be conducted on student’s and lecturers experiences on written feedback on assessment is recommended.
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Boundy, Janice F. Riegle Rodney P. "Comparison of perceptions of college experiences of baccalaureate nursing students at single-purpose, joint degree-granting, and multipurpose institutions." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918605.
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Thesis (Ph. D.)--Illinois State University, 1989.Title from title page screen, viewed September 27, 2005. Dissertation Committee: Rodney P. Riegle (chair), Sharon E. Bolin, Edwin R. Hines, Patricia H. Klass, George Padavil. Includes bibliographical references (leaves 115-119) and abstract. Also available in print.
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Poon, Wai Sha. "Staged participation : student nurses' and clinical facilitators' perceptions of the clinical learning environment in Macau." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20988.
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With the movement of nurse education into the higher education sector, the role of student nurses has moved from that of apprentices to learners with full student status on placement. Although supernumerary status is key to current nursing training, not much attention has been paid to its influence on student participation in the community of practice of the workplace. This thesis has set out to address this research gap. A qualitative dominant mixed methods study closely examined student participation on placement by comparing and contrasting students’, mentors’ and clinical instructors’ clinical learning and mentoring experiences and their perceptions of supernumerary status was carried out. Data were collected in a nursing college in Macau. In the qualitative part, a sample of seven third year and six fourth year student nurses were recruited to participate in a focus group interview corresponding to their year of study. In addition, five mentors and five clinical instructors were interviewed individually. Views from participants were compared and contrasted. For the quantitative part, all second to fourth year students were invited to respond to a questionnaire after placement. One hundred and fifty-one questionnaires were returned. Descriptive and inferential statistics were used to analyse the quantitative data. This study revealed that there is a lack of clarity about supernumerary status among student nurses. However, students’, mentors’, clinical instructors’ and nurses’ perceptions of clinical learning and supernumerary status exert an impact on student participation on placement. Although students were temporary peripheral participants of the workplace, they had to be engaged in the clinical environment and authentic practice in order to create connections with the workplace and develop nurse identities. It was found that students who were facilitated by mentors, who were drawn from ward staff, had more opportunities to participate in qualified nurses’ work and work with the nursing team on placement than those supported by university-based clinical facilitators.
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McCall, Kristina. "Effects of Transformational Learning on Student Nurses' Perceptions and Attitudes of Caring for Dying Patients." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5102.
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Nurses spend more time with patients than members of any other discipline in the hospital setting, and most nurses will provide care for dying patients. However, nurses tend to feel uncomfortable providing care to dying patients, which may be due to a lack of education and knowledge about care for dying patients. The purpose of this quasiexperimental 1-group pretest-posttest study was to determine the effect education had on nursing students' attitudes and perceptions about the care they give to their patients at the end of life. The End of Life Nursing Education Consortium (ELNEC) education modules were used for quality training in end of life care. The study was guided by the transformational learning theory, which holds that one's beliefs can change from what was previously learned to what is newly learned. For the pretest, 49 participants completed the Frommelt Attitude Toward Care of the Dying questionnaire. One week after the ELNEC training, 46 participants took the posttest. Because matching of scores was not possible, an independent t test was used that indicated there was a significant difference in the pre- to posttest perceptions and attitudes of the participants (p = .01). Specific end of life education did have an impact on the student nurse regarding end of life care. The results show that end of life education in nursing school curricula can make a difference in the attitudes of nursing students about caring for the dying. Recommendations for future studies include a longitudinal study to determine the lasting effects of end of life education. By providing more education on end of life care in the nursing school curricula, future nurses will be prepared to provide dying patients and their families with quality care.
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Fisher, Melanie. "An exploration into student nurses' perception of patient safety and experience of raising concerns." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36280/.
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Background: Patient safety is of paramount importance in healthcare delivery. Following the inquiry into the Mid Staffordshire Health Trust (Francis 2013, 2015), there has been an increasing demand for nurses and other healthcare professionals to be open and candid in a transparent culture where harm and error are minimised. Despite this drive for openness, there is evidence that health care professionals remain reluctant to raise concerns and this includes student nurses as well as registrants. There is however paucity in research focusing upon the underlying factors which prevent student nurses from raising concerns about suboptimal practice. In an attempt to contribute to the discussion, this study will focus upon student nurses. Aim: The overall aim of this research is to understand student nurses’ perception of what they believe is a patient safety incident in their practice placements and understand the reasons that influence their willingness or reluctance to raise concerns about patient safety. Findings: Four main themes emerged from analysing the data: the context of patient safety; team culture; hierarchy and fear of retribution. Analysis and discussion of the data revealed that students were driven to raise concerns as they possessed strong moral and ethical beliefs to uphold patient safety. However, they had an overwhelming desire to fit in with their clinical colleagues and feared retribution and failure if they voiced concerns regarding care. This demonstrated that student nurses were subject to a fluctuating moral compass which was determined by psychological and sociological determinants. Conclusion: This research study has provided information which contributes to our understanding of student nurses’ beliefs about patient safety. It also helps us to recognise the factors that influence student nurses’ willingness or reluctance to speak up. This is important because with an increased understanding of their experiences and beliefs, we are better informed to broaden our teaching on this topic and develop effective policies to protect student nurses who raise concerns.
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Mayne, Wendy. "The effects of nurse education upon the expectations and perceptions of students with a further education experience." Thesis, University of Strathclyde, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538849.
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Johnston, Sandra E. "The effectiveness of simulation and debriefing on nursing students' perceptions of clinical reasoning and learning transfer." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122948/1/Sandra_Johnston_Thesis.pdf.
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A goal of nursing education is that students will transfer and apply university learning to the clinical setting. Little is known about learning transfer and the use of simulation in nursing education. This study developed a specific debriefing based on learning transfer principles and was used during simulation training of final year nursing students. Results of this study provide a significant contribution to the science of simulation. Findings provide a conceptual basis for the development of improvements in simulation operational practices and the use of elements of debriefing that contribute to a meaningful experience, improving transfer of skills and knowledge.
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Andrews, Kathleen E. Wilson Thad. "Perceptions of high school boys toward nursing as a career choice." Diss., UMK access, 2005.
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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2005."A dissertation in nursing." Advisor: Thad Wilson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 140-151). Online version of the print edition.
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Strong, Linda Lee. "Phenomenological analysis of faculty perceptions towards teaching of nursing students of color /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976779.
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Thesis (Ed.D.)-- Teachers College, Columbia University, 1996.Includes tables. Typescript; issued also on microfilm. Sponsor: Marie O'Toole. Dissertation Committee: Raechele Pope. Includes bibliographical references (leaves 179-192).
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Wilson, Connie S. "The perception of values and the process of professional socialization through classroom experiences among baccalaureate nursing students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001186.
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Socialization into the nursing profession is essential for student nurses to develop an internalized professional identity and the corresponding professional role. The espoused professional values are the foundation for the development of professional identity and commitment to the profession. Nurse educators have a responsibility to foster students' learning for the development of the student nurse as a professional. The formation and internalization of a professional identity through acquisition of values that are congruent with those espoused by the profession facilitates professional development.The purpose of this qualitative study was to examine how baccalaureate nursing students were professionally socialized into nursing values in the classroom. Mezirow's transformational learning was used to examine how nursing students came to critically reflect on personal and professional values as part of the process of professional socialization.The context for this study was a university classroom setting. A purposive sample of eight nursing students in a baccalaureate program in the first nursing, non-clinical course was used.The study used interviews, observations, and review of documents which included the informants' journals, course text, course examinations and syllabus. Two one-hour interviews were conducted with the informants at the fifth week of a seven week course and at completion. The instructor was also interviewed following completion of the course. The three classroom observations were conducted every other week to correspond with significant content areas. Journals were collected every other week.The findings suggest that nursing students do not attain the espoused professional values from the formal curriculum or role-modeling of the instructor in a classroom setting. Qualities attributed to the professional values were expressed rather than the values themselves through personal experiences. Content areas which were controversial and value-laden held the most meaning and triggered critical reflection on personal and professional values. Eight subcategories emerged from the data analysis: formal curriculum, perceived personal values, perceived values learned in the classroom, perceived values role-modeled, triggers for critical reflection, hidden curriculum, sense of belonging to the profession, and consequences of professional socialization.This study has implications for nurse educators regarding teaching strategies, nursing education and curriculum development, professions concerned with professional socialization, and adult educators interested in Mezirow's theory. Further study is recommended on aspects of belonging, triggers for critical reflection, and professional values.Department of Educational Leadership