Tesi: "Nursing evaluation"

1

Bird, Michele Marie. "Evaluation of a nursing residency program". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/808.

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Recruitment and retention of professional nurses are crucial issues for hospital departments of nursing. Recognizing the necessity to bridge the gap that persists between nursing education and nursing services, hospitals have designed programs to assist new nurses make the transition to current nursing practice. By helping individuals make the transition to current nursing practice it is hoped that staff nurses will be retained.

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2

Kalt, Christine Lee. "Clinical Nursing Faculty Competency". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6228.

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Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target population was clinical nursing faculty (n= 30) in an academic setting. This project explored the impact of a multimethod, multispecialty approach for assessment and evaluation of clinical nursing faculty competency. The project was guided by Benner's theory of novice to expert; Roger's theory of diffusion and innovation; and the plan, do, check, act model. The study analyzed the data obtained from clinical nursing faculty demographics, and competency validation of 3 clinical and 3 academic, remediation, and retesting outcomes. Descriptive statistics and t test were utilized in analyzing the data. The project findings revealed the clinical nursing faculty members are 100% clinically competent and 68.7% academically competent in the areas evaluated. The project findings have implications for social change through role modeling of leadership skills by clinical nursing faculty and improving student clinical instruction by cultivating competent clinical nursing faculty.

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3

Yekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran". Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.

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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.

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4

Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education". Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

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5

Corchón, Silvia. "The development, implementation and evaluation of a strategy to enhance nursing research in clinical nursing : a realistic evaluation study". Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/12804/.

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There is a growing interest in promoting nursing research in Spain, especially with the European Convergence of educational programmes and qualifications. The aim of this study was to contribute to the development of nursing research among clinical nurses in a Spanish hospital. To do so, it explored the nursing research culture in a hospital and, designed and implemented an intervention to increase nursing research by developing research capability and modifying inhibiting factors in the context. This project followed a realistic evaluation approach. It was divided into three phases: baseline, development and evaluation. The baseline phase, conducted with clinical nurses and ward managers in a University Hospital, aimed at gaining an understanding of the nursing research culture in a hospital. This information was used for the development phase, which comprised the design and implementation of an intervention. The intervention, implemented over one year, consisted of the establishment of a mentors' network in the hospital, and an educational program with seminars, research methods courses and journal clubs. The evaluation phase was conducted to study the intervention outcomes looking at the contexts and the intervention mechanisms, through ward managers', clinical nurses' and mentors' views. Several methods of data collection, quantitative and qualitative, were used along the different phases of the study: self completion questionnaires, objective tests, scales and focus groups. The results indicated that the nursing research culture of the hospital developed moderately after the intervention as shown by an increase in participants' research capability (knowledge, skills and attitudes) and a decrease in some of the inhibiting factors identified in the baseline phase. The knowledge provided by this study helped to understand how a carefully designed intervention, based on an understanding of the context, could contribute to nursing research development. This intervention, and the understanding of why and how it worked, could be used as a model in other hospitals.

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6

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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7

Benson, Johnett. "Evaluation of a Clinical Practicum Evaluation Tool to Address the Education to Practice Gap in Nursing". Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368114147.

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8

Young, Man-chi. "Evaluation of a nursing information system in Hong Kong /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20972611.

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9

O'Connell, Beverly O. "A comparative study evaluating the effectiveness of nursing assessment formats". Thesis, Curtin University, 1992. http://hdl.handle.net/20.500.11937/2199.

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Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.

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10

Hall, Katherine C. "Didactic Evaluation Methods". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8290.

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11

Silva, Maria. "Cross-language comprehension of case files by nursing students". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59645.

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This study primarily examined the use of second language production as a measure of second language text comprehension in 18 first-year nursing students enrolled in French for Nursing courses (nine low-intermediates, nine high-intermediates).
Although few differences were found between the two levels of proficiency with respect to recall and inference, the high-intermediates were more proficient in reading highly variable material and difficult vocabulary in their second language than the low-intermediates as measured by sentence reading times. The within-subjects results indicate a greater amount of propositional recall of the second language text when it was interpreted in the first language than when it was interpreted in the second language.

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12

Bertalan, Rebecca Kennedy. "Student Skill Evaluation| Nursing Education Culture and Instructional Leadership". Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602900.

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Abstract (sommario):

Evaluation is a delicate dance led by educators. However, this is not a couple’s dance. It is an orchestrated event with many participants and interested stakeholders. When multiple educators collaborate to evaluate groups of students, it is imperative that these educators rehearse their understanding of the assessment process in order to achieve a harmonious and synchronized result. In evaluation this is termed interrater reliability. Rubrics are constructed to map out the steps of evaluation, but it has been shown that the use of rubrics does not result in reliable scores (Alinier, Hunt, Gordon, & Harwood, 2006; Axley, 2008; Stevens, 2013; Todd, Hawkins, Parsons, & Hercinger, 2008).

This research examined the effect of a collaborative dialog between nurse educators to establish consensus for evaluation of student nurse skill performance and their sense of professional community. Videoed student skill performances were the basis for the group dialog. Participants viewed these videos together and discussed evaluation for these student performances. The primary investigator was present to answer any questions that participants had regarding the student nurse performances. The participants used their schools’ evaluation tool to guide their evaluation and the discussion. Individual interviews after the group dialog were used to gather data to address the research questions.

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13

Boyes, Pattie A. "Development, implementation, and evaluation of a parish nursing practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ45025.pdf.

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14

Young, Man-chi, e 楊敏智{272b21}. "Evaluation of a nursing information system in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31222109.

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15

O'Connell, Beverly O. "A comparative study evaluating the effectiveness of nursing assessment formats". Curtin University of Technology, School of Nursing, 1992. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11083.

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Abstract (sommario):

Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment ++
format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.

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16

Pagnamenta, Fania. "Understanding dressing evaluation : a pragmatist perspective". Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36005/.

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This thesis shed light on the complexities of dressing evaluation. Dressings are categorised as medical devices and as such manufacturers are not required to provide evidence of effectiveness. Instead, they promote their products by offering clinicians samples to try during their clinical work. Researchers using trial methodologies have been unable to provide a clinically helpful body of evidence. Placed within the movement critiquing Evidence-Based Practice, this thesis brings the discussion to the world of dressing evaluation, where an alternative methodology is proposed. This study takes inspiration from John Dewey’s pragmatic philosophy; based on experimentalism, clinician’s experience is given a key place within a structured inquiry and offers a vision for the development of this important branch of wound care. This offers a unique contribution to knowledge. In order to understand the world of dressing evaluation, the study begins with the collection of qualitative data, with focus group and interviews with seven Tissue Viability Nurses and two Pharmacists. Having gained an insight into the way dressing evaluations are undertaken in clinical practice, the data inform a subsequent, mixed-methods study, with participant observation, interviews and review of documents take place with ten patients, thirty-one nurses, one orthopaedic surgeon and five trauma sisters. Using this newly designed methodology, a PHMB foam dressing is evaluated in the care of pin sites, enabling the development of a clinical protocol that has since been adopted regionally. This offers a unique contribution to practice.

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17

Tochterman, Lori A. "The relationships between a dedicated education unit and quality of nursing care". Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139770.

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The Dedicated Education Unit (DEU) is a model of clinical teaching which has gained widespread acceptance and national recognition as an innovative method of clinical education for undergraduate nursing students (Robert Wood Johnson Foundation, 2010; Warner & Burton, 2009). The primary goals and benefits of the DEU for schools of nursing are expansion of educational capacity within a nursing faculty shortage and increased clinical placements while providing a high quality experiential learning environment (Murray, Crain, Meyer, McDonough, & Schweiss, 2010). Registered nurses (RNs) are the key component in the DEU clinical teaching model and serve as preceptors and valuable role models. Nurse preceptors are caught in challenging situations where they experience significant pressures to deliver quality nursing care under heavy workloads and are responsible for teaching and supervising students. The current quasi-experimental, investigational study reveals the relationships between the DEU model and the quality of patient care. Utilizing the nursing sensitive indicators of nursing hours per patient day — Registered Nurse, hospital acquired pressure ulcer rates, patient fall rates, and medication error rates, the study found no negative impact on the quality of patient care provided on DEUs despite the increased workload for precepting registered nurses.

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18

Potencion, Abraham Dasalla. "An evaluation of what factors influence nurses' perception of client's pain during nurses' pain assessment /". Staten Island, N.Y. : [s.n.], 1997. http://library.wagner.edu/theses/nursing/1997/thesis_nur_1997_poten_evalu.pdf.

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19

Vickers, Elizabeth Dwyer. "Frances Elisabeth Crowell an evaluation of an European nursing experience /". [Pensacola, Fla.] : University of West Florida, 1996. http://purl.fcla.edu/fcla/etd/WFE0000064.

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20

Sloan, Graham C. M. "An illuminative evaluation of clinical supervision in mental health nursing". Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405004.

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21

Bailey, Christopher Donald. "A sentimental education : rediscovering strong evaluation in qualitative nursing research". Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414389.

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22

Pauli, Valerie Marie. "An Evaluation of Service Learning for Associate Degree Nursing Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2135.

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The purpose of this study was to evaluate outcomes of the service-learning requirement in the Associate of Science in Nursing (ASN) curriculum at the local college. The problem addressed in this study was that the local ASN program lacked formal evaluation of the service-learning requirement. Guided by Kolb's model of experiential learning, a goal-based, summative evaluation employed as a qualitative case study explored the perceptions of 20 stakeholders including graduates, faculty members, and key community informants. The research questions focused on how service learning influenced a student's learning of cultural competence and the impact service learning had on the community. In-depth qualitative data were collected through face-to-face or phone, semi-structured interviews. Qualitative content analysis was the analytic method used in this study. To ensure trustworthiness, students' perceptions were triangulated with faculty's and community members' perceptions as related to outcomes of service learning, and interpretations were validated through member checking. Key results from the study indicated that service learning was perceived as a valuable component in the curriculum that influenced the students' knowledge of social and cultural factors, as well as their level of cultural competence in clinical practice. In addition, service learning was perceived as having a positive impact on the community. An evaluation report was created to provide administrators at the local college summative data upon which to base decisions regarding curriculum requirements or changes. Positive social change may result if nursing students are involved in civic engagement and have an opportunity to develop a more critical consciousness while serving the local needs of the community.

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23

Webb, Melessia D. "“ Session 1: The What, Why, Where, and When of Clinical and Didactic Evaluation”". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8494.

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24

Glass, Anne. "A medicaid resident assessment-based statewide analysis of intermediate care nursing homes". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/88627.

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Through development of a conceptual model and an index measure based on actual performance, this dissertation focused on clarifying what is "very good" (and "very bad") in nursing home quality. The model expanded on the traditional narrow image of nursing home quality of care, and specified four major dimensions of this broader view of quality. The dimensions (staff intervention, nutrition/food service, physical environment, and community relations) were each reduced further to two subdimensions. Factors influencing quality were also delineated. The new model was then used to tie specific measurable indicators to the overall quality construct. Quality indicators derived from standardized assessments of Medicaid residents were employed in a study of 135 intermediate care facilities in Virginia. Process variables, such as use of physical restraints, catheters, and receipt of various therapies, were analysed for 12,327 residents. Outcome variables (weight loss, increased dependencies in activities of daily living, new pressure sores) were determined through longitudinal analysis for residents with an appropriate preceding assessment (n = 9,006). Assessments were aggregated in each home to calculate a mean (percentage incidence) for each of the 14 quality indicators. A scaling system was used to clearly identify industry"norms" for each variable. Quintiles based on relative incidence were employed to assign homes to five levels of performance. Scale scores were summed to obtain a facility index measure of relative quality. Reliability and validity were evaluated. Relationships of case-mix and selected structural variables (size, ownership, location, percent Medicaid, staff ratios) to the quality measure were analysed. Results suggested better performance by non-profit and smaller homes, but proprietary and non-prof it facilities were about evenly represented among the top tenth percentile of homes. Presence of a skilled care unit appeared to negatively influence quality. Possible interactions and explanations for this finding were considered. Most significantly, the study demonstrated that resident assessments can serve as excellent information sources about what goes on in nursing homes. However, additional variables must be incorporated to make a comprehensive quality measure, based on the model. Recommendations and policy implications were discussed.
Doctor of Philosophy

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25

Singleton, Andrea Dawn Mitchell 1953. "Subjective sleep evaluation in hemodialysis patients". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291855.

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This descriptive correlational study investigated the relationships between sleep and depression before and after hemodialysis in patients on chronic hemodialysis. Thirty-nine adult patients were tested using the Beck Depression Inventory and the Visual Analog Sleep Scale before and after the first dialysis of the week. Results of testing indicated no significant differences between the quality of sleep before and after hemodialysis treatments. Depression was shown to be present on a mild-moderate level both before and after hemodialysis. Comparison of this study group with other groups tested using the Visual Analog Sleep Scale revealed that this group reports sleep comparable to insomniacs and hospitalized adults. The study has shown that sleep of the chronic hemodialysis patient is not perceived by the individuals to be normal.

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26

Orr, Tamara J. "Evaluation of Use of Teach-Back for Patient Education". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6259.

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The focus of this quality improvement doctoral project was the evaluation of an organization's standardized use of the teach-back process for patient education implemented in February 2018. Teach-back is a process in which the patient restates the key concepts for self-management, so the nurse can assess the effectiveness of the teaching and learning process. The practice-focused question compared 4 questions on the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey with literature and recommendations from major health care organizations. The Iowa Model was used to guide the project. The literature review was completed using the Cumulative Index to Nursing and Allied Health Plus with full text database of peer-reviewed articles published between 2013 and 2018. The standardized HCAHPS scores for 4 identified questions from 6 months of preimplementation and postimplementation of the teach-back process were compared using an independent t-test to determine whether the teach-back method improved satisfaction scores. No statistically significant change was noted in the postimplementation scores compared with scores prior to the implementation of teach-back. Potential reasons for lack of improvement may include lack of nurse readiness, insufficient communication for nurse involvement, and lack of support for the evidence-based practice. Although the results did not show significant improvement in the 4 selected questions, opportunity exists for continued work to standardize the use of teach-back process to improve communication about medications and care transitions for patients preparing for discharge to home. Improved patient understanding may improve outcomes and promote positive social change.

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27

Bryniarski, Carol Ann. "RETROSPECTIVE CHART AUDIT ON PATIENT OUTCOMES RELATED TO NURSING DIAGNOSES IN A HOME HEALTH SETTING". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275322.

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28

Hagos, Olivia. "Development of a Program Evaluation for a Preceptor Preparation Program". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4141.

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A significant nursing shortage exists in the United States, which is compounded by high turnover rates. Skilled nurse preceptors are needed to train and assimilate nurses, which would improve retention of nurse preceptors, facilitate transition of nurses to the practice environment, and increase the number of preceptors within the organization. A preceptor preparation program in a 300-bed hospital was developed to promote nurse preceptor success while enhancing learning outcomes and creating a supportive work environment. The organization's leaders are interested in the successes of the program and its long-term role in retaining nurse preceptors who completed the preceptor preparation program. Therefore, the purpose of this doctor of nursing practice (DNP) project was to develop a program evaluation model where the institution could assess the retention rate of preceptors and the overall effectiveness of the program. The evaluation framework consisted of the Benner's model skill acquisition, from novice to expert, which will assist in assessing outcomes of retention of nursing preceptors as they evolved through the program. The project question for this DNP project asked whether a program evaluation to identify methods to capture current rate of retention of preceptors and overall program effectiveness could be developed. A survey tool was successfully developed and the pilot study was accepted by the facility to capture and evaluate the program information. This project provides a model for program evaluation and may increase the nursing literature on preceptor retention programs. Preceptor program outcomes are important to evaluate and can create positive social change regarding the number of quality preceptors available to train new nurses in practice.

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29

Short, Candice, C. Mullins, Victoria Pope e Marah Wise. "Graduate Nursing: Evaluation of a Faculty Guided Clinical Competency Exam Practice Session". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7355.

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30

Burton, Christopher Richard. "Therapeutic nursing practice in stroke rehabilitation : the development and evaluation of a therapeutic nursing intervention in stroke rehabilitation". Thesis, University of York, 2002. http://etheses.whiterose.ac.uk/9871/.

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31

Strommen, Linda. "Evaluation of the Business and Leadership Components of a Registered Nursing to Bachelor of Science in Nursing Program". Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/fse_etd/1.

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This applied dissertation was designed to evaluate the business and leadership components of a Registered Nursing (RN) to Bachelor of Science in Nursing (BSN) program at the university. The problem was that an evaluation of the present RN-to-BSN curriculum had not been conducted since 2006 to determine if the best practices in business and leadership were current, applicable, and relevant in the current RN-to-BSN curriculum. The researcher utilized an evaluation methodology to assess the business and leadership components of an RN-to-BSN nursing program. An evaluation tool was developed and used to compare expected outcomes (criteria) of current practices to expected outcomes (criteria) of best practices in the field of nursing. The expected outcomes (criteria) of current best practices were developed from a review of the literature, data collected from RN-to-BSN alumni students, and input from formative and summative committees. Thirteen specific procedures guided the study to assess the value, merit, and worth of the program and to answer six research questions. The final evaluation by the expert panel revealed that the current best practices in business and leadership taught in Nursing 4020 and Nursing 4030 courses were not current with preferred best practices. The final report recommended updating the courses with current best practices collected from the literature, formative and summative committee members, practicing RNs, and experts in the nursing profession.

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32

Palumbo, Jessica. "Implementing Bedside Shift Report: An Evaluation of Change in Practice". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1608.

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Abstract (sommario):

Hospital Consumer Assessment of Healthcare Providers and System (HCAHPS) survey results from 2013 revealed a need for improvement in nurse-patient communication at the unit level. In response, nursing administrators at an acute-care hospital asked bedside nurses to develop a protocol for bedside shift report according to best practices. The protocol was implemented in May 2014. Three months later, a postimplementation survey was distributed. Work from Lewin and Kotter theoretical concepts were used to evaluate this organizational change. The purpose of this study was to determine whether re-educating staff nurses on the bedside shift report protocol increased compliance with evidence-based practice performance standards for bedside shift reporting. In the initial phase of this project, a review of a 3-month postimplementation survey revealed consensus that bedside shift report had not been universally accepted and implemented. Based on these findings, a re-education program was developed and implemented. A 2-week post re-education survey elicited 89 respondents' perspectives on bedside shift report. Analysis of the survey results revealed that nurses had strong perceptions of this significant change to their practice. The re-education revealed that nurses could show commitment to performing daily bedside shift report if specific conditions are supported, such as nurses understanding that the process improves satisfaction levels, and if nurses' misconceptions are addressed. Social change of this magnitude indicated that the voices of bedside nurses must be heard. To make this goal a reality ongoing evaluation is required to promote patient safety, improve patient outcomes, and improve HCAHPS results related to nurse-patient communication. Positive social change results in this project impacting patients by providing a better quality of care in this facility.

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33

Knutson, Sharon Ann 1963. "Critical paths: An evaluation of patient outcomes". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291565.

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Managed care has been proposed as a system for decreasing the cost and improving the quality of care to hospitalized patients. Critical paths, which time and sequence nursing and medical interventions, are an integral part of managed care. The purpose of this study was to describe the relationships between use of the critical paths and selected patient outcomes: length of hospital stay, mobility, pain medication regimen, and bowel regimen. A retrospective record review of hospital care for adults, having total hip replacements (n = 30), and total knee replacements (n = 30) suggested that the critical paths were used more intensively with patients having knee replacements. Although significant relationships between the intensity of use of the critical paths and patient outcomes were not found in this study, some of the findings were in the predicted direction.

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Hung, Chi-chiu Stephen. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2037947X.

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35

Holmes, Frances Ann. "The illuminative evaluation of a Project 2000 pre-registration nursing course". Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/842730/.

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This study is about the progress of a cohort of students who commenced a Project 2000 pre-registration nurse education course in April 1991. The research was undertaken entirely within one setting - in a College of Healthcare which was one of the 13 Demonstration colleges in England - and was conducted over a period of three years and ten months. The aim of the study was to evaluate what was considered by the nursing profession, government officials and educationalists, to be a radically new and innovative nursing course. A case study research approach of illuminative evaluation was used, within which a three stage framework of observation, further enquiry and evaluation was followed. The emphasis of the research was on the illumination of the processes, perceptions and contingencies which resulted in particular outcomes for the participants. This has enabled a comprehensive understanding of the complex realities which surrounded this innovative course, and the effects that a number of contemporaneous events have had on the findings. A description of these events has been presented, as has a literature review, overviews of both the history which preceded the introduction of Project 2000 and the professional concerns regarding the rapidity with which it was implemented. Multiple data collection methods were used to obtain the required information from the April 1991 cohort, the teachers involved with these students, the practitioners from three health authorities and other members of the College staff. The analyses of the data and the progressive focusing on the findings, have resulted in the identification of numerous positive and negative aspects and outcomes, together with problem areas and particular issues associated with the rapidity of the implementation of the course and the management of change. The placing of the negative and positive findings in a broader explanatory context, demonstrates how they relate to each other and with the research literature, and how the resulting conclusions have been reached. The research demonstrated that there were some very positive aspects and desirable outcomes which arose from the P.2000 programme. However, the concerns are the detrimental effects which arose from the introduction of numerous innovations into a constantly changing environment. The nursing profession had placed great importance on the introduction of P.2000, but insufficient time had been allowed for the application of management of change theories which would have enabled a more successful implementation to take place.

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LeGrande, Stefanie Lynn. "Evaluation of Clinical Reasoning of Nursing Students in the Clinical Setting". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3110.

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The primary focus of nursing education in the 21st century is to graduate students with well-developed critical thinking and clinical reasoning skills. This descriptive case study explored the perceptions of 6 faculty and 6 unit staff nurses concerning the assessment of critical thinking and clinical reasoning skills of nursing students in the clinical setting. Benner's novice to expert theory served as the conceptual framework for the research. The guiding research questions focused on faculty and staff perceptions concerning unit staff nurses' level of preparedness to assess the critical thinking and clinical reasoning ability of nursing students, and explored how faculty and unit staff nurses perceived the process of evaluating nursing students' clinical reasoning and critical thinking skills in the clinical setting. Data were collected using semi structured interview questions, then coded and analyzed following Creswell's approach. This analysis identified six themes: (a) lack of consistency, (b) faculty and staff clinical expectations of students, (c) barriers to clinical education, (d) faculty and staff differences in educational definitions, (e) faculty and staff comfort level with students, and (f) resources needed for clinical education. Learning how faculty and staff nurses assess student nurses' ability to demonstrate effective clinical reasoning and critical thinking skills can positively impact social change in nursing education on the local and state level by informing best practice in how critical thinking and clinical reasoning are taught and assessed in nursing education. This facilitates graduating nurses who are prepared to deliver patient care that affect positive outcomes.

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Simmons, Nakisa L. "Identifying environmental and individual factors that influence new nurse graduate performance". Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10239545.

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Nursing leaders continue to voice concerns over new nurse graduates’ performance problems. Gaps in new nurse graduate practice and performance problems have been identified primarily using nursing theoretical models. The key objective of this research was to examine new nurse performance through the lens of a human performance model. Using Gilbert’s (1978) updated Behavior Engineering Model (Chevalier, 2003), this study examined the performance of acute pediatric new nurse graduates with 3-15 months of experience in an urban Northeast United States hospital. The New Graduate Nurse Performance Survey (The Nurse Executive Center, 2007) and the updated PRObing BEhavior (Chevalier & Hersey, 2005) questionnaire were used to assess how new nurse graduates rated their performance, work environment, and individual behavior, as well as to identify the environmental and individual factors that support and inhibit their performance. Using a mixed method design, quantitative and qualitative data were collected by means of a web-based survey. Findings revealed new nurse graduates were satisfied with their clinical performance and clinical skills and rated their work environment and individual behavior as satisfactory. Communication, receiving adequate resources, a supportive work setting, and organizational incentives supported new nurse graduates’ work environment. Inadequate feedback, in addition to challenges with preceptors and patient care technicians, inhibited new nurse graduates’ performance. Clinical training programs were found to support new nurse graduates’ performance, whereas difficulties with managing job-related stress, lack of self-care, and strained working relationships with support staff, inhibited their performance. Implications from this study are that nursing leaders and nursing educators should assess the unique needs of their new nurse graduates. This would allow healthcare organizations to design and implement tailored strategies and programs to support their novice nurses’ specialized needs. In addition, nursing leaders can tackle barriers to their new nurse graduates’ nursing practice and role transition. Further studies could explore the hardships new nurse graduates experienced with support staff during their transition by looking at the dynamics, interactions, and working relationships between novice nurses and support staff. Future studies using Gilbert’s BEM (1978), Chevalier’s updated BEM (2003), Gilbert’s PROBE model (1982, as cited in Hersey and Chevalier, 2005), and Hersey and Chevalier’s updated PROBE Model (2005), or other human performance models could be used in the nursing field to investigate different aspects of new nurse graduates’ performance, role, and workflow. Another area for future consideration is examining pediatric nurses at other stand-alone pediatric acute care hospitals and non-specialty acute care hospitals among general clinical nurses to determine what work factors present challenges for them within the work environment.

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Ramsbotham, Joanne. "The development and evaluation of an innovative nursing practice model to improve undergraduate nursing students' competence in paediatric physical assessment". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31084/1/Joanne_Ramsbotham_Thesis.pdf.

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Introduction The purpose of this study was to develop, implement and evaluate the impact of an educational intervention, comprising an innovative model of clinical decisionmaking and educational delivery strategy for facilitating nursing students‘ learning and development of competence in paediatric physical assessment practices. Background of the study Nursing students have an undergraduate education that aims to produce graduates of a generalist nature who demonstrate entry level competence for providing nursing care in a variety of health settings. Consistent with population morbidity and health care roles, paediatric nursing concepts typically form a comparatively small part of undergraduate curricula and students‘ exposure to paediatric physical assessment concepts and principles are brief. However, the nursing shortage has changed traditional nursing employment patterns and new graduates form the majority of the recruitment pool for paediatric nursing speciality staff. Paediatric nursing is a popular career choice for graduates and anecdotal evidence suggests that nursing students who select a clinical placement in their final year intend to seek employment in paediatrics upon graduation. Although concepts of paediatric nursing are included within undergraduate curriculum, students‘ ability to develop the required habits of mind to practice in what is still regarded as a speciality area of practice is somewhat limited. One of the areas of practice where this particularly impacts is in paediatric nursing physical assessment. Physical assessment is a fundamental component of nursing practice and competence in this area of practice is central to nursing students‘ development of clinical capability for practice as a registered nurse. Timely recognition of physiologic deterioration of patients is a key outcome of nurses‘ competent use of physical assessment strategies, regardless of the practice context. In paediatric nursing contexts children‘s physical assessment practices must specifically accommodate the child‘s different physiological composition, function and pattern of clinical deterioration (Hockenberry & Barrera, 2007). Thus, to effectively manage physical assessment of patients within the paediatric practice setting nursing students need to integrate paediatric nursing theory into their practice. This requires significant information processing and it is in this process where students are frequently challenged. The provision of rules or models can guide practice and assist novice-level nurses to develop their capabilities (Benner, 1984; Benner, Hooper-Kyriakidis & Stannard, 1999). Nursing practice models are cognitive tools that represent simplified patterns of expert analysis employing concepts that suit the limited reasoning of the inexperienced, and can represent the =rules‘ referred to by Benner (1984). Without a practice model of physical assessment students are likely to be uncertain about how to proceed with data collection, the interpretation of paediatric clinical findings and the appraisal of findings. These circumstances can result in ad hoc and unreliable nursing physical assessment that forms a poor basis for nursing decisions. The educational intervention developed as part of this study sought to resolve this problem and support nursing students‘ development of competence in paediatric physical assessment. Methods This study utilised the Context Input Process Product (CIPP) Model by Stufflebeam (2004) as the theoretical framework that underpinned the research design and evaluation methodology. Each of the four elements in the CIPP model were utilised to guide discrete stages of this study. The Context element informed design of the clinical decision-making process, the Paediatric Nursing Physical Assessment model. The Input element was utilised in appraising relevant literature, identifying an appropriate instructional methodology to facilitate learning and educational intervention delivery to undergraduate nursing students, and development of program content (the CD-ROM kit). Study One employed the Process element and used expert panel approaches to review and refine instructional methods, identifying potential barriers to obtaining an effective evaluation outcome. The Product element guided design and implementation of Study Two, which was conducted in two phases. Phase One employed a quasiexperimental between-subjects methodology to evaluate the impact of the educational intervention on nursing students‘ clinical performance and selfappraisal of practices in paediatric physical assessment. Phase Two employed a thematic analysis and explored the experiences and perspectives of a sample subgroup of nursing students who used the PNPA CD-ROM kit as preparation for paediatric clinical placement. Results Results from the Process review in Study One indicated that the prototype CDROM kit containing the PNPA model met the predetermined benchmarks for face validity and the impact evaluation instrumentation had adequate content validity in comparison with predetermined benchmarks. In the first phase of Study Two the educational intervention did not result in statistically significant differences in measures of student performance or self-appraisal of practice. However, in Phase Two qualitative commentary from students, and from the expert panel who reviewed the prototype CD-ROM kit (Study One, Phase One), strongly endorsed the quality of the intervention and its potential for supporting learning. This raises questions regarding transfer of learning and it is likely that, within this study, several factors have influenced students‘ transfer of learning from the educational intervention to the clinical practice environment, where outcomes were measured. Conclusion In summary, the educational intervention employed in this study provides insights into the potential e-learning approaches offer for delivering authentic learning experiences to undergraduate nursing students. Findings in this study raise important questions regarding possible pedagogical influences on learning outcomes, issues within the transfer of theory to practice and factors that may have influenced findings within the context of this study. This study makes a unique contribution to nursing education, specifically with respect to progressing an understanding of the challenges faced in employing instructive methods to impact upon nursing students‘ development of competence. The important contribution transfer of learning processes make to students‘ transition into the professional practice context and to their development of competence within the context of speciality practice is also highlighted. This study contributes to a greater awareness of the complexity of translating theoretical learning at undergraduate level into clinical practice, particularly within speciality contexts.

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Nambozi, Grace. "An evaluation of community based university nursing education programme and stakeholders' experiences". Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:14394.

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This study is concerned with an evaluation of a nursing education programme designed to provide practical experience of child health education in two primary schools local to a university in Western Uganda. The purpose of the programme evaluated in this study, was both to provide health promotion and education experience to students in a real-life situation while being supervised by a member of the academic staff and to offer ‘real’ health care in relation to preventable diseases. This programme represents a paradigm-shift where students can practice health care within a project developed and run by their university for the local people. The programme focused on health promotion, illness prevention, and early intervention with the aim that, pupils would pass on their learning to children and through them to the wider family and community. This is suggested to take place through a ‘Reciprocal Ripple Effect Model’ and role modelling guided by ‘Ubuntu’ philosophy with its focus on community members helping each other. This qualitative study aimed to evaluate the project through an exploration of participants’ experiences. Data were collected using participant observation, document analysis, focus group discussions, semi-structured and email interviews from a total of 71 participants. Participants included children, parents, academic staff, nursing students and local administrators. The data were analysed using content analysis. The study provides new insights into community-based nursing education programmes. It found key themes that reflected a positive experience of the programme from all participants. Through collectiveness, participants valued ‘being involved and participating', 'sharing information', and the wider communication that the initiative enable for all actors. Students valued 'acting as role models' and the project was associated in the participants' experience with 'developing and growing confidence'. The one key theme which most clearly reflects the child and parents' experience was 'transforming one's life', indicating the way in which the project helped make members of the university's local community feel valued. The university had ceased to be an institution of privileged outsiders and had become integrated and valued with their community. This study provides support for the use of the 'Reciprocal Ripple Effect Model' guided by 'Ubuntu' philosophy in resource-limited environments in empowering the community to make decisions and embrace informed responsibility for their health. Also in enhancing the learning and intervention performed by student nurses and in a manner that was culturally acceptable and sustainable in a resource-limited environment.

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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.

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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.
School of Nursing

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Brown, Diane Mary, of Western Sydney Macarthur University e Faculty of Education. "Preparation for practice: an evaluation of a pre-registration Bachelor of Nursing program". THESIS_FE_xxx_Brown_D.xml, 1997. http://handle.uws.edu.au:8081/1959.7/35.

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The purpose of this research was to evaluate the extent to which graduates from the Bachelor of Nursing (BN) program at the University of Technology, Sydney were adequately prepared for the nursing role in the current Australian health care system. This question was examined by adapting the illuminative evaluation method developed by Parlett and Hamilton (1977), and a meta-evaluation is provided of the model that was developed. Data were gathered from academic staff, clinical facilitators, curriculum and clinical experts and students. Course mileau and documentation were also assessed. The results indicate that graduates from the BN were adequately prepared to fulfil the nursing role. However, during the research a number of critical issues emerged which led to the development of an alternative model of curriculum. Although the conclusions support the continuance of a generic preparatory course, a number of changes to the course are recommended and two areas of future research identified. The first relates to exploring the depth, breadth and extent of knowledge that is required of a beginning registered nurse. The second involves evaluating the curriculum changes proposed here to assess whether this model is able to achieve improved outcomes in graduates
Doctor of Philosophy (PhD)

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Mhlongo, Zanele Claudia. "Evaluation of the standards of nursing care in pediatric wards in referral hospitals in Swaziland". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51754.

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Thesis (MCur)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: Recent escalation of medical costs, cost containment and decreasing public funds, drew attention to the importance of formulation and evaluation of standards of nursing care. Practice experience and consultations with nurse managers indicated a great need for standards to evaluate the quality of care in the pediatric units of the big hospitals in Swaziland. A non-experimental, explorative and descriptive study was conducted in the four regional hospitals in Swaziland. Checklists were developed by the researcher to evaluate standards of care relating to the structure, process and outcome dimension of care. Structure standards refer to minimum requirements regarding the facilities, equipment, supplies, and availability of generic documents and staff. Process standards are mainly concerned with the specific nursing procedures and practices, while the Outcome standards evaluate the parents' satisfaction with the nursing care of their child, the amount of information received prior to discharge and the level of communication between the parents and the nursing staff. The most important results are: .:. None of the hospitals met the pre-set requirement to be considered as delivering a satisfactory level of care for any of the three dimensions of care . •:. Critical nursing procedures were often performed ineffectively and inefficiently . •:. Most parents viewed their communication with the nursing staff negatively. Recommendations include the development and implementation of a formalized quality improvement programme on all levels of care, auditing of records and patient care and in-service education for all personnel regarding quality care. Keywords: Quality care, formulation and evaluation of standards - pediatric patients
AFRIKAANSE OPSOMMING: Die onlangse verhoging in mediese koste, kostebesparings en verminderde openbare fondse, het die aandag gevestig op die belang van formulering en evaluering van standaarde vir verpleegsorg. Praktykervaring en konsultasies met verpleegbestuurders het aangedui dat daar 'n groot behoefte bestaan vir standaarde om die gehalte van verpleegsorg in pediatriese eenhede in die groot hospitale van Swaziland, te evalueer. 'n Nie-eksperimentele, verkennende en beskrywende studie is onderneem in die vier streekshospitale in Swaziland. Kontrolelyste is deur die navorser ontwikkel om standaarde van sorg te evalueer ten opsigte van die struktuur-, proses-, en uitkomsdimensie van sorg. Struktuurstandaarde verwys na die minimum vereistes ten opsigte van die fasiliteite, toerusting en voorrade, die beskikbaarheid van generiese dokumentasie en die personeel. Prosesstandaarde hou hoofsaaklik verband met spesifieke verpleegprosedures en praktyke terwyl Uitkomsstandaarde die ouers se tevredenheid met die verpleging van hulle kind, die hoeveelheid inligting ontvang voor ontslag en die vlak van kommunikasie tussen die ouers en die verpleegpersoneel evalueer. Die belangrikste resultate is: .:. Geen hospitaal het ten opsigte van enige van die drie dimensies van sorg, aan die voorafbepaalde vereiste voldoen om beskou te word dat hulle 'n bevredigende vlak van sorg lewer nie . •:. Kritiese verpleegprosedures is dikwels oneffektief en ondoeltreffend uitgevoer. .:. Die meeste ouers het fn negatiewe siening gehad ten opsigte van die kommunikasie met die verpleegpersoneel. Aanbevelings sluit in die ontwikkeling en implementering van fn geformaliseerde gehalte verbeteringsprogram op alle vlakke van sorg, oudit van rekords en pasiëntsorg en indiensopleiding vir alle personeel ten opsigte van gehaltesorg. Sleutelwoorde: Gehaltesorg, formulering en evaluering van standaarde - pediatriese pasiënte

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Heatlie, Jeanne M. "Effects of Simulation on Senior Nursing Students? Patient Safety Competence| A Quantitative Study". Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728985.

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The problem addressed in this study was the need for evidence-based teaching strategies that prepare nursing students to enter practice at graduation with the competencies to provide safe patient care. The purpose of the study was to investigate whether the addition of a patient safety focused human patient simulation (PS-HPS) learning activity during the final senior semester of a nursing program in southeast Michigan changes students’ perceptions of patient safety competence learning. For the pre-test post-test quasi-experimental study, a convenience sample of 48 undergraduate senior nursing students who engaged in the simulation was compared to 50 senior nursing students from the previous semester that did not receive the intervention. The Health Professional Education in Patient Safety Survey (H-PEPSS) was administered to both groups of nursing students during the second week of the final semester of a baccalaureate nursing program and again at the end of the semester. For the first research question, the ANCOVA test determined that there was no significant difference in post-test classroom learning scores between the comparison and treatment groups, controlling for pre-test classroom learning H-PEPSS scores, F (1, 95) = .000, p = .983, partial eta squared = .000. For the second research question, the ANCOVA test determined that there was no significant difference in post-test clinical learning H-PEPSS scores between the comparison and treatment groups, controlling for pre-test clinical learning scores, F (1, 95) = .496, p = .483, partial eta squared = .005. Implications for nursing education practice include: (a) simulation learning may not be more effective than traditional classroom learning strategies and (b) educators should continue to explore both classroom and clinical teaching strategies to advance students’ patient safety competence learning. One recommendation is to replicate the study with other nursing students from different locations. Secondly, the simulation scenario presented in this study could be modified by other instructors to effectively facilitate students’ patient safety learning. Additionally, a mixed methods research design may yield student responses that better reflects student learning within simulation. The proposed study adds to the nursing educational research about the effectiveness of simulation for students’ patient safety competence learning.

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Nardontonia, Teresa. "Evaluation of Shared Governance Implementation at a Community Hospital". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7242.

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Shared governance is a model in which staff collaborate through a decentralized decision-making structure, sharing ownership and accountability and partnering to make decisions about clinical practice, professional development, patient experience, quality improvement, and research. The hospital shared governance project team aligned its shared governance model with the American Nurses Credentialing Center Pathway to Excellence standards. The purposes of this project were to do a process evaluation of shared governance implementation at one 64-bed community hospital in central Florida and make recommendations for continuous quality improvement. The project followed the plan-do-study-act methodology developed by Deming. Through the collection of meeting minutes and other shared governance documents, semi structured interviews with nurse leaders, and the results of an anonymous survey through SurveyMonkey, the process of shared governance implementation was evaluated. The major themes included the hospitals need to establish an effective communication system to ensure all 185 RNs are aware of its shared governance, restructure of the Nurse Practice Council, and a reinitiating of shared governance. Limitations of the project included the immaturity of the hospital at the time of implementation, nursing lack of knowledge about shared governance, lack of dedicated resources and competing priorities, and nursing leadership and unit turnover, which were barriers to shared governance implementation. Supporting shared governance contributes to social change by creating a nursing culture that promotes quality, nursing excellence, professional decision making, and a healthy work environment, ultimately improving outcomes for all stakeholders.

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Sorvettula, Maija. "A retrospective evaluation of a nursing research and development programme in Finland". Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/19306.

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A Nursing Research and Development Programme was implemented in Finland in the years 1977-1983 as a part of the WHO Medium-Term Programme in Nursing/Midwifery in Europe. The purpose of the Nursing Programme was to develop health services through the development of nursing. The Programme was carried out under the auspices of the government authorities. The settings of research and development were health centres, hospitals and schools for health personnel. The Programme had key characteristics: (1) it integrated international and national discussion in nursing; (2) professional aspirations of nurses were confronted with the social realities; and (3) it provided the opportunity for simultaneous analysis of essential elements in nursing practice, education, research and administration. A retrospective evaluation was conducted to investigate: (1) the organizational characteristics of the Nursing Programme and how the organization supported the process of research and development; and (2) how nursing developed during the Programme and how the stated objectives of the Programme related to the actual outcomes. The study had two integrated components, namely the overall organization of the Programme and nursing as promoted through the Programme. Consequently, two conceptual perspectives and two evaluative perspectives were adopted for the study. The organization was analysed using four organizational metaphors: organization as a machine, as an organism, as a brain, and as political system. The evaluation strategy was composed of various models for programme evaluation. Nursing was analysed by employing the metaparadigm concepts man, environment, health, and nursing action, and evaluation was based on structure, process and outcome evaluation. The archive of the Programme provided the major part of the data for the study. The following categories of material were employed: minutes, memoranda, plans, progress reports, educational material, letters, final reports, accounts, test nursing care plans, and patient/client questionnaires. In addition to the Programme archive, other archival sources and published material were used. The study was descriptive in nature and utilized qualitative methods, including content analysis for conceptual clarification and interviews in addition to analysis of multiple data sources.

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Schuldheis, Sherrie Lind. "Evaluation of a nursing intervention for women experiencing treatment for breast cancer". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284118.

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The primary purpose of this study was to evaluate the effectiveness and the costs of a community based nursing intervention for Hispanic women undergoing treatment for breast cancer. The purposes were: (1) Determine if the self-help nursing intervention resulted in significant improvements in the outcome variables of self-care, symptom burden, functional status, and productivity; and (2) describe the costs of each component of the SHIP II project; and (3) describe the average costs per woman participating in SHIP II; and (4) estimate the cost-effectiveness of SHIP II. Data from the Self-Help Intervention Project (SHIP II), an experimental, randomized block, repeated measures design study of women undergoing treatment of breast cancer were analyzed using growth curve analysis and path analysis in EQS. Results revealed that a woman's initial status upon entering the project subsequently affected her outcomes of self-care, symptom burden, productivity, and functional status. The nursing intervention did not affect the outcomes of the women in this sample. An economic analysis revealed that the most expensive program component was that of personnel salaries and represented 91% of the total intervention costs. Recommendations include: (1) exploration of the functional relationships between the nursing intervention and the outcome variables; and (2) exploration of mediating and moderating variables; and (3) further instrumentation work on the outcome variables.

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Ueal, Jr Ozell. "An Evaluation of Robotics in Nursing Homes to Reduce Adverse Drug Events". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3330.

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Adverse drug events (ADE) cause many deaths annually in addition to affecting the quality of life of many others. The descriptive mixed methods approach, specifically exploratory case study and experimental design that guided this research utilized the survey and focus group methods to evaluate perceptions about robotic technology (RT) to reduce the rate of ADEs in U.S. nursing homes (NH). There is a lack of scholarly research into whether a conceptual approach rooted in RT can be implemented to assist with drug administrations in NHs. The purpose of this study was twofold. The first purpose was to evaluate the causes of ADEs specifically related to tablets, capsules, and pills. The second purpose was to evaluate the perceptions of nurses and administrators relative to the use of RT to assist in reducing ADEs. In the quantitative part, the sample means from 102 surveys from nurses and administrators were evaluated with the t test and the paired t test; while in the qualitative part, survey results, reported errors, and focus group data was assessed collectively. The research results did not indicate any new causes of ADEs and showed that the participants had a favorable perception of RT. Based on the results of this research, RT may be tailored in such a way that it can significantly reduce ADE occurrences for citizens in U.S. NHs.

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Newbold, David Anthony. "An evaluation of the rheumatology nurse practitioner". Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263598.

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Letsoalo, Ngokwana Jacqueline. "An evaluation of a selected component of a primary health care service : a nursing perspective". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49745.

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Thesis (MCur)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: Nationally and internationally emphasis is placed on quality care in health services. The researcher identified a need to evaluate a component of primary health care service in the Northern province. A study based on the combination of qualitative and quantitative methods was conducted to formulate and evaluate structure, process and outcome standards for selected clinics in the Northern Province. The most important results are: • The standard relating to the structure was suboptimal. Physical and human resources are of critical importance to the rendering of quality patient care. However this did not comply with the pre-set standard norm of 80%. • Process standards focused on physical examination of patients taking into account the age of the client and the systems involved. Substandard care was found in all these aspects. • Outcome standards determined by the patient questionnaire also revealed negative findings. Recommendations include the development of a quality improvement model for the Northern Province Health Services, formulation of standards for all disciplines of health care, annual evaluation of patient care and the institution of a formal staff development programme. Key words: quality care, formulation of standards, structure, process, outcome
AFRIKAANSE OPSOMMING: Nasionaal en internasionaal word die belang van gehaltesorg in gesondheidsdienste beklemtoon. Die navorser het enbehoefte ge'identifiseer om en component van prirnerre gesondheidsorgdienste in die Noordelike provinsie te evalueer. en Kombinasie van kwalitatiewe en kwantitatiewe metodes is gebruik om struktuur-, proses en uitkomsstandaarde in geselekteerde klinieke in die Noordelike provinsie te formuleer en evalueer. Die belangrikste resultate was: • Die standard ten opsigte van die standard was suboptimal. Fisiese en menslike hulpbronne is van kritiese belang vir gesondheidsdienslewering. Die standaard hiervan het nie voldoen aan die voorafbepaalde norm van 80% wat gestel is nie. • Prosesstandaarde het op fisiese ondersoek van die pasiente gefokus met inagneming van die ouderdom van die klient en die simptome waarmee pasiente presenter. Sub-standaardsorg is ten opsigte van al hierdie aspekte gevind. • Uitkomsstandaarde is deur middel van en pasientevraelys gemeet en he took negatiewe bevindinge opgelewer. Aanbevelings sluit in die ontwikkeling van engehalteversekeringsmodel vir die Noordelike Provinsie se gesondheidsdienste, die formulering van standaarde vir aile dissiplines van gesondheidsorg, jaarlikse evaluering van pasientesorq en die instelling van enformele personeelontwikkelingsprogram. Kernwoorde: Gehaltesorg, formulering van standaarde, struktuur, proses, uitkomsstandaarde.

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Eberwine, Julia K. "Methods Used to Assess Critical Care Nurses’ Ability to Detect the Deteriorating Patient and the Perceived Effectiveness of Those Methods". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438932.

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