Dissertations / Theses: 'Undergraduate nursing'

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Mansour, Tamam Botrous. "Teaching research to undergraduate nursing students." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052197.

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Wu, Xi Vivien. "Holistic clinical assessment for undergraduate nursing students." Doctoral thesis, Högskolan i Jönköping, Hälsohögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29937.

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A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. Difficulties in the development of valid and reliable assessment measures in nursing competency continue to pose a challenge in nursing education. A holistic approach in the assessment of competency comprises knowledge, skills and professional attitudes, wherein the notion of competency incorporates professional judgement and management skills in the clinical situation. Therefore, the thesis aims to develop a holistic clinical assessment tool with a reasonable level of validity and reliability to meet the needs of clinical education. The conceptual framework underlying this research is formed by establishing a theoretical connection between the practice of learning, and of pedagogy and assessment. This research consists of five studies. In Study I, a systematic review was conducted to explore the current assessment practices and tools for nursing undergraduates. In Studies II, III and IV, a qualitative approach with focus group discussions was adopted to explore the views of final-year undergraduate nursing students, preceptors, clinical nurse leaders and academics on the clinical assessment. Based on the multiple perspectives, it therefore addresses concerns in clinical assessment. In Study V, a holistic clinical assessment tool was developed, for which a psychometric testing was conducted. The systematic review indicated that limited studies adequately evaluate the psychometric properties of the assessment instrument. The qualitative studies have raised an awareness of professional and educational issues in relation to clinical assessment. Workload, time, availability of resources, adequate preparation of preceptors, and availability of valid and reliable clinical assessment tools were deemed to influence the quality of students’ clinical learning and assessment. In addition, the presence of support systems and formal educational programs for preceptors influenced their preparation and self-confidence. Nursing leaderships in hospitals and educational institutions have a joint responsibility in shaping the holistic clinical learning environment and making holistic clinical assessment for students. The involvement of all stakeholders in the development of a valid and reliable assessment tool for clinical competency is also essential to the process. The Holistic Clinical Assessment Tool (HCAT) was developed by the author based on the systematic review, qualitative findings and the core competencies of registered nurse from the professional nursing boards. The HCAT consists of 4 domains and 36 assessment items. Furthermore, testing of the psychometric properties indicated that the HCAT has satisfactory content validity, construct validity, internal consistency and test-retest reliability. In conclusion, the HCAT is meritorious in that it carries the potential to be used as a valid measure to evaluate clinical competency in nursing students, and provide specific and ongoing feedback to enhance the students’ holistic clinical learning experience. The HCAT not only functions as a tool for self-reflection for the students, but also guides the preceptors in clinical teaching and assessment. In addition, the HCAT can be used for peer-assessment and feedback. It is imperative that the clinical and academic institutions establish various levels of ongoing support for both students and preceptors in the process of clinical assessment.

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Merriman, Carolyn S. "Test-Taking Strategies for Undergraduate Nursing Students." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/8468.

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Fusco, Lori A. "Medication Safety Competence of Undergraduate Nursing Students." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=casednp158558798038964.

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Watts, Tessa Elisabeth. "Educating undergraduate pre-registration nursing students for complexity in contemporary palliative nursing." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678375.

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Thompson, Zenora. "Nursing Faculty Perspectives: Enrollment and Accommodation for the Undergraduate Disabled Nursing Student." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1576620891679646.

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Aller, Loretta J. "Exploring the Developmental Process of Undergraduate Nursing Students." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573645761366224.

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Dyck, Jeffery Mark. "Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education : an interpretive ethnographic study." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31564.

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In Canadian schools of nursing, men constitute around 9% of the student cohort. Among the men who attend schools of nursing, rates of attrition are far higher than those of female students. There is little research that addresses the character and quality of male nursing students' educational experiences, nursing instructors' understandings of gender in the context of nursing education and the relationship between gender and the culture of the nursing classroom. This multi-site qualitative study utilized an interpretive ethnographic methodology and was conducted at two large, undergraduate schools of nursing in Western Canada. Data collection consisted of participant observation of 15 classroom teaching sessions (24 hours) followed by semi-structured interviews of between 60 and 90 minutes duration with 6 male, upper level nursing students who were participants in the classes and 6 female nursing instructors who taught the classes. Major themes that resulted from data analysis addressed the role of men in the nursing classroom and the culture of nursing education. The role of men in the nursing classroom was characterized by the theme of playing a different role: relying on traditional masculinities. Men's behaviours aligned closely with traditional masculinities and involved components of leadership, assertiveness, comic relief and risk-taking. The theme of masculinities in a feminine place addressed the sexualized and sometimes stereotyped identity of male nursing students, as well as the fact that they see themselves as being accommodated rather than integrated in the classroom setting. The theme of incongruence between masculinities and femininities involved the disconnect that men perceived between male and female priorities and learning styles, as well as the risks that men face in the maternity clinical rotation and around the use of touch in the clinical setting. These findings suggest that nursing instructors need to consider gender when planning and carrying out their teaching, avoid parody or stereotypes of masculinities, and avoid assumptions that male students are homogeneous. These actions could help lower the attrition rate of male nursing students and offset the nursing shortage. Further research that is longitudinal and which includes data from female students would help enrich these findings.
Applied Science, Faculty of
Nursing, School of
Graduate

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Lyte, Geraldine. "Graduateness in nursing : a case study of undergraduate nursing students' development and employability." Thesis, University of Manchester, 2007. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:70334.

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This research has focused on a detailed exploration of undergraduate nursing students' development for registration and their future employability potential. There has been a particular emphasis on probing whether there is value in being a nursing graduate, within this. In the study employability refers to graduating students' preparedness to contribute to their immediate and longer term working lives, using the combination of operational and academic competence, self-efficacy and potential for further development through reflection and lifelong learning. A review of literature has revealed that there is a general paucity of any type of related published research from the within the UK and elsewhere, especially qualitatively-based research. In particular, no research could be found which has explored in-depth, as its primary aim, what nursing graduateness constitutes at the point of graduation and registration as a nurse and, whether it contributes to the employability potential of graduate nurses for both basic and advanced practice. A qualitative, instrumental case study was applied as the research design to achieve depth of focus for this inquiry, in order to meet the aims of the research. Findings from the study have uncovered a wide range of graduate attributes which were identified within participating students' development and perceived employability potential. From this a model of nursing graduateness has been proposed. Findings also indicated that changing healthcare needs within society coupled with the recent reforms in healthcare, NHS policy and the nursing role have placed greater emphasis than ever before on such graduate attributes within nursing as higher order thinking for effective nursing practice. Recommendations have been put forward for nursing education practice and research.

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Seidel, Glass Paula E. "Differences Among Undergraduate and Graduate Nursing Students’ Cultural Competency." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/940.

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This study examined differences in cultural competency levels between undergraduate and graduate nursing students (age, ethnicity, gender, language at home, education level, program standing, program track, diversity encounters, and previous diversity training). Participants were 83% women, aged 20 to 62; 50% Hispanic/Latino; with a Bachelor of Science in Nursing (n = 82) and a Master of Science in Nursing (n = 62). Degrees included high school diplomas, associate/diplomas, bachelors’ degrees in or out of nursing, and medical doctorate degrees from outside the United States. Students spoke English (n = 82) or Spanish (n = 54). The study used a cross-sectional design guided by the three-dimensional cultural competency model. The Cultural Competency Assessment (CCA) tool is composed of two subscales: Cultural Awareness and Sensitivity (CAS) and Culturally Competent Behaviors (CCB). Multiple regressions, Pearson’s correlations, and ANOVAs determined relationships and differences among undergraduate and graduate students. Findings showed significant differences between undergraduate and graduate nursing students in CAS, p <.016. Students of Hispanic/White/European ethnicity scored higher on the CAS, while White/non-Hispanic students scored lower on the CAS, p < .05. One-way ANOVAs revealed cultural competency differences by program standing (grade-point averages), and by program tracks, between Master of Science in Nursing Advanced Registered Nurse Practitioners and both Traditional Bachelor of Science in Nursing and Registered Nurse-Bachelor of Science in Nursing. Univariate analysis revealed that higher cultural competency was associated with having previous diversity training and participation in diversity training as continuing education. After controlling for all predictors, multiple regression analysis found program level, program standing, and diversity training explained a significant amount of variance in overall cultural competency (p = .027; R2 = .18). Continuing education is crucial in achieving students’ cultural competency. Previous diversity training, graduate education, and higher grade-point average were correlated with higher cultural competency levels. However, increased diversity encounters were not associated with higher cultural competency levels.

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Mysliwiec, Matthew. "Organ Donation Simulation Education for Undergraduate Baccalaureate Nursing Students." Kent State University Honors College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1507663146287631.

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Ramsden-Meier, Joanna L. "Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/500.

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As there continues to be a nursing shortage and a lack of diversity in the nursing profession, it is important to retain at-risk students who have been admitted to nursing programs. The purpose of this program evaluation was to compare at-risk students who had not received retention services to at-risk students who had received retention services at a Midwestern college. A formative evaluation was conducted using information from three sources: the college, the students, and the community. Guided by a constructivist theory defined by Ponticell, this study examined the effectiveness of the retention program in terms of its impact on course completion rates, semester, and cumulative GPAs, and number of students on probation and dismissed from the college. Using a retrospective quasi-experimental design, data from 72 students in 2 groups were compared using chi-square, t tests, and one-way repeated-measures ANOVA. Although the results were not significant, students who received retention services were less frequently on probation and dismissed, had higher course completion rates, and had higher GPAs. In addition, 54 graduating students were surveyed, and their perceptions of the retention services were positive, with an overall mean score of 4.02 out of 5.0. Themes identified through a community key informant interview included student/personal responsibility, family responsibility, and community responsibility. The program evaluation was summarized in an evaluation report that included the results and recommendations for continuation or the addition of retention services. This study may impact social change as the retention services are reviewed and adjusted in order to produce an increased number of qualified, diverse registered nurses.

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Bedford, Helen Claire. "Learning nursing and being different : a study of pre-registration undergraduate degrees in nursing." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365016.

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West, Lindsay Judy. "Factors associated with attrition in the undergraduate diploma nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80260.

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Thesis (MCurr)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The issue of attrition of undergraduate participant nurses has remained a concern for an extremely long time. Attrition has been labelled as complex and in order to understand attrition it is important to pay attention to the rate, reasons and trends in South Africa. To understand attrition in South Africa, the trends internationally need to be taken into account to determine whether South Africa has a unique problem. Due to the enormous financial cost to the state and the students’ self-confidence, as well as their belief and understanding of why all the systems that have been put into place fail, it has become a concern. The reasons why students choose nursing and their academic progress throughout secondary schooling should give a clear indication to the educational authorities how successful the students could be. The aim of this study was to determine possible reasons for attrition in students who do the undergraduate diploma nursing course. The objective was to determine the attrition rate of students in the undergraduate course. Reasons for attrition involve a close investigation into age, home language, subjects taken in secondary school, family support, reasons for going into nursing, problems experienced, reasons for not completing the course and how these affected them. The objectives was met through a descriptive study with a quantitative approach. The target population (N=260/100%) consisted of all students that had not completed their undergraduate diploma nursing course over four years between the years 2007-2010, from a Nursing College in the Western Cape. The sample population (n=58/22%) voluntarily agreed to participate in the study. A telephonic questionnaire was administered with closed-ended questions and a small section which had a likert scale. Data was collected by the researcher and a trained field worker. Ethical approval was obtained from the Health Research Ethics Committee at the Faculty of Health Sciences, Stellenbosch University. Permission was also obtained from the Western Cape Provincial Administration to conduct the research. Informed consent was obtained from the students. Reliability and validity was supported by a pilot study conducted on (n=10/10%) of the students at the Western Cape College of Nursing to ensure feasibility of the study. The data was analysed by a statistician and presented in tables and graphs. Statistical analysis was determined by ordinal and nominal data. The results showed that there were numerous factors that contributed to the attrition of undergraduate nursing diploma students. The results showed that the majority of the students’ home language was Xhosa 43% (n=25/58) with the majority being female, single with one child. The main reasons for choosing nursing was because it was a vocation/calling. The recommendations were to ensure that all nursing colleges be integrated into institutions of higher education, thereby ensuring more stringent selection criteria. There needs to be a bridging year where the students are taught to improve their literacy and numeracy so that this will give the students a better understanding of the lectures being delivered in English. There needs to be systems in place to assist the students that are mediocre or struggling. The conclusion was that attrition is complex and requires more concrete systems to stem the rate. A total reformation of undergraduate diploma nursing programmes needs to be addressed.
AFRIKAANSE OPSOMMING: Die kwessie van attrisie by voorgraadse diploma student verpleegsters is al vir ’n geruime tyd kommerwekkend. Attrisie word as kompleks bestempel en om dit te begryp, is dit noodsaaklik om aandag te skenk aan die tempo waarteen dit vookom, asook die redes en tendense in Suid-Afrika te bepaal. Om attrisie in Suid-Afrika te kan begryp, moet die internasionale tendense in ag geneem word om te bepaal of Suid-Afrika ’n unieke probleem het. Weens die enorme finansiële onkoste wat die staat het ten opsigte hiervan en die student se selfvertroue, asook hulle geloof en begrip in al die sisteme wat in plek is wat gefaal het, word dit ’n bekommernis. Die redes waarom studente kies om verpleging te doen en hulle akademiese vordering gedurende hulle sekondêre skoolopleiding, behoort ’n duidelike aanduiding aan die onderwysowerhede te wees hoe suksesvol die studente kan wees. Die doel van hierdie studie is om die moontlike redes vir attrisie by studente wat die voorgraadse diploma kursus in verpleging volg, te bepaal. Die doelwit is om die attrisie-tempo by studente in die voorgraadse diploma kursus, te bepaal. Redes vir attrisie verg ’n indringende ondersoek van die ouderdom, huistaal, vakke geneem in die sekondêre skool, familie-ondersteuning, redes waarom verpleging as loopbaan gekies word, probleme wat ondervind word, redes waarom die kursus nie voltooi word nie en hoedat dit hulle geaffekteer het. Die doelwitte is behaal deur ’n beskrywende studie met ’n kwantitatiewe benadering te volg. Die teikenbevolking (N=260/100%) het bestaan uit alle studente wat nie hulle voorgraadse verpleegkursus binne vier jaar tussen die jare 2007-2010 aan ’n verpleegkollege in die Wes-Kaap voltooi het nie. Die steekproef bevolking (n=58/22%) het vrywillig ingestem om aan die studie deel te neem. ’n Telefoniese vraelys met geslote vrae is geadministreer en ’n klein gedeelte het ’n likertskaal bevat. Data is gekollekteer deur die navorser en ’n opgeleide veldwerker. Etiese goedkeuring is verkry van die Gesondheidsnavorsing se Etiese Komitee aan die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch. Toestemming is ook verkry van die Wes-Kaapse Provinsiale Administrasie om die navorsing te doen. Ingeligte toestemming is van die deelnemers verkry. Betroubaarheid en geldigheid is ondersteun deur ’n loodsondersoek wat uitgevoer is op (n=10/10%) van die deelnemers aan die Wes-Kaap Kollege vir Verpleging om die uitvoerbaarheid van die studie te verseker. Die data is geanaliseer deur ’n statistikus en in tabelle en grafieke aangebied. Statistiese analise is bepaal deur ordinale en nominale data. Die uitslae het bewys dat daar ’n aantal faktore is wat bygedra het tot die attrisie van voorgraadse studente wat die verpleegdiploma doen. Die uitslae het bewys dat die meerderheid van die studente se huistaal Xhosa 43% (n=25/58) is, waarvan die meerderheid vroulik en enkel met een kind is. Die hoofredes waarom verpleging gekies is as loopbaan, is omdat dit ’n beroep/roeping is. Die aanbevelings is om te verseker dat alle verpleegkolleges geïntegreer word by instellings vir hoër onderwys, daardeur word strenger seleksie-kriteria verseker. Daar behoort ’n oorbruggingsjaar vir participante te wees om hulle geletterdheid en syfervaardigheid in so ’n mate te verbeter dat hulle lesings in Engels verstaan wanneer dit aangebied word. Daar behoort sisteme in plek te wees om participante te help wat gemiddeld presteer of sukkel. Die gevolgtrekking is dat attrisie kompleks is wat meer konkrete sisteme verg om die tempo waarteen dit plaasvind, die hoof te bied. ’n totale transformasie van voorgraadse diploma verplegingsprogramme behoort aangeroer te word.

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Duah, Maame Akyaa. "Baccalaureate Nursing Students’ Perceptions of Community Health Nursing as a Career." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33388.

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Background: There has been an increasing shift in patient care from the acute hospital setting to the community. Nurses play an essential role as part of the community health care workforce; however, only a limited number of baccalaureate nursing students tend to choose a career in community health nursing after graduation. There is currently a gap in knowledge surrounding nursing students’ perception of a career in Community Health Nursing and the issues influencing their career choice upon graduation. Purpose: To explore issues that influence career choice in community health nursing from the perspective of baccalaureate nursing students. Research Methodology: The study was guided by a descriptive qualitative research approach. Individual semi-guided interviews and focus groups were conducted with 11 nursing students and a group of key stakeholders to share their thoughts on pursuing a career in community health nursing and the factors that enabled or hindered their decision making. Thematic analysis of the interview and focus group data generated relevant themes. Findings: Five major themes were revealed from study. These are 1) defining community health nursing, 2) the clinical practicum experience, 3) stereotypes of community health nursing, 4) societal trends and expectations, and 5) issues influencing career choice in community health nursing. Discussion and Implications: The personal and contextual factors influencing the perceptions and attitudes of students towards pursuing community health nursing were discussed. Existing literature was integrated into the discussion of the many factors that both motivated and hindered baccalaureate nursing students from pursuing community health nursing. The underrepresentation of new graduates in community health nursing calls for directed efforts by community health nursing organizations and the university to improve the situation. Conscientious efforts need to be made to provide students with knowledge and information surrounding the roles of community health nurses and the opportunities for nursing students and nurses in community health nursing settings. Conclusion: There is a need to increase awareness about community health nursing in order for nursing students to understand the importance and impact it has on the health status of communities and healthcare delivery infrastructure. Nursing education programs would be an ideal platform for this awareness-raising and facilitate student nurses decision to pursue community health nursing as a career.

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Donough, Gabieba. "Perceptions and experiences of undergraduate nursing students of clinical supervision." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86575.

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Thesis (MCur)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Differences were observed in clinical demonstration and assessment techniques of clinical supervisors involved with the supervision of undergraduate nursing students at an institution of higher education. These differing techniques displayed by the clinical supervisors may have implications for the standard of nursing care provided by the students and the throughput of these students. A qualitative approach with a descriptive design was applied to explore the perceptions and experiences of the undergraduate nursing students’ on clinical supervision. Nine (n=9) students were deliberately selected by means of purposive sampling from each year to participate in focus group interviews. Nine 1st year students, nine 2nd year students, nine 3rd year students and nine 4th year students respectively constituted the groups that were interviewed. Thus the total sample consisted of n=36 nursing students. Consent to conduct the study was obtained from the Health Research Ethical Committee at Stellenbosch University, as well the institution under study. Informed consent was obtained from all the participants. Data collection was completed by two trained fieldworkers who were not affiliated with the institution under study. The interviews were analysed through content analysis. Six themes emerged from the data. These included support, professionalism, realities of supervision, student preferences regarding supervisors, experiences that relate to abusive behaviour and the clinical supervision process. The findings indicated negative and positive experiences on clinical supervision. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Key words: Clinical supervision, undergraduate nursing, clinical supervisor, clinical practice, differing techniques.
AFRIKAANSE OPSOMMING: Verskille was waargeneem in kliniese demonstrasie- en assesseringstegnieke van kliniese toesighouers wat betrokke is met die supervisie van voorgraadse verpleegstudente by 'n institusie van hoër onderwys. Die verskille in tegnieke gedemonstreer deur die kliniese toesighouers mag implikasies hê vir die standaard van verpleegsorg gelewer deur die studente en die slaagsyfer van hierdie studente. 'n Kwalitatiewe benadering met 'n beskrywende ontwerp was toegepas om die persepsies en ervaringe van die voorgraadse verpleegstudente oor kliniese supervisie te verken. Nege (n = 9) studente vanuit elke jaargroep was bewustelik gekies by wyse van doelgerigte steekproefneming om deel te neem in fokusgroep onderhoude. Nege 1ste jaar studente, nege 2de jaar studente, nege 3de jaar studente en nege 4de jaar studente het onderskeidelik die groepe gevorm waarmee onderhoude gevoer was. Die totale steekproef het uit n=36 verpleegstudente bestaan. Toestemming om die studie te doen was vanaf die Etiese Komitee vir Gesondheidsnavorsing by Stellenbosch Universiteit, asook die instelling ter ondersoek verkry. Ingeligte toestemming is van al die deelnemers verkry. Data insameling was deur twee opgeleide veldwerkers gedoen wat nie geaffilieer is met die instelling ter ondersoek nie. Die onderhoude was deur inhoudsontleding geanaliseer. Ses temas het uit die data ontstaan. Dit sluit in ondersteuning, professionaliteit, realiteite van supervisie, student voorkeure ten opsigte van toesighouers, ervaringe wat verband hou met mishandelende gedrag en die kliniese supervisie-proses. Die bevindinge het negatiewe en positiewe ervaringe oor kliniese supervisie getoon. Aanbevelings is voorgestel om kliniese supervisie en die leerervaring van die studentverpleegsters te verbeter. Sleutelwoorde: Kliniese supervisie, voorgraadse verpleging, kliniese toesighouer, kliniese praktyk, teenstrydige tegnieke.

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Foster, Abigail S. "Options Counseling and Abortion Education in Undergraduate Nursing School Curricula." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/434.

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Background: Over one half of all pregnancies in the United States are unintended. Nurses are on the frontlines of the health care work force and often encounter women with unintended pregnancies in the clinical setting. They may find themselves responsible for options counseling and helping these women to explore their options of pregnancy, adoption and abortion. Discussing these three options in a non-judgmental, well-informed manner allows the woman to consider all possibilities. Leading this type of conversation requires specific skills and knowledge as well as the ability to deliver this information in a therapeutic, nonbiased manner. Purpose: The intent of this study was to analyze data regarding the inclusion of options counseling and abortion education in undergraduate nursing programs in New England. Identification of gaps can provide opportunities for curriculum reform. Due to the enormous impact that nurses have with patients, institutions have a responsibility to provide their students with accurate, honest, factual, current knowledge about options counseling including abortion. Doing so is a public health issue with the incentive of not only providing women with optimal health care and better maternal-fetal outcomes, but also to reduce spending nationwide. This study can support efforts to accomplish these goals. Methods: A cross-sectional survey was sent out via email to the faculty members of accredited undergraduate nursing programs throughout New England. It was active for approximately three months between June 2015 and September 2015 with intermittent reminders sent during that time frame. The survey inquired about personal attitudes, inclusion/exclusion of options counseling and abortion education as well as methods used to include this material in the curricula. Results: All states in New England were included in this study. Fifty percent of responding institutions reported that they include options counseling and abortion education in the curricula, while the remaining 50% reportedly do not. When asked to identify reasons that this content is not included in the current curricula, 80% of respondents indicated that it is not a curriculum priority due to time constraints. The main identified methods that support inclusion of options counseling and abortion in the curricula include classroom sessions focused on technical/evidence-based instruction, classroom sessions focused on ethical issues and assigned readings. Conclusions: Options counseling and abortion education is not adequately covered in undergraduate nursing curricula across New England. This data set is remarkably similar to a study done in 1997, showing that in the course of nearly 20 years, there has been little advance in the inclusion of options counseling and abortion education. In many instances, this material is given equal or more attention in ethical discussions rather than focusing on technical evidence-based instruction. Personal attitudes about abortion have been correlated with the inclusions of options counseling and abortion education and likely affect the content that is incorporated in the curricula.

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Manning, Judith. "Gender and technology : women's experiences in an undergraduate nursing program." Title page, abstract and table of contents only, 1997. http://web4.library.adelaide.edu.au/theses/09ARM/09armm283.pdf.

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Bibliography: leaves 73-92. The aim of this thesis is to determine how women felt about, and learnt to use, technological devices in an undergraduate nursing program. The study explores women's experiences when learning to acquire and apply knowledge of technological devices, in order to identify factors which facilitate, influence or inhibit that learning. Women's perceptions of nursing, and the value of technological device use in nursing care are also examined.

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Horton, Claudia Dean Thompson Carolyn. "Predictors of academic success for undergraduate nursing students and graduates." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Carolyn J. Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 210-219). Online version of the print edition.

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Croxen, Hanneke. "Student perspectives of learning goals for an undergraduate nursing class." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/22486.

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Effective learning is associated with students’ awareness of the importance of learning goals. Currently, the student perspective is not well understood; it is believed there is a disconnect between faculty and students’ perceptions and value of learning goals. The University of British Columbia, School of Nursing, undergraduate leadership course offers students options: an interactive classroom approach (classroom group), or a combination of classroom and a quality and safety practice environment project (the Q&S group). Learning goal surveys at the beginning of the course and end of the course were conducted to gain an understanding of whether these pedagogical strategies were successful or not, with respect to completion of course learning goals from the student perspective. Focus groups with students from both options and observations of students in the learning environment were also conducted. Data showed that Q&S students who received inductive learning reported enhanced appreciation of learning and a deeper understanding of some course learning goals. However, those students in the classroom group (who received less inductive teaching and learning strategies) believed they received a broad understanding of the course content although maybe not as deeply as the Q&S students’ understanding of course content. This study can contribute to the body of knowledge related to nursing education. A pilot study was conducted during Fall semester 2008, and additional data was then collected through summer 2009. This thesis will describe the findings and demonstrate how learning goals can be an effective way for faculty to monitor and adapt courses to facilitate student learning outcomes.

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Manamela, Ledile Edith. "Challenges during clinical accompaniment : reflections of the undergraduate nursing students." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/72787.

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INTRODUCTION AND BACKGROUND: One of the prerequisites during the training of nursing students is clinical accompaniment by professional nurses, which offers direction and guidance to professional development. Exposure to the Clinical Learning Environment (CLE) affords nursing students with an exclusive background for experiential learning and skills that are rare to be acquired elsewhere. Professional nurses in hospitals and clinics are expected to accompany nursing students in the CLE to assist them in achieving the learning outcomes. However, nursing students at the selected higher education institution indicated dissatisfactions with the conduct of professional nurses during their placement at the CLE. OBJECTIVES: To explore and describe the challenges experienced by the undergraduate nursing students within the CLE in the Capricorn District, Limpopo Province. METHODOLOGY: A qualitative research method was used to explore and describe the challenges experienced by undergraduate nursing students in the CLE in the Capricorn District, Limpopo Province. The population comprised of undergraduate student nurses enrolled for Bachelor of Curationis Degree for the academic year 2017 from the selected higher education institution, with a total number of 258 undergraduate nursing students. Purposive sampling was used to select participants who are more knowledgeable about the problem studied. The third- and fourth-year undergraduate nursing students, who are 122 in total, were selected purposively until data saturation was reached. Four focus group interviews were conducted to collect data. Tesch’s open coding data analysis method was used to analyze data. Ethical considerations and trustworthiness were maintained throughout the study. FINDINGS: Three main themes and sub-themes related to challenges of the undergraduate nursing students within the Clinical Learning Environment emerged, based on the findings of the study namely: Challenges experienced by students; inadequate learning opportunities and Attitudes of professional nurses. These themes further guided the recommendations for the nursing practice, nursing education and for future research. CONCLUSION: A conducive learning environment should be established to enable nursing students to acquire professional knowledge and skills through team-work between nursing education institutions, clinical staff, and multidisciplinary team members. Professional nurses need to support and treat students fairly, irrespective of their educational institution or field of training.
Dissertation (MCur)--University of Pretoria, 2019.
Nursing Science
MCur
Unrestricted

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Mee, Jenny. "The experiences of undergraduate women nursing students : a feminist study." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16373/1/Jenny_Mee_Thesis.pdf.

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This study explores the experiences of women undergraduate nursing students within a feminist framework. In enquiring into the lives of undergraduate women nurses, this study sought to develop a deeper understanding of the social, historical and political factors that shape the lives of these women. An important aim of the study was to provide the women participants a political voice by which they could communicate their experiences. The methodology is developed from the theoretical insights of a range of feminist theorists and researchers and draws on some fundamental assumptions about the gendered social location of women. The study sought to test out these assumptions through an exploration of key themes within data collected from unstructured interviews with a purposeful sample of 13 undergraduate women students from a School of Nursing within a major Brisbane university. The emerging themes reveal that women have roles that are gendered in construction and that their personal stresses and traumas are shaped by gender role construction.

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Mee, Jenny. "The experiences of undergraduate women nursing students : a feminist study." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16373/.

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This study explores the experiences of women undergraduate nursing students within a feminist framework. In enquiring into the lives of undergraduate women nurses, this study sought to develop a deeper understanding of the social, historical and political factors that shape the lives of these women. An important aim of the study was to provide the women participants a political voice by which they could communicate their experiences. The methodology is developed from the theoretical insights of a range of feminist theorists and researchers and draws on some fundamental assumptions about the gendered social location of women. The study sought to test out these assumptions through an exploration of key themes within data collected from unstructured interviews with a purposeful sample of 13 undergraduate women students from a School of Nursing within a major Brisbane university. The emerging themes reveal that women have roles that are gendered in construction and that their personal stresses and traumas are shaped by gender role construction.

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Halford, Sandy, and Florence M. Weierbach. "Inter-Professional Undergraduate Education and Technology Use in a Flipped Classroom." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7384.

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Berghout, Tamara Powell. "Undergraduate Nurse Educator Perceptions of Preparation to Teach Interprofessional Collaboration." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7532.

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If nurse educators do not teach students to function in interprofessional teams, students may lack communication and teamwork skills, which can result in patient harm; however, nurse educators do not always understand the concept of interprofessional collaboration (IPC) and may, therefore, fail to teach it to students. The purpose of this multiple case study was to understand how undergraduate nurse educators prepared to teach IPC and how their preparation informed their teaching. The theory of transformative learning and the Interprofessional Education Collaborative core competencies of IPC framed this study. Data included semistructured interviews and associated documents from 9 nurse educators representing 3 different schools of nursing. Transcribed interviews and associated documents were coded for emergent themes. The 5 key themes that emerged related to nurse educator preparation to teach IPC were academic IPC preparation was limited, lack of formal preparation and an incomplete understanding, interprofessional communication: positive perceptions and perceived barriers, previous IPC exposure influenced instruction, and educators taught IPC informally. The results of this study may influence positive social change by inspiring educational leaders to consider the possibility that nurse educators may need IPC-specific faculty development. Research suggests that when educators know how to teach IPC, they can prepare students to practice in interprofessional teams. Most importantly, when new nurses know how to work in interprofessional teams, this may result in a decrease in the incidence of unintentional patient injuries.

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Holder, Amy G. "The Relationship of Self-Efficacy and Clinical Reasoning of Undergraduate Nursing Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3710.

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Aim. This investigation aimed to discover if a there is a correlation between a student’s clinical reasoning self-efficacy and a student’s actual clinical reasoning ability. Also, this research sought to discover the connection between an undergraduate nurse’s self-efficacy of clinical reasoning and the locus of control of that student. Finally, this investigation sought to discover if perceived self-efficacy of clinical reasoning changed over time. Background. The ability to successfully navigate the process of clinical reasoning is critical to providing safe, effective care for patients. For nurses, this process begins to develop in nursing school. Unfortunately, evidence suggests that newly graduated nurses struggle to navigate this process successfully, placing patients’ safety in jeopardy. While much research has been dedicated to a student’s clinical reasoning development, little is understood about the variables that impact clinical reasoning development in the student population. Method. Partial correlation was utilized to discover the connection between students’ perceived self-efficacy of clinical reasoning and the students’ actual clinical reasoning ability. Also, a one-way ANOVA, to assess changes over time and reliability assessment of the Nurses’ Clinical Reasoning Scale, was completed. Results. Fifty-two undergraduate nursing students from across 35 states in the United States were included in the sample for this study. Neither a significant relationship between the students’ self-efficacy of clinical reasoning and the students’ actual clinical reasoning ability, nor a significant change over time in perceived self-efficacy scores was detected. Conclusion. By understanding the impact certain factors have on the formation of clinical reasoning ability in students, educators are better equipped to identify those students that might struggle to develop clinical reasoning and intervene in the early stages of development. Additional studies need to be initiated to completely understand the influence these variables have on the development of clinical reasoning.

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Rommelfaenger, Marijo A. "Faculty adoption of an undergraduate nursing curricular change| A correlational study." Thesis, Keiser University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099972.

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Challenges in the implementation process of a new undergraduate nursing curriculum are multifactorial. Utilizing constructs of Hall’s (2013) Concerns Based Adoption Model (CBAM), and Oreg’s (2003, 2006) Resistance to Change Scale, the study examined faculty members’ personal concerns and resistance to change, regarding implementation of a new curriculum. The study is quantitative research, using correlational statistical analysis and use of descriptive statistics. Senge’s Leadership Theory and Wegner’s Community of Practice Theory formed the theoretical framework for the study. The study included participation from 11 BSN nursing program faculty from several universities in the United States that adopted a new conceptual-based nursing curriculum. Results of statistical testing showed no relationship between faculty profile scores for adoption along a change continuum and the study variables as objective measures. However, recommendations for follow-up research include qualitative research and further analysis of study demographic data not originally used in the study.

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Fehr, Florriann. "Understanding the lived experience of student-parents in undergraduate nursing school." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583320.

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

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Hoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.

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Philosophiae Doctor - PhD
Globally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care. Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates. SL is known as a philosophy and an approach to community development and pedagogy. In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.

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Epeneter, Beverly Jean. "Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation." PDXScholar, 1998. https://pdxscholar.library.pdx.edu/open_access_etds/3398.

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The primary goal of undergraduate nursing programs is to prepare students for nursing practice. Achievement of this goal may be hindered by reliance on the scientific method in nursing education. Nursing practice often requires the ability to make judgments in situations of ambiguity without the benefit of objective data. The ability to rapidly "read" a situation and respond appropriately is critical to safe nursing care. This requires education in the intuitive way of knowing. Intuitive development may be impeded when students are taught to rely on the rational, scientific way of knowing. The end result may be that students are unprepared to meet the demands of nursing practice. Research on intuition in nursing has focused on nursing practice. To date, no study has explored intuition in nursing education. This study provides data on intuition in undergraduate nursing curricula. A descriptive research study was done on faculty members of the National League for Nursing (NLN). An intuition survey was developed and pilot tested on 10 undergraduate nursing faculty. The survey was sent to a random sample of 676 NLN faculty members nationally. A 51% $(N = 330)$ response rate was achieved. The survey included: (a) intuition attitudes, (b) attitudes toward including intuition in the undergraduate nursing curriculum, (c) intuition in the current curricula, (d) practices related to development and teaching of intuition, and (e) preparation for teaching about intuition. The major findings are: (1) Faculty expressed attitudes of value for intuition. (2) Faculty expressed attitudes that support the importance and appropriateness of including intuition but had concerns about including intuition. (3) Intuition is currently included in the undergraduate nursing curriculum on a limited bases. (4) Faculty use many strategies to develop their own intuition and to help students develop intuition. The majority of faculty rate the strategies as effective. (5) A limited number of respondents had preparation to teach about intuition and the majority expressed interest in learning more about intuition. (6) Program type, years in nursing education, and highest degree in nursing made a difference on intuition attitudes.

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Latchman, Jessica. "Evaluating Knowledge and Attitudes of Undergraduate Nursing Students Regarding Pain Management." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1694.

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Unmanaged pain is a widespread problem that many cancer patients face on a daily basis. Cancer pain, which can either be caused by complications due to the disease process itself or from treatment measures used, has devastating effects on the quality of life for these patients and their caregivers. This study examined the knowledge and attitudes of undergraduate students regarding pain management. The sample in this study consisted of 41 undergraduate students at the University of South Florida College of Nursing. The students sampled were predominantly white, (n=30), female (n=37), seniors (n=41) taking Leadership and Management in Nursing. After volunteering to participate, students completed the demographic data form, the nurses' attitude survey and the Pain Management Principles Assessment Tool. The mean age of students was 22.46 years, with a range from 18 to 42 years. One student indicated that he or she had a bachelor's degree in another field with the majority of students being first time college students (n=31). The results of the study showed that a mean score of 19.4 (SD= 3.0) out of a possible 31(63%) was achieved on the knowledge of the students regarding pain management while, a mean score of 17.0 (SD=2.6) out of 25 (68%) was achieved on the Nurses' Attitude Survey. The data showed that nursing students demonstrated inadequate knowledge regarding pain management, and had mixed attitudes towards pain management. However, a weak to moderate relationship between knowledge and attitudes was found (r=0.33, p=0.038) due to the fact that students lacked the fundamental knowledge, and understanding as to why they were practicing certain pain management skills. Although the sample size was relatively small and not ethnically or demographically diverse, the response from the sample was sufficient in providing statistically meaningful data for this study. The results were seen to be consistent with previous studies that show poor management of pain. The findings of this study suggest the need for the development of specific strategies to effectively teach students about pain management, as well as integrate pain management as a major component of the undergraduate-nursing curriculum to improve patient outcomes.

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Weierbach, Florence M., Katherine C. Hall, Jean Croce Hemphill, and Jerrilyn S. Brehm. "Developing Preceptors in Rural Appalachian Clinics for Undergraduate and Graduate Nursing Student." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7376.

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Sutton, Katie Ann. "Integrated Pharmacology in an Undergraduate Nursing Curriculum: The Nursing Students’ Perceptions of Their Readiness for Clinical Placement." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/75612.

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Evaluation of integrated pharmacology in nursing curricula from a student perspective is limited. Existing pharmacology curriculum was verified and student survey were undertaken. Pharmacology was scaffolded throughout curriculum and learning on clinical placement progressed as students advanced in the program. Clinical placement and self-tuition learning opportunities were highly valued. Medication side effects and contraindications remained challenging. A conceptual framework for pharmacology within UG nursing curricula was developed incorporating knowledge acquisition, application and decision making.

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Hall, Katherine C. "Role Functions of Staff Nurse Preceptors for Undergraduate, Pre-Licensure Nursing Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8286.

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Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN’s perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

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Weierbach, Florence M., Katherine C. Hall, Jean C. Hemphill, and Jerrilyn Brehm. "Developing Preceptors in Rural Appalachian Clinics for Undergraduate and Graduate Nursing Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8288.

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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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Poon, Man-yuk. "An investigation of the attitudes of undergraduate nursing students toward obese individuals /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31602435.

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Mislang, Jonathan. "The experiences of undergraduate nursing students enrolled in a team teaching curriculum." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37986.

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Contemporary nursing education has seen a shift towards student-centred teaching and learning strategies. Team teaching is a student-centred strategy that involves the collaboration of multiple teachers to plan, deliver, and evaluate a course. Team teaching has been used in disciplines outside of nursing education, but there is little literature to support its use within the classroom in undergraduate nursing education. The purpose of this qualitative descriptive study is to examine the experiences of undergraduate nursing students enrolled in a newly revised curriculum at the University of British Columbia School of Nursing (UBC SON) that has adopted team teaching as its main pedagogical teaching and learning strategy. The aim of this research is to provide an evidence-based evaluation of the team teaching strategy with the intent of suggesting ways to improve its delivery. Constructivism and adult learning theory were used to guide this study. Non-randomized convenience sampling produced a study population of 49 third-term undergraduate nursing students enrolled in the UBC Bachelor of Science in Nursing (BSN) program starting in September 2009. Students completed a survey consisting of six open-ended questions designed to describe their experiences with team teaching. Content analysis methodology was used to analyze the data. Findings suggested that students supported the use of team teaching and viewed it as a positive influence on their learning experience. Four positive themes from team teaching emerged from the research: challenging student learning, increasing teacher credibility, teams acting as nursing role models, and promoting student learning. The implications of this research focused primarily on nursing education. Seven recommendations on how team teaching delivery can be improved within the UBC SON curriculum are suggested.

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Rassool, Goolam Hussein. "Predictors of educational outcomesof undergraduate nursing students in alcohol and drug education." Thesis, St George's, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511956.

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Poon, Man-yuk, and 潘敏玉. "An investigation of the attitudes of undergraduate nursing students toward obese individuals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45011680.

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Phiri, Wendy Augusta. "Perceptions and experiences of undergraduate midwifery students concerning their midwifery training." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6659.

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Thesis (MCur)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: During the period 2006-2008 more than 50% of midwifery students at the college under study failed the midwifery training programme. The academic performance of students can be attributed to various factors, ranging from personal uniqueness and institutional aspects to the course content itself. Accordingly, this study aims to explore the perceptions and experiences of student midwives with reference to their training programme. The objectives set for the study were set to determine the perceptions and experiences of the student midwives with regard to: • guidance in the practical field, • classroom experiences • assessment procedures and • whether the students attribute their academic successes or failures to the training programme. A qualitative approach with a descriptive design was applied to determine the perceptions and experiences of the undergraduate midwifery students concerning their training programme. The population of this study was fourth-year students who have successfully completed their midwifery-training programme. Nineteen students consented to participate in the study. The trustworthiness of this study was assured by using the Lincoln and Guba’s criteria of credibility, transferability, dependability and conformability. A pre-test was completed. All ethical principles were met. Data was collected through focus group interviews, using an interview guide. The analysis of the data revealed that students attributed their academic failures and success to guidance received in the theoretical as well as the practical field. The findings displayed the frustration that the students experienced with the lecture method as a teaching strategy. Discontentment was perceived among the participants regarding the demarcation, which differed among lecturers. Students were of the opinion that certain content of the curriculum was intended for the doctors, and they indicated a need for the extension of class time, for the instruction of the theory, as the curriculum was perceived as “content heavy”. Guidance in the clinical field, by the clinical educators, was perceived as being positive, yet the student-clinical educator ratio was proving to be a challenge. Marking of tests and examination answer sheets was perceived as too strict. Recommendations Students must be active participants in the learning process, not passive recipients of information. Teaching methods (such as role-play, brainstorming, case studies, simulations, and group work), that expand and reinforce basic communication, intellectual and interpersonal skills, should be employed. Uniformity amongst midwifery facilitators, in terms of content selection, demarcations, classroom activities and assessment techniques, should be agreed upon prior to the commencement of a block period.
AFRIKAANSE OPSOMMING: Tydens die periode 2006-2008 was meer as 50% van die verloskunde studente by die kollege waar die studie gedoen was, onsuksesvol in die verloskunde program. Akademiese prestasie van studente kan aan verskillende faktore toegeskryf word. Hierdie kwessies wissel van persoonlike uniekheid en institusionele aspekte tot die kursus inhoud self. Dus poog hierdie studie om die persepsies en ervaringe van die student vroedvroue ten opsigte van hul opleidingsprogram te verken. Die doelwitte van die studie was om die persepsies en ervaringe van die student vroedvroue met betrekking tot: • praktiese leiding, • klaskamerondervinding, • assesseringsprosedures te bepaal en • of die studente hul akademiese suksesse en mislukkings aan die opleidingsprogram toe skryf. ŉ Kwalitatiewe benadering met ŉ beskrywende strategie was gebruik om die persepsies en ervaringe van die voorgraadse studente rakende hul opleidingsprogram vas te stel. Die populasie van hierdie studie was studente, in hul vierde jaar, wat reeds die verloskunde opleidingsprogram suksesvol voltooi het. Negentien studente het ingestem om aan die studie deel te neem. Die vertrouenswaardigheid van die navorsing is verseker deur van die Lincoln en Guba kriteria – geloofwaardigheid, oordraagbaarheid, betroubaarheid en bevestiging – gebruik te maak. ŉ Voorafgaande toets is voltooi. Al die etiese beginsels is nagekom. Data is ingesamel deur onderhoude met fokusgroepe te voer. ’n Onderhoudsgids is vir die doeleinde gebruik. Die data-ontleding het getoon dat studente hul akademiese mislukkings en suksesse aan die leiding wat hulle op teoretiese en praktiese gebiede ontvang het, toeskryf. Die bevindinge het die frustrasie wat die studente met die lesmetode as ’n onderrigstrategie ervaar, getoon. Ontevredenheid rakende die werkafbakening, wat verskil van lektor tot lektor, is ook waargeneem. Studente voel dat dele van die kurrikuluminhoud vir dokters bedoel is. Hulle is van mening dat meer klastyd nodig is om teorie te onderrig, aangesien die kurrikulum oorvol is. Hoewel die leiding op kliniese gebied, deur die kliniese opvoeders, positief ervaar is, is die student-opvoeder verhouding as ŉ uitdaging beskou. Die studente het gevoel dat hul toetse en eksamenantwoordstelle te streng nagesien was. Aanbevelings: Studente moet aktief by die leerproses betrek word en moet nie bloot passiewe ontvangers van inligting wees nie. Onderrigmetodes, wat basiese kommunikasie-, intellektuele en interpersoonlike vaardighede aanvul en versterk (soos byvoorbeeld rolspel, dinkskrums, gevallestudies, simulasies en groepwerk), moet ingespan word. Die fasiliteerders moet ooreenkom en ŉ eenvormige beleid, betreffende die kurrikuluminhoud, afbakening van werk, klaskameraktiwiteite en assesseringsmetodes, voor die aanvang van die blokperiode, daarstel.

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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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Andrew, Tahnee J. "What Nursing Students Believe Impacts Academic Success in the First Year of a Baccalaureate Nursing Program." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596124692955453.

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McQuiston, Linda. "Augmenting clinical educational material with high-fidelity simulators within an undergraduate baccalaureate nursing program." Diss., NSUWorks, 2012. https://nsuworks.nova.edu/hpd_con_stuetd/9.

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Cornelius, Frances Haider Haslam Elizabeth L. "Handheld technology and nursing education: utilization of handheld technology in development of clinical decision-making in undergraduate nursing students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/482.

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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Nursing Undergraduate Resources for Successful Education, (N.U.R.S.E.) Center: A Peer Mentor-Tutor Program for Disadvantaged Nursing Students From Appalachia." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/8454.

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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Nursing Undergraduate Resources for Successful Education, (N.U.R.S.E.) Center: A Peer Mentor-Tutor Program for Disadvantaged Nursing Students From Appalachia." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8458.

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Ancona, Ann C. "Discovering the Art and Science of Pediatric Nursing: Nursing Students' Experiences with Journaling in an Undergraduate Pediatric Clinical Rotation." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554907638264724.

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Rockstraw, Leland Jerome Vaidya Sheila R. "Self-efficacy, locus of control and the use of simulation in undergraduate nursing skills acquisition /." Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1224.

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Tai, Pak-hong Chris. "The critical thinking disposition (CTD) of Chinese undergraduate and postgraduate nursing students in Hong Kong /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38296081.

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Dissertations / Theses on the topic 'Undergraduate nursing'

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