Tesis sobre el tema "Education, Nursing, Degree Programs"
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Smith, Jacqueline C. "The integration of lecture capture technology in associate degree nursing programs in Alabama". Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683704.
Texto completoInstructors are being challenged to evaluate their courses and the manner in which course materials are distributed. Lecture capture technology has enabled nursing instructors to deliver classroom lectures even when class is not in session. This form of technology allows instructors to record lectures as they are being presented or instructors may choose to pre-record lectures prior to class. The purpose of this descriptive qualitative study was to determine how lecture capture technology has been integrated into associate degree nursing programs in Alabama. Nursing instructors were recruited from two-year colleges in the state of Alabama. Instructors selected were asked to complete a demographic survey and participate in detailed interviews that helped determine what factors influenced them to incorporate lecture capture technology into their courses. A purposive sample of nursing instructors, who had utilized lecture capture technology in their courses, was sought. The findings from this study may be used to help other nursing instructors navigate through the process of implementing lecture capture or other technology into their courses. The data collected may serve as a resource to help instructors and institutions overcome barriers and to effectively use time and resources in educating future nurses. This study has implications for nursing practice and policy related to establishing procedures that can assist instructors in adopting technology tools that will be beneficial in presenting course materials. In addition, instructors can determine which method of implementation is best for their work environment.
Kaylor, Sheila A. "Factors Influencing the Integration of High Fidelity Simulation in Associate Degree RN and LPN Nursing Programs". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736749.
Texto completoHigh fidelity human simulation (HFHS) has become a common feature in nursing education in recent years. This case study explored the practices and perceptions of nursing directors, faculty, and students regarding the integration of HFHS in associate degree RN and LPN programs. The course of study in these particular programs is two years or less in length, presenting added challenges for faculty to introduce new pedagogies into an abundantly full curriculum. Multiple data sources were used and included 41 participants through interviews with nursing directors and instructors, observation of instructors and students during HFHS scenarios and debriefing sessions, and student focus group interviews at four nursing schools in two Midwestern states. Data analysis resulted in the emergence of four major themes: time limitation, limited resources, instructional disconnect, and student perspectives. These findings were consistent with much of the current literature. Findings also demonstrate the negative effects of limited time, resources, and faculty practices on the ability of nursing students to suspend disbelief and fully engage in the learning scenarios. Given the financial investments in HFHS, achieving best use through supporting student participation in active learning and facilitating the development of clinical judgment are goals which should be considered.
Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs". Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.
Texto completoEd. D.
Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.
Texto completoCatalano, Joseph T. "A National Study of Retention Efforts at Institutions of Higher Education with Baccalaureate Degree Nursing Programs". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331858/.
Texto completoBurroughs, Lynda A. "The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs". FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1866.
Texto completoSaith, Shivanie. "Students' Perceptions of Persistence in a Florida Associate Degree Nursing Program". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4679.
Texto completoFarley, Patricia Ann. "Factors Related to Nursing Student Persistence in an Associate Degree Program". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3346.
Texto completoGoetteman, Mary. "A DESCRIPTIVE COMPARATIVE STUDY OF TRADITIONAL AND NON-TRADITIONAL MASTER'S OF SCIENCE IN NURSING DEGREE PROGRAMS OFFERING T". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2328.
Texto completoEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Apple, MaryLou Reagan. "A study of grade distribution and grade-point averages of the Tennessee Board of Regents associate-degree nursing programs". [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0218102-110419/unrestricted/AppleM022802a.pdf.
Texto completoPauli, Valerie Marie. "An Evaluation of Service Learning for Associate Degree Nursing Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2135.
Texto completoResurreccion, Leandro Alcovendaz. "Breaking the boundaries| Decision factors that lead male students to enroll in associate degree nursing programs in illinois community colleges". Thesis, National-Louis University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559203.
Texto completoMale nurses are but a small percentage of the total nurse population in the United States, and most certainly have potential to increase in numbers if the profession appeared more attractive as a career option for men. The purpose of this research was to discover the decision factors used by males that led them to enroll in Associate Degree nursing programs in Illinois community colleges. To set the background and context, the study explored the history of community colleges and that of nursing. Included was nursing as a profession, nursing in the United States, the country’s impending nursing shortage and the role of men in nursing.
Using a qualitative case study method of design, the study adapted a multi-theoretical framework encompassing gender theory (GT) and career developmental theory (CDT). These theories were further broken down by discussing, in particular, Holland’s Theory (HT) of Personality and Vocational Choice and Krumboltz’s Social Learning Theory (KSLT) under CDT. Nine first year male ADN students from three separate Illinois community colleges were individually interviewed. Findings discovered that the first year male students experienced a distinctive decision making process with eight emerging themes revealing the males’ decision making about their ADN enrollment process.
As a result of the study’s findings, MURSE: Resurreccion’s Male Nursing Student Decision Making Pyramid model was developed to elaborate the steps of how males make decisions about their ADN enrollment. An understanding of these factors can provide opportunities for community colleges, and perhaps universities, to improve recruitment and retention of males in nursing programs. A result would be increased numbers of males enrolling in Associate as well as Baccalaureate nursing programs. Such knowledge held by colleges may help to address a manpower solution to the impending worldwide nursing shortage.
Rogstad, Leanne. "Attrition in an associate degree program| The lived experience of the nursing student". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637177.
Texto completoUsing Wylie's (2004) Model of Non-Traditional Student Attrition as the theoretical framework, results of the analysis revealed student- and nursing-program-related factors that facilitate or hinder successful completion of the program. Barriers of completion included (a) amount and difficulty of course requirements, (b) difficult test rubrics, (c) ineffective instructors, (d) full-time teaching, (e) difficulty in balancing work, family, and school responsibilities, (f) language barriers, and (g) separation of work and school environment. Results of the study further showed that resolution of students' personal obstacles hindering program completion included (a) time and financial management, (b) establishing good relationships with instructors, and (c) use of student support services. While there is a plethora of extensive studies that have developed theories to explain students' early departure from nursing programs, there are only limited studies conducted with respect to nurse programs' retention or attrition in terms of the factors that lead to success in nursing programs. This current study investigated the lived experiences of students currently enrolled in an Associate Degree in Nursing (ADN) program as well as those who have dropped out of the program at a Midwest community college. Data were collected from 13 participants who participated in the semi-structured interview and were analyzed through a modified Moustakas (1994) van Kaam method. Results can be utilized by educational institutions to create ways to eliminate these barriers. Colleges might be more willing to provide additional student support during enrollment if the external factors that help students achieve success could be identified.
Divine, Allison. "Admissions Criteria and First-Year Completion Rates in an Associate Degree Nursing Program". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5850.
Texto completoEdlebeck, Catherine. "The Relationship of General Science Grades to Program Completion in an Associate Degree Nursing Program". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2048.
Texto completoGarcia, Jodi. "Student Perceptions of Factors Affecting Retention in a Rural Associate Degree Nursing Program". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2817.
Texto completoHorner, Jeffrey Tom. "A Study of Persistence in the Walters State Community College Associate-Degree Nursing Program". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1027.
Texto completoSugg, Jennifer Buehler. "Nurse Educators' Perspectives of Supplemental Computer-Assisted Formative Assessment in an Associate Degree Nursing Program". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/606.
Texto completoOlbrych, Dawne DeVoe. "Predicting the NCLEX-RN Pass Rate at an Associate Degree Nursing Program". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5579.
Texto completoShirrell, Donna. "Critical thinking as a predictor of success in an associate degree nursing program". Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5893.
Texto completoThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 14, 2007) Vita. Includes bibliographical references.
Pfeiffer, Patricia Ann. "The Association Between Core Science Course Timing and Completion of an Associate Degree Nursing Program". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1574.
Texto completoAxiak, Sally. "The impact of a Continuing Professional Education degree programme in Mental Health Nursing : a phenomenological study". Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21625/.
Texto completoMeloy, Faye A. Haslam Elizabeth L. "Managing the maelstrom self-regulated learning, academic outcomes, and the student learning experience in a second-degree accelerated baccalaureate nursing program /". Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3118.
Texto completoSuzan, Zelda. "The Relationships Among Job Satisfaction, Length of Employment, and Mentoring of Nursing Faculty". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2060.
Texto completoDudas, Kimberly. "Living in two worlds : experiences of non-native english speakers in an accelerated second-degree baccalaureate nursing program". Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/4.
Texto completoSmith, Linda D. "Student retention in associate degree nursing programs in North Carolina". Thesis, East Carolina University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564539.
Texto completoThe purpose of this study was to examine the relationship between socio-demographic characteristics, dispositional factors (academic characteristics, motivation, emotional outlook, physical well-being, and past performances), situational factors (social support, financial status, time commitments, job responsibilities, and family needs), and institutional factors (social integration, faculty support, academic enrichment programs, and program characteristics) and students' successful retention at the end of the first semester in associate degree nursing programs in North Carolina. Additionally, as a newly developed instrument was used, the reliability factor structure and psychometric properties of the instrument were tested and compared to the original study in which the instrument was developed. A secondary aim of this study was to explore the relationship between institutional factors and first semester retention rates of associate degree programs. The study sample consisted of 439 nursing students attending 8 associate degree nursing programs in North Carolina. The relationship between socio-demographic characteristics, dispositional factors, situational factors, and institutional factors and students' successful retention at the end of the first semester was measured by specific items and factors on the Dispositional, Situational, and Institutional Questionnaire (Seago et al., 2008).
Data revealed a relationship between ethnicity, related courses completed, number of developmental courses, and other family members financially dependent and first semester retention. There was also a significant relationship between retention and autonomy, confidence in ability, and flexibility. Students not retained were 3.1 times more likely to have family members financially dependent on them compared to retained students. Students not retained were 2.3 times more likely to not have completed all their related courses compared to retained students and non-retained students were 2.1 times more likely to have taken 2 or more developmental or remedial courses compared to retained students.
Understanding and predicting student retention is a challenge. This study represents a beginning understanding of this relationship and provides implications for nurse educators when reviewing nursing admission requirements and orienting new nursing students to the program and college. With the nursing shortage expected to worsen over the next several years, nursing programs must not only attract qualified students but also employ strategies to retain students and graduate competent professionals.
Mulholland, Marion K. "Motivational orientations of licensed practical nurses for enrolling in associate degree nursing programs /". Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10580554.
Texto completoTypescript; issued also on microfilm. Sponsor: Andrea O'Connor. Dissertation Committee: Richard Vigilante. Bibliography: leaves 143-152.
Garner, Nicole A. "Non-Nursing Courses' Impact on NCLEX-RN Pass-Rates in Associate Degree Nursing Programs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5623.
Texto completoYdoyaga, Shannon Straughan. "Community college student success within healthcare-related associate degree programs". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637198.
Texto completoThe purpose of this study is to identify student characteristics and academic program factors, which influence the student's ability to persist through degree completion within healthcare-related, associate degree programs within four urban, community colleges. To achieve this outcome, the Bean and Metzner (1985) model of non-traditional student attrition was adapted to analyze academic and demographic variables which may lead to degree completion within healthcare programs of study. Records of 3,237 students from four urban, community colleges, with healthcare-related programs of study and prerequisites of English, anatomy and physiology, and mathematics, were analyzed to determine predictors leading to program completion. The study employed a quantitative, ex post facto design using descriptive statistics, correlation, and logistic regression models to analyze the sample of 552 students. Out of the twelve independent variables for the six programs of study (diagnostic medical sonography, echocardiology technology, invasive cardiovascular technology, nursing, radiologic sciences, and respiratory care programs), cumulative and program grade point averages were found to be significant predictors of program completion. Recommendations included adding shorter certificate options within the programs of study, consider reducing the length of associate degree programs, assessing licensure success and length of programs in the healthcare sector, applying similar studies in university or rural settings, assessment of financial aid and completion in healthcare programs, and establishing pre-advising opportunities to determine the best program fit for students within the healthcare sector, thus increasing the student's ability to persist to program completion or graduation.
Fraser, Joy H. "Administrative issues in nursing distance education programs". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34765.pdf.
Texto completoChristie, M. Lee Kennedy Larry DeWitt. "Teacher receptivity and commitment to critical teaching in bachelor's degree nursing programs". Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227163.
Texto completoTitle from title page screen, viewed January 10, 2006. Dissertation Committee: Larry D. Kennedy (chair), Eugene R. Irving, John R. McCarthy, Kenneth H. Strand. Includes bibliographical references (leaves 150-158) and abstract. Also available in print.
Guenther, Johanna T. (Johanna Trammell). "A Descriptive Survey of Libraries Supporting Baccalaureate and Higher Degree Programs Accredited by the National League for Nursing and Nursing Doctoral Programs". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332456/.
Texto completoZebelman, Edna S. "Attitude change towards faculty careers during the socialization experience in nursing doctoral programs /". Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7717.
Texto completoLindmeier, Connie. "Associate Degree Nursing Faculty Experiences Implementing Interprofessional Education". Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861066.
Texto completoHealth care profession graduates, including associate degree nursing graduates, are required to care for clients with complex medical conditions and multiple comorbidities. The Accreditation Commission for Education in Nursing (ACEN) has mandated the addition of interprofessional education into health care curricula to improve communication, collaboration, and teamwork. Associate degree nursing programs, thus, must implement interprofessional education into their curricula. The goal is to improve patient safety and patient outcomes. There was a gap in the literature about what was known about how associate degree nursing faculty implement interprofessional education. The purpose of this study was to better understand the experiences of associate degree nursing faculty who worked to implement interprofessional education and interprofessional competencies into nursing curricula. The research design was a basic qualitative approach using purposive, nonprobability sampling. The target population for the study was associate degree nursing faculty. Eleven participants who held a minimum of a master’s degree and were employed full-time in an associate degree nursing program took part in semistructured interviews. Thematic analysis of the data followed four steps, and four themes emerged from the results of the analysis: lack of knowledge of interprofessional education, barriers to implementation of interprofessional education activities, faculty desire to learn, and improved student outcomes. The results showed none of the associate degree nurse faculty participants could identify the requisite four competencies for interprofessional collaborative practice. Approximately 30% of the participants could articulate ACEN interprofessional standards for accreditation. All 11 participants indicated they were motivated to learn more about interprofessional education if they had the opportunity, and they would participate in faculty development about interprofessional education. The results of the study supported the need for associate degree nursing faculty development about interprofessional education and accreditation standards to better prepare associate degree nursing graduates to practice in complex health care environments.
DeFelice, Carol Esselborn. "The relationship between self-efficacy and academic achievement in associate degree nursing programs /". Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901449.
Texto completoTypescript; issued also on microfilm. Sponsor: Elizabeth H. Tucker. Dissertation Committee: Elizabeth M. Maloney. Bibliography: leaves 75-78.
Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.
Texto completoDesmond, Martha A. "Senior Nursing Students' Perception of Faculty Caring and the Caring Milieu in Two Associate Degree Nursing Programs". Thesis, Sage Graduate School, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841961.
Texto completoCaring, according to Jean Watson (1979), is the “core” and “essence” of nursing. The link between wisdom (knowledge) and caring can be achieved for the faculty member, according to Berkowitz (2011), if more attention is paid to the learning environment, role modeling, interactional practices, and professional development of the teaching staff. To do so, it will be critical for faculty to model caring as the core value and precept of nursing (Li et al., 2013) as well as create a caring environment (milieu) for students to replicate when they become professional nurses.
A gap was identified in the literature review regarding the experience and perceptions identified by senior associate degree nursing (ADN) students of faculty caring. Overall, there is little written about AD senior nursing students’ perceptions of faculty caring and the caring milieu in an ADN program. This research investigated students’ perceptions of the caring behaviors and actions of the faculty, students’ perceptions of the overall caring milieu of the program as well as the impact these behaviors have on the students’ caring abilities.
The findings in this study identified students’ perception of faculty caring and the impact on their own caring behaviors. The participants expressed both joy and alienation. They shared stories of positive role modeling behavior of faculty such as listening, respecting, and “being there” for the participant. The narratives also shared students’ perceptions that some faculty and staff nurses were uncaring, disrespectful, or not helpful. The implementation of the 4 Rs (Resources, Responsivity, Reachability, and Role modeling) for faculty and nurse administrators may help to change the caring perception of students and nurses.
McCall, Cheryl L. "Associate Degree Nursing Faculty Perspectives about Human Patient Simulation in Nursing Education". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2285.
Texto completoMcRay, Jeni. "Assessing quality in midwest adult degree completion programs : an exploratory study". Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/65.
Texto completoDavis, Kirk Alan. "Organizational learning to implementation: Development of post-secondary online degree programs". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/91.
Texto completoSimmons, Precious. "Nursing Students Experiences of Career and Technical Education Health Science Programs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6120.
Texto completoDennis, Connie M. McCarthy John R. "Present and desired computer competencies of graduates of master's degree nursing programs as perceived by nursing academic administrators". Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105736.
Texto completoTitle from title page screen, viewed November 17, 2005. Dissertation Committee: John R. McCarthy (chair), Edward R. Hines, George Padavil, Kenneth H. Strand, David L. Tucker. Includes bibliographical references (leaves 146-158) and abstract. Also available in print.
George, Rajamma Varghese. "Readiness for continued learning and empowered nursing practice among graduating nursing students of associate and baccalaureate degree programs". Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40158.
Texto completoEd. D.
LaBine, Nancy L. "Teaching the Spiritual Dimension of Nursing Care: A Survey of Associate Degree Nursing Programs in the Southeast United States". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2615.
Texto completoDavis, Trevor E. "The Training of Jazz and Popular Styles in Multiple Woodwind Degree Programs". Thesis, The University of North Carolina at Greensboro, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261377.
Texto completoI. Solo Recital: Saturday, November 1, 2014, 5:30 p.m., Organ Hall. Three Pieces, Op. 30 (Max Laurischkus); Concerto for Clarinet (Henri Tomasi); Carnival of Venice (Paul JeanJean); Press Release (David Lang).
II. Solo Recital: Friday, April 17, 2015, 7:30 p.m., Recital Hall. Fantasy-Ballet (Jules Mazellier); Concertino, Op. 15 (Jeanine Rueff); Klezmer Rhapsody (Paul Steinberg); Quirk for bass clarinet and computer (Eric Honour); Clarinet Concerto (John Veale).
III. Solo Recital: Saturday, March 19, 2016, 1:30 p.m., Organ Hall. Clarinet Concerto in A Major, K. 622 (Wolfgang Amadeus Mozart); Bucolique for Clarinet and Piano (Eugene Bozza); Pastorale (Souvenirs du Frög) (Daniel Dorff); Industrial Strength for Bass Clarinet and Piano (Kenji Bunch).
IV. D.M.A. Research Project. THE TRAINING OF JAZZ AND POPULAR STYLES IN MULTIPLE WOODWIND DEGREE PROGRAMS, (2017).
This project attempts to determine if graduate students in multiple woodwind degree programs are provided adequate access to jazz training or performance opportunities as part of the degree program. To meet the professional expectations in the field, multiple woodwind instrumentalists not only need to be able to play several woodwind instruments well, but also in a wide range of styles. In particular, players must be literate in jazz performance styles, primarily to be able to play in swing or big band style but also, occasionally, to improvise.
Degree requirements that were available online from twenty-four universities that offer a graduate degree in multiple woodwinds were examined, in addition to the background and areas of expertise of some of the woodwind faculty. Interviews were conducted of four woodwind doublers who have played in pit orchestras for Broadway-type shows to learn how they became qualified for that work. In all cases, no identifying information of the players and university programs were shared in the reporting of this study.
University websites tend to outline only partially the curricular requirements of the Master’s level multiple woodwind degree, but it was determined that jazz saxophone is not consistently included as part of the multiple woodwind curriculum. Those interviewed all emphasized that the ability to perform in multiple styles and to perform adequately the stylistic interpretation of written notation in a convincing jazz style is an essential expectation of those jobs. Interviewees recalled that little to no jazz training was accessible in their Master’s degrees, and those who were most successful playing in a jazz style had previous access to jazz performance opportunities in their undergraduate degrees. Transcripts of the four interviews are provided as an appendix.
Price, Kelly y Julia Price. "Behind the Scenes: Directors’ Perspectives of Designing and Implementing New Online Degree Programs". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3023.
Texto completoJames, Sarita. "Exploring Leadership Pedagogy Among Louisiana Baccalaureate Nursing Programs". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4295.
Texto completoHouser, Andrea. "Facilitating Political Advocacy in Baccalaureate Education Programs in a Southeastern State". Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10639015.
Texto completoBy virtue of position, academic nurse leaders face many challenges including those related to preparing students for clinical practice as well as the demands of meeting curriculum and accreditation standards. Included in accreditation requirements, the American Association of Colleges of Nursing mandates inclusion of political advocacy in baccalaureate nursing education programs. Recognizing a void in the literature for political advocacy in nursing education, this basic qualitative research study explored the experiences of academic nurse leaders with political advocacy. The primary purpose of this basic qualitative research study was to explore the experiences of nursing department chairperson’s experiences with political advocacy in baccalaureate nursing education. Eight academic nurse leaders consented to take part in the study to answer the primary research question: How do nursing department chairpersons facilitate political advocacy in a BSN nursing program? Data collection occurred using semistructured interviews. Three themes emerged from the data: (a) experience as nurse and leader, (b) communication, and (c) the concept of political advocacy. Findings of this study add to the growing body of knowledge on political advocacy in baccalaureate nursing education and offers academic nurse leaders resources to develop communicative action for strategic dialogue to facilitate nursing political advocacy in baccalaureate nursing education.
Lagerstrom, Elizabeth Hope. "Preparation for Music Degree Programs: Undergraduate Music Majors’ Perceptions of the Degree Program and the Activities that Helped Them Prepare". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306941925.
Texto completoSutrisno, Agustian Nugroho. "Knowledge transfer through dual degree programs : perspectives from Indonesian universities". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69037/1/Agustian%20Nugroho_Sutrisno_Thesis.pdf.
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