Tesi sul tema "Student nurse perceptions"
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Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning". Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
Testo completoMarker, Jan Robey. "Perceptions and practices of nurse educators in recognizing and addressing student nurse stress". Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221275.
Testo completoDepartment of Educational Leadership
Montgomery, Tamara L. "Staff Nurse Perception of Professional Role Modeling for Student Nurses in the Clinical Learning Environment". Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492596984491297.
Testo completoCornes, Desmond. "An exploration of the perceptions of nurse lecturers, student nurses and clinical mentors of the utility of student nurses undertaking international clinical experience". Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726765.
Testo completoWinston, Mariana Ehlrich, e Mariana Ehlrich Winston. "Student Registered Nurse Anesthetists' Perceptions of Bullying and its Impact on Learning". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625615.
Testo completoSpencer, Paula. "Student nurse perceptions on commuting related to ontime arrival at clinical experiences". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3243.
Testo completoAlindekane, Leka M. "Student nurse-educators’ at a nursing school in the Western Cape, perceptions of teacher identity from a personal knowledge perspective". University of the Western Cape, 2014. http://hdl.handle.net/11394/4178.
Testo completoTeacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.
Miller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles". Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.
Testo completoHeighway, Valerie. "Student nurse perceptions : a case study to illuminate the perceptions developed by student nurses which result in absenteeism as the behaviour of choice in response to difficulties in their educational programme". Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22100.
Testo completoStanding, Mooi. "Perceptions of clinical decision-making skills on a developmental journey from student to staff nurse". Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443753.
Testo completoTeatheredge, Julie. "The shifting perceptions of mentoring in mental health nursing : from student nurse to nurse and mentor : an inquiry into the transitional perceptions of mentoring in mental health nursing". Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/324042/.
Testo completoTeatheredge, Julie. "The shifting perceptions of mentoring in mental health nursing: From student nurse to nurse and mentor, an inquiry into the transitional perceptions of mentoring in mental health nursing". Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/324042/1/Teatheredge_PhD_thesis.pdf.
Testo completoCorrao, Jocelyn J. "Teaching Professionalism in Nursing: A Quantitative Survey of Beginning Student Nurse Perceptions of Professional Values Interpreted Within a Leadership Context". Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/98.
Testo completoPyles, Michele Patterson. "The Relationship between Coping Responses and Perceptions about Nursing Student Incivility among Nurse Educators in the Southern Region of the United States". Thesis, William Carey University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155592.
Testo completoResearch has clearly defined the issue of nursing student incivility, with evidence that uncivil encounters are on the rise and occurring on a routine basis. The rise in incivility among nursing students is causing great concern for nurse educators and administrators alike. For this reason, it is necessary to determine the reason why the issue persists, despite efforts to manage it. This mixed-methods convergent parallel design study examines the relationship between the coping responses and perceptions about nursing student incivility among nurse educators in the southern region of the United States. The Transactional Model of Stress and Coping (Lazarus & Folkman, 1984) forms the foundation of the study, which seeks to determine whether there is a correlation between the appraisals of stressful situations, like incivility, and the activation of coping responses. The model posits that individuals conduct a primary appraisal of the threat associated with a stressful encounter. If the encounter is deemed to be threatening, a secondary appraisal takes place to determine which coping response would best alleviate the stress. When no coping response is activated, no action is taken. Nurses are known to use negative coping responses like conflict avoidance when faced with stressful encounters; therefore, the chosen coping responses of nurse educators could be propagating the issue of nursing student incivility.
Stahley, Amy. "Lived Experience of Post-licensure Nurses in a Perioperative Clinical Rotation". Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/55.
Testo completoBarton, Janet. "Student nurses' perceptions of compassion". Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620332.
Testo completoBerger, Brittany. "Hand Hygiene Perceptions of Student Nurses". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/176.
Testo completoNiederriter, Joan E. "Student nurses' perception of death and dying". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1246756404.
Testo completoAbstract. Title from PDF t.p. (viewed on July 22, 2009). Includes bibliographical references (p. 146-160). Available online via the OhioLINK ETD Center and also available in print.
Beattie, Heather, e res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers". Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.
Testo completoJones, Sharon Holly. "Nursing students' perceptions of working with staff nurses". Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/jones/JonesS0510.pdf.
Testo completoWilliams, Lee Ann. "Nursing Candidates' Perceptions of the Greatest Challenges to Becoming a Professional Nurse". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5960.
Testo completoDwinnells, Mary Kathleen. "Nurse Educators' Perceptions of Male Nursing Students in the Clinical Setting". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492078684421282.
Testo completoChick, Lorraine. "Student nurses' perceptions of reflective journal writing: A poststructuralist approach". Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26605.
Testo completoHorsburgh, Dorothy. "Student nurses' perceptions of patient/client care : a qualitative analysis". Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23056.
Testo completoLucas, Beverley Jane. "Playing the game : undergraduate student nurses' perceptions of reflective journals". Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23098.
Testo completoStringfield, Yvonne Nazareth. "Perceptions of senior re-entry registered nurse students in baccalaureate nursing programs". W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618651.
Testo completoHall, Katherine C. "Exploring Perceptions of Staff Registered Nurse Preceptors for Undergraduate Pre-licensure Nursing Students". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8293.
Testo completoJohnson, Kathy F. "U. S. Nursing Students' Perceptions of Safe Medication Administration". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3228.
Testo completoSchofield, Gladys. "Student nurses' perception of caring in their nursing education program". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62423.pdf.
Testo completoWebster, Mary T. Crumpler Thomas P. "Perceptions of nursing students and nursing faculty members regarding the clinical preparation of baccalaureate nursing students". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273104941&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181316797&clientId=43838.
Testo completoTitle from title page screen, viewed on June 8, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Al-Bataineh Adel Tawfiq, Patricial Stockert. Includes bibliographical references (leaves 200-203) and abstract. Also available in print.
Hall, Katherine C. "Exploring Perceptions of Staff Registered Nurse Preceptors for Undergraduate Pre-licensure Nursing Students". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8295.
Testo completoHasson, Felicity. "Student nurses' perceptions of the role of the healthcare assistant and the influence of assistants on students clinical learning". Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593884.
Testo completoMassey, Alan. "Referral to occupational health : a Foucauldian discourse analysis of statutory documents and student nurses' perceptions". Thesis, University of Chester, 2015. http://hdl.handle.net/10034/620344.
Testo completoBoman, Nellie, e Frida Askestad. "En litteraturöversikt om hur sjuksköterskor och sjuksköterskestudenter upplever vårdande situationer i mötet med personer som lever med HIV". Thesis, Ersta Sköndal Bräcke högskola, Institutionen för vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5928.
Testo completoBackground: HIV was discovered in the US in 1981 but the disease probably originated earlier. HIV is a virus that is stored in the body's genetic material. At the end of year 2015 it was estimated that 36.7 million people worldwide were living with HIV. In sub-Saharan Africa it is estimated to be approximately 25.6 million, while in Sweden there are about 7000 people living with HIV. Communicable diseases act (smittskyddslagen) is to prevent the spread of infectious diseases. Medical legislation (hälso och sjukvårdslagen) is for everyone to obtain good and equal healthcare. The nursing profession code of ethics by the International Council of Nurses (ICN) sets a direction for nurses work. Nurses encounter patients with blood-borne infections in their daily work which can entail certain risks for nurses. Aim: To examine nurses and nursing students experience regarding persons with HIV in caring situations. Method: A literature review of data collection from databases CINAHL Complete, PubMed and Nursing & Allied Health Database. Results: Positive experiences with the importance of education level for nursing attitudes and increased understanding as subcategories. Negative experiences that occurred with four subcategories that constituted fear of becoming infected, stigmatization, ethical stress and demographic differences. Negative experiences were mainly related to fear and the remaining subcategories came as a result of these Discussion: The authors have based their discussion on Katie Eriksson consensus concept of caring. The authors have discussed some specific parts of the literature review results. The mainly discussion were fear of becoming infected, since it was slightly overall. Other results discussed was stigmatization and education level, but also a small profit of gender aspects that the authors found interesting.
Theodore, Lori Linn. "Nursing Faculty Perceptions of and Responses to Student Incivility". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1719.
Testo completoMayers, Leo. "Learning physiology on the foundation programme : the case of student nurses' perceptions". Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540890.
Testo completoEl, Baqary Amira. "Investigating Egyptian student nurses' perception towards working in mental health nursing". Thesis, Queen Margaret University, 2016. https://eresearch.qmu.ac.uk/handle/20.500.12289/7390.
Testo completoWatson-Miller, Sonia. "Student nurses' perceptions of their hospital placement in Barbados : a mixed methods approach". Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675740.
Testo completoDowney, Kathleen. "Perceptions of Transition to Nurse Among Accelerated Graduate Entry Program Students| A Qualitative Descriptive Study". Thesis, University of Massachusetts Dartmouth, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3581988.
Testo completoGraduate programs in nursing for non-nurses (GPNNN) are rapidly proliferating in response to demands for innovative strategies to increase the number of nurses to meet health care demands, both actual and anticipated. Transitions Theory (Meleis et al., 2000) provided a framework to identify the gaps in knowledge related to how individuals transition to nurse within these programs. One of the gaps in the literature that was identified was a description of the transition to nurse experience of students enrolled in a GPNNN. This qualitative descriptive research was conducted in response to this gap. It examined the transition from non-nurse to nurse through a GPNNN which prepared non-nurses for advanced nursing practice. The study had three aims: to describe the transition experienced by the students; to describe how they used their prior education and experiences in this transition; and to describe the factors they saw as facilitators and hindrances to this transition.
Responsive interviewing (Rubin & Rubin, 2012) with a purposive sample (n=17) of registered nurses enrolled in the advanced practice curriculum of the GPNNN was used. Data was collected from these nurses between September and December, 2013. Data analysis included initial codification of interviews, and within and between interview comparison of codes, resulting in re-coding and collapsing of codes. To assure the trustworthiness of the data, the criteria thoroughness, accuracy, believability and transparency were used (Rubin & Rubin, 2005).
Data analysis revealed a process of transition that occurred over three distinct time periods, Coming to Nursing (pre-enrollment), Beginning to Learn the Role as Nurse (pre-licensure), and Practicing as Nurse (post-licensure). Influences that impacted the transition across periods included personal goals, knowledge, skills, and professional growth. Indicators of transition that were known to the individual and to others were described. The individual's utilization of prior education and experiences in their personal transition experience was described as primarily influencing study habits and clinical experiences. Facilitators and hindrances to the transition included experience working as a nurse, self-identification as nurse, personal goals, the accelerated program, the programmatic focus on NCLEX style testing and the nursing pedagogy.
Interpretation of the findings of this research was informed by the literature. Identification of three periods of transition through nursing education has been described in transition to nurse in other nursing education populations (Shane, 1980a, 1980b; Neill, 2010), and is consistent with transitional patterns (Meleis, 2010). However, the three transitional periods identified in this study are peculiar to the transition experience through a GPNNN, and don't mirror the characteristics identified in transitional periods in other populations. A rich description of the transition experienced by the participants is presented including characteristics of the transitional periods, the influence of prior education and experience within the transition, and identification of factors that facilitated or hindered the transition experience. This description has not previously been described in the literature.
There are implications of this research for practice, theory, education, policy and research, and these are discussed.
Pompa, Marilyn. "Frequency and perception of the utilization of therapuetic communication skills among student nurses /". Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_pompa_frequ.pdf.
Testo completoAmuah, Abigail. "Student nurses’ perceptions of written feedback after assessment at a University in the Western Cape". University of the Western Cape, 2016. http://hdl.handle.net/11394/4906.
Testo completoBackground: Written feedback from lecturers to their students, in higher education institutions, plays an important role in improving students’ performance. However, students’ perceptions of written feedback on assessments could influence its utilization to improve their performance. Despite the high priority placed on written feedback, to date, insufficient research studies have been conducted on the student nurses’ perceptions of written feedback. Purpose and Objective: The purpose of this descriptive study is to describe student nurses’ perceptions of written feedback on assessments at a university in the Western Cape. The objective of this study is to determine student nurses’ perceptions of written feedback on assessment. Methodology: A quantitative descriptive survey research design was employed to conduct this study at a university in the Western Cape. The target population for this study was 106 student nurses registered in the nursing foundation programme for the year 2015. This study employed all-inclusive sampling of foundation student nurses registered in the year 2015. A questionnaire was used to collect data from the participants. A total of 74 participants were available for the study, of whom, 69 submitted their questionnaires, resulting to a response rate of 93.2%. The data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 and was presented in frequency tables, percentages and bar graphs. Ethics approval was obtained from the Senate Higher Degree and the Senate Research Committees of the institution under study, before commencing. Permission was also obtained from the Dean of Research and Head of the School of Nursing, before the commencement of the study. The purpose of the study was explained, and a consent form was signed, before the questionnaires were administered to participants. Findings: The findings of this study indicated that students receive feedback on assessment, were in line with the assessment criteria. The study also found that students perceived receiving plenty of quality written feedback in good time to be useful. The results of this study indicated that the inability to understand written feedback, the limited opportunity to clarify feedback and negatively written comments, hinders the use of written feedback. Recommendations: There is the need for lecturers to provide written feedback that could be useful for students to improve on their performance. There is also the need for written feedback to be delivered to students electronically. Lecturers need to discuss written feedback with their students after delivery. The need for a qualitative study to be conducted on student’s and lecturers experiences on written feedback on assessment is recommended.
Boundy, Janice F. Riegle Rodney P. "Comparison of perceptions of college experiences of baccalaureate nursing students at single-purpose, joint degree-granting, and multipurpose institutions". Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918605.
Testo completoTitle from title page screen, viewed September 27, 2005. Dissertation Committee: Rodney P. Riegle (chair), Sharon E. Bolin, Edwin R. Hines, Patricia H. Klass, George Padavil. Includes bibliographical references (leaves 115-119) and abstract. Also available in print.
Poon, Wai Sha. "Staged participation : student nurses' and clinical facilitators' perceptions of the clinical learning environment in Macau". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20988.
Testo completoMcCall, Kristina. "Effects of Transformational Learning on Student Nurses' Perceptions and Attitudes of Caring for Dying Patients". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5102.
Testo completoFisher, Melanie. "An exploration into student nurses' perception of patient safety and experience of raising concerns". Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36280/.
Testo completoMayne, Wendy. "The effects of nurse education upon the expectations and perceptions of students with a further education experience". Thesis, University of Strathclyde, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538849.
Testo completoJohnston, Sandra E. "The effectiveness of simulation and debriefing on nursing students' perceptions of clinical reasoning and learning transfer". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122948/1/Sandra_Johnston_Thesis.pdf.
Testo completoAndrews, Kathleen E. Wilson Thad. "Perceptions of high school boys toward nursing as a career choice". Diss., UMK access, 2005.
Cerca il testo completo"A dissertation in nursing." Advisor: Thad Wilson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 140-151). Online version of the print edition.
Strong, Linda Lee. "Phenomenological analysis of faculty perceptions towards teaching of nursing students of color /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976779.
Testo completoIncludes tables. Typescript; issued also on microfilm. Sponsor: Marie O'Toole. Dissertation Committee: Raechele Pope. Includes bibliographical references (leaves 179-192).
Wilson, Connie S. "The perception of values and the process of professional socialization through classroom experiences among baccalaureate nursing students". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001186.
Testo completoDepartment of Educational Leadership