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1
Squillaci, Laurie Lynn. "Preceptor Training and Nurse Retention". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/303.
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Nurse turnover is a significant problem that has led to a nursing shortage in hospitals, particularly in rural hospitals. The nursing shortage will continue to grow if changes are not implemented to retain qualified nurses. Nurse turnover puts patients at risk for substandard care and increases healthcare-related costs, as organizations try to recoup costs to train and orient new nurses. Retention, turnover, and quality of care are important organizational drivers. One strategy that targets each of these drivers is to have newly hired nurses partake in a preceptorship, where a preceptor facilitates the assimilation and amalgamation of newly hired nurses into their role. Guided by the preceptor conceptual framework, the purpose of this project was to develop and plan a preceptor-training program, which targeted the field sites specific needs. Preceptor and preceptee roles were defined and training modules were created on topics such as communication, adult learning, diversity, time management, assessment, critical thinking, and problem solving. One master binder was created that contained the content required to teach each module of the preceptor-training program. The field site will use this information in conjunction with different delivery methods to implement and evaluate the program. The evaluation plan is to perform formative evaluation after each module is presented and summative evaluation at the conclusion of the allotted training days, using a Likert scale questionnaire. Establishing an instructive program for preceptor training may assist and support preceptors in their role; this program may also affect the preceptee's job satisfaction and ultimately, retention. Safe, efficient, quality care is the cornerstone of the social change implications in practice. Preceptors may feel better about the precepting process and patients may benefit from improved care.
2
Bates, Katie. "Immunization Training Modules: Identifying Student Nurse Learning". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9048.
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Background: Despite the importance of vaccination in disease prevention some people choose to remain unvaccinated. Nurses are influential in the choice to vaccinate. Considering the possibility of poor public understanding of vaccines and need for continued improvement in vaccination rates, it is essential for nurses to be knowledgeable and adept at addressing vaccine concerns. Vaccination education formally begins in nursing school. Objective: To identify nursing students' vaccine understanding by exploring information learned from formal online vaccine education specifically the Nursing Initiative Promoting Immunization Training Modules (NIP-IT). Design/Setting/Participants/Methods: Nursing students enrolled in a Community Health Nursing course were required to complete three online, self-study, modules entitled Vaccine Preventable Diseases, Vaccine Concerns, and Nursing Roles. The nursing students who completed these modules responded, in writing, to an open-ended prompt asking them to identify what new piece of information they learned. Responses gathered from 244 nursing students between September of 2016 and April of 2018 were categorized and grouped according to theme using a first and second cycle coding process. Responses containing more than one idea were considered separate responses and categorized accordingly totaling 273 responses. Results: Nursing student responses revealed five major themes regarding new information learned from the online modules: (1) barriers to vaccination; (2) components of vaccines; (3) the influence of nurses; (4) vaccine-preventable diseases; and (5) community immunity. Conclusion: Formal vaccine education is a critical component of a comprehensive nursing program. The nursing students in this study described information they learned when completing the NIP-IT modules, thus it was inferred the nursing students did not have a full understanding of vaccine concepts prior to viewing the modules. Formal nursing school vaccine education is essential in developing nurses capable of navigating vaccine issues and promoting health and preventing disease through vaccination advocacy.
3
Rose, Anna-Karin. "Newly Graduated Nurses’ Experiences Of The Intervention Practitioner Training Nurse. : A Qualitative Interview Study". Thesis, Malmö universitet, Institutionen för vårdvetenskap (VV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42164.
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Aims and objectives: To describe newly graduated nurses’ experiences of the intervention practitioner training nurse. Background: Newly graduated nurses need support to establish the profession. Several studies have shown that the first years in the profession, is the most challenging time. Method: The intervention practitioner training nurse was initiated to empower, and support newly graduates nurses in their professional role. Data were collected through semi-structured interviews with ten newly graduate nurses having experience of the intervention. The data were analysed using qualitative content analysis. Results: The analysis results in the overarching theme; “Organizational prerequisites” The theme consisted of three categories, "Activator" comprised the subcategories compiliating and attractive workplace. This involved that the practitioner training nurse were the activator creating a clear structure and the wards became more attractive workplaces. “Supportive nursing" comprised the subcategories present assistance, emotional support, and patient safety. This involved that practitioner training nurse constituted an important support function and helped to ensure patient safety. “Professional development” comprised the subcategories nurse's competence, feeling of security, and learning. This created the opportunity for professional development. Conclusion: The newly graduate nurses' experience of the intervention shows that the creation of an organisational structure enabled the practitioner training nurse to be an important support and to contribute to professional development. This was accomplished by strategic decision of the hospital management. Relevance to practice: The results of the current study can be transferred to other similar healthcare organizations and can be a support for managers who plan to initiate interventions to empower and support newly graduated nurses.
4
Crossland, Jill. "Training nurses to deal with aggressive encounters with the public". Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:0fd667ff-3b29-4d32-9c6f-1a33f662318b.
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Chapter one reviews the literatures on psychological studies of aggression, problems of aggression within the Social Services and the National Health Service, and nurse-patient communication. A number of issues are raised which are addressed by the current research. In chapter two nurses' theories about what defuses and what aggravates aggression are explored. It was found that nurses believe that by remaining calm, gentle and firm they will defuse both physical and verbal aggression. In the case of physical aggression they believe it to be aggravated by being authoritarian, demeaning and defensive, while in the case of verbal aggression they believe it to be aggravated by becoming angry or attempting to deflect it. In chapter three nurses' real-life experiences of what defuses and what aggravates physical and verbal aggression are compared with their theories. The nurses' experiences largely support their theories. It was also found that there are very few methods for dealing effectively with physical aggression, while there are a relatively large number of methods for dealing effectively with verbal aggression. Moreover, those nurses who believe themselves to be more capable of dealing with aggression suffer fewer emotional after-effects than those nurses who do not. Chapter four examines individual differences between nurses and relates these differences to their ability to recover from the emotional aftermath of aggression. It was found that nurses who are highly stressed and who bottle-up their feelings of anger suffer emotionally after aggressive incidents. In contrast, nurses who are assertive, extravert and who exercise interpersonal control are not so distressed by aggressive incidents. In chapter five nurses' attributions are related to their ability to select effective methods of dealing with aggression as well as their ability to recover from it emotionally. It was found that those nurses who have a tendency to blame themselves are both emotionally vulnerable and less capable of selecting effective methods of responding to aggression. In addition, a new method of measuring attribution was developed and tested, and was found to be preferable to the usual method of measuring attribution. Chapter six presents the two-day aggression training programme. The training was designed to incorporate the findings of the current research as well as theoretical issues. The training was carefully evaluated with a control group, pre-post measures of both subjective and objective change, and a seven week follow-up. The aggression training group was no different to the control group before training, but was different on all measures after training. It was concluded that the training model has been shown to make a significant difference to objective skills and subjective evaluations, and that the causal influence of some of the findings described in chapters two to five has been demonstrated. Chapter seven summarises the findings of the research, explores their theoretical and practical implications, and suggests directions for future research.
5
Ashir, Assal, i Nadia Nader. "Practical Knowledge through Practical Training : A case study of nurse students and nurse instructors". Thesis, Uppsala University, Department of Business Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8884.
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This study focuses on the nurse education at Uppsala University and more precisely on the final semester of practical training on site, where nurse students are instructed and supervised by their professional equivalents. This training period is supposed to enable the symbiosis of theoretical and practical knowledge for the student, turning her into a fully educated and independent professional. However, the period is however not unproblematic. The aim of the study is therefore to explore this practical training period with particular emphasis on the perceptions held by nurse students and nurse instructors regarding the prerequisites, process and outcome of this training.
Based on a theoretical framework that draws on Wenger’s social theory of learning and its concept of communities of practice a case study is conducted focusing on the municipality of Uppsala. Interviews with three nurse students and three nurse instructors were carried out. The empirical findings suggest that the training period is an essential part of the nurse education where nurse students’ theoretical knowledge becomes instrumentalised. However, the period has many shortcomings such as a lack of continuity and an unnessary complexity that limit the practical knowledge that can be gained by the nurse students.
6
Munnings, Persephone Annis. "Developing a Preceptor Training Program for Registered Nurses in a Teaching Hospital". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6931.
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In a report on the nursing shortage, the American Association of Colleges of Nursing cited insufficient preceptors as one of the factors influencing the decreased intake of nursing students to registered nurse (RN) programs, thus compounding the shortage issue. The site selected for this project was a teaching hospital that annually facilitates hundreds of nursing students for clinical practice. Graduate nurses rotating through the hospital are assigned to work with RNs within their assigned units. The purpose of this doctoral project was to develop a preceptor training program for RNs in a teaching hospital. The practice-focused question examined whether RNs would identify perceived competence and understanding in the preceptor role as a result of preceptor training. Knowles's adult learning theory and Benner's theory of skills acquisition framed the project. Participants (N = 7) completed a 2-week didactic and clinical training in preceptorship. As a result of the educational intervention, the preceptor trainees reported an increase in knowledge, skills, and confidence in the preceptor role. Seven participants (100%) expressed that the training was interesting, relevant, beneficial to their work, and stimulated sharing. The implications of this project for positive change include the potential benefits to new and experienced graduate nurse preceptors by reducing feelings of inadequacy, stress, and burnout and enhancing job satisfaction. Additionally, graduate nurses who work with competent, confident preceptors experience less anxiety, improved job satisfaction and a smoother transition to the role of professional nurses prepared to deliver quality health care to patients. Improving preceptor-graduate nurse experiences may result in reduced turnover among nurses and improved customer experiences.
7
Scholes, Julie. "An exploration of role transition in students converting from Enrolled Nurse (General) to Registered General Nurse". Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239509.
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Coad, Jane Elizabeth. "An investigation of the impact on the nurse lecturer of the transfer of nurse education into higher education". Thesis, University of Wolverhampton, 2002. http://hdl.handle.net/2436/90257.
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Magno, Ronald Dial. "Training mentally disabled individuals for effective nurse-patient communication". Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.
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Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.
10
Rollins, Lawanda. "Healthy Work Environment Orientation Training and Psychiatric Nurse Retention". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/125.
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According to recent research, more than 75% of newly employed nurses leave employment within 6 months. Changes in organizational training programs are needed in order to improve psychiatric nurse retention, nationally and globally. A healthy work environment (HWE) has been described as an environment that includes mentoring for good communication skills; it is also one that explores collaborative strategies for safe practice; professional advancement; and empowerment through research, education, and skill development. Examination of the impact of this HWE psychiatric nurse orientation training program on nurse retention was done using Rogers' theory of diffusion. Study variables included the length of training and retention rates pre- and post-training to help identify the impact of the HWE training program on retention using different methods of policy review. The project included 88 nurses and outcomes were measured through review of hire and termination rates for the targeted facility 3 months pre- and post-intervention. An independent samples t test revealed that the average retention rate for nurses trained in the current versus HWE program differed significantly by program (p > .05). Training also was shown to improve clinical practice and increase awareness of existing evidence about strategies to improve psychiatric nurse retention. Social change implications include potentially decreasing the costs associated with hiring and training nurses, improving clinical practice, adding to the nursing knowledge base and skill set, and enhancing workflow processes for quality outcomes.
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Nolan, Royston J. "Nurse teachers at work : an analysis of function". Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306482.
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Treacy, Margaret Mary. ""In the pipeline" : a qualitative study of general nurse training". Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019225/.
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This thesis reports on the exploration of a problem in nurse training, the failure of nurses to fulfil a health education role. This problem is explored using a qualitative methodology which incorporates unstructured Interviewing and participant observation. The study population comprised both student nurses and significant others in the hospital setting. The study is particularly concerned with the experiences of the student nurse as she progresses through training. Because she is both learner and worker, her experiences both in the wards and the school of nursing are considered. These experiences are explored within the framework of occupational socialization studies, with the assumption that both 'objective' and 'subjective' reality must be explored if the socialization process is to be understood. Although a framework for reporting is imposed in constructing this account of training, a theoretical model is not imposed in the process of data collection or data assembly. Data are presented in such a way that student nurses are allowed to 'tell their story'. This study identifies a hidden curriculum in the hospital training schools studied. Accounts suggest that student nurses experience powerlessness, uncertainty and depersonalization; this experience is conceptualized as 'pipeline status'. It is suggested that this results in a compliance and a conformity on the part of individuals as they depend on existing structures and routines to 'get-by'. This 'pipeline status' has repercussions for health education and indeed for any development of the nursing role as it prepares the nurse for a very specific work role in a particular type of organization. The report concludes with a discussion of the implications of 'pipeline status' for a nursing role In health education and for the future training of nurses.
13
Tessier, Terah. "Relationship between Nurse Training and Physical Restraints in Nursing Homes". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2697.
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According to the Centers for Medicare and Medicaid Services (CMS), approximately 1.3 million U.S. residents are residing in nursing homes. CMS enforced regulations in the Nursing Home Reform Act. Training in the use of restraints in nursing homes is monitored through the CMS standards. The purpose of this study was to determine whether there was a correlation between training standards of health care practitioners and their use of restraints in nursing homes based on the patterns of citations by RNs and CNAs. Data were collected from Kansas, Louisiana, and Ohio within the CMS Nursing Home Data Compendium. The key research question examined differences in standard training requirements, policies, and citations regarding restraint use in the selected states. The theoretical framework for this study was the social influence theory. The results of the analysis of variance indicated that between 2008 and 2012, there were significant differences in policy and standards requirements for the training of registered nurses and certified nursing assistants regarding restraint use; there was also a relationship between the training of staff and the number of citations of restraint use in Kansas, Louisiana, and Ohio. There were significant (p < .02) variations throughout the 3 states regarding the policies, procedures, and training expectations. The positive social change that could result from these findings is the standardization of training that may help decrease restraint use and become the foundation of more respectful and caring practices in nursing homes.
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King, Rickey Don. "Development of Emotional Intelligence Training for Certified Registered Nurse Anesthetists". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2091.
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Walden University
College of Health Sciences
This is to certify that the doctoral study by
Rickey King
has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.
Review Committee
Dr. Marisa Wilson, Committee Chairperson, Health Services Faculty
Dr. Murielle Beene, Committee Member, Health Services Faculty
Dr. Deborah Lewis, University Reviewer, Health Services Faculty
Chief Academic Officer
Eric Riedel, Ph.D.
Walden University
2015
Abstract
Development of Emotional Intelligence Training for Certified Registered Nurse Anesthetists
by
Rickey King
MSNA, Gooding Institute of Nurse Anesthesia, 2006
BSN, Jacksonville University, 2003
ASN, Oklahoma State University, 1988
Project Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Nursing Practice
Walden University
February 2016
The operating room is a high stress, high stakes, emotionally charged area with an interdisciplinary team that must work cohesively for the benefit of all. If an operating room staff does not understand those emotions, such a deficit can lead to decreased effective communication and an ineffectual response to problems. Emotional intelligence is a conceptual framework encompassing the ability to identify, assess, perceive, and manage emotions. The research question for this project is aimed at understanding how an educational intervention could help to improve the emotional intelligence of anesthetists and their ability to communicate with other operation room staff to produce effective problem solving. The purpose of this scholarly project was to design a 5-week evidence-based, educational intervention that will be implemented for 16 nurse anesthetists practicing in 3 rural hospitals in Southern Kentucky. The Emotional and Social Competency Inventory - University Edition will be offered to the nurse anesthetists prior to the educational intervention and 6 weeks post implementation to determine impact on the 12 core concepts of emotional intelligence which are categorized under self-awareness, social awareness, self-management, and relationship management. It is hoped that this project will improve emotional intelligence, which directly impacts interdisciplinary communication and produces effective problem solving and improved patient outcomes. The positive social change lies in the ability of the interdisciplinary participants to address stressful events benefitting patients, operating room personnel, and the anesthetist by decreasing negative outcomes and horizontal violence in the operating room.
15
Mazhindu, Godfrey N. "Professional achievements in nurse education and training : a study of the personal constructs used to assess student nurses' professional achievements". Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282547.
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Ramgopal, Teeranlall. "Project 2000 : old wine - new bottle". Thesis, Manchester Metropolitan University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259817.
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Stew, Graham. "New meaning - a qualitative study of change in nurse education". Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387423.
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Battle, Sandra. "A study of curriculum innovation in district nurse education and training". Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/2143/.
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Holenstein, Hildegard. "A climate for change : education, training and the community psychiatric nurse". Thesis, Manchester Metropolitan University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292257.
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Hotler, Amy Lynn. "Communication Strategies for the School Nurse Mentor: A pilot training program". Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492802218889106.
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Fenech, Adami Maria. "An exploratory study of the adequacy of the nurse education system in Malta". Thesis, University of Aberdeen, 2002. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU153020.
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The research study was concerned with the nurse education system in Malta. Underlying the study were the two contentions that (1) there are two equally important aspects to an adequate supply of nurses: the quality and the quantity of nurses and (2) nurse education plays a central role in determining both. In the light of the anticipated changes in the context within which nurses will perform in the future, the effectiveness of the current nurse education system in Malta at securing an adequate supply of nurses was questioned. Using a qualitative approach, the study sought to address this through an exploration of the student nurses' and qualified nurses' views of the current and future (a) role of the nurse, (b) demand for and supply of nurses and (c) nurse education system in Malta. Data were collected through questionnaires. Every kind of student and qualified nurse in Malta was represented in the sample but the chosen sample was nonetheless not statistically representative of the nurse population. Whilst the findings cannot be generalised, the results of the study do provide pointers to what, and how, aspects of nurse education in Malta may be developed. Among other aspects the need for (i) an expansion in the provision of post-registration education (ii) the introduction of specialist education (iii) and the re-organisation of the delivery of the teaching of the practical aspects of nursing are clearly indicated in the data. Hopefully the findings of the study will translate into a favourable impact on decisions made regarding the provision of education for nurses, so that an adequate supply of nurses will be available in Malta in the future which is a pre-requisite to optimal care delivery.
22
Race, Angela J. "New forms of nurse teacher preparation 1989-1992 : development and evaluation". Thesis, University of Surrey, 1995. http://epubs.surrey.ac.uk/843143/.
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Radical reform of the arrangements for pre-registration nurse education and the recommendation that nurse teaching become a graduate profession prompted a reappraisal of the arrangements for nurse teacher preparation. This thesis reports an evaluation of a new form of preparation for nurse teaching. The new courses were intended to combine advanced study of nursing with educational theory and practice, and led to an honours degree and a teaching qualification recordable on the professional register. The study used the fourth generation evaluation model as a theoretical framework. During the early stages of the work, a secondary research purpose emerged - to evaluate the fourth generation model. This model has a qualitative focus, and emphasises the participation of all stakeholders with an interest in the outcomes of the evaluation. Participants in the enquiry were student nurses, nurse teachers, and to a lesser extent, teacher course leaders. The multi-method research design included document analysis; group interviews; postal questionnaires; non-participant observation; individual interviews. Rich qualitative data obtained from a small number of participants illuminated the quantitative data gathered from a national postal survey of all the nurse teachers (n=109) who graduated in 1992 from the seven courses studied. A joint construction of an effective nurse teacher was developed from the data. It was concluded that the nurse teachers were broadly satisfied with the quality of the preparation courses. However, of the nine role elements included in the preparation courses, in only three elements did more than half the nurse teachers feel equipped for their new roles. In six role elements more than half the nurse teachers did not feel equipped. Credibility of the enquiry findings, the conclusions and recommendations were enhanced by a quality audit of the enquiry process and a critical review of the theoretical model. The fourth generation evaluation model was shown to be effective in revealing deficits in nurse teacher preparation which had become apparent when the respondents embarked on their new roles. Recommendations based on the findings encompassed both action and further research and were directed towards i) improving current courses for nurse teacher preparation ii) re-examining a crucial role element - the clinical role iii) re-examining the focus, location and organisation of nurse teacher preparation.iv) further creative application of the fourth generation model.
23
Pfeil, Michael. "Re-introducing skills teaching into nurse education : an action research project". Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246961.
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Scotland, Jenny. "Contemporary nurse education : the context of learning in the community workplace". Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310232.
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Waddell, Sunita. "Development of a Clinical Nurse Leadership Orientation Program". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5433.
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Nurses are often promoted or hired into leadership positions without the benefit of a formal orientation to their new leadership positions. The challenge of navigating the various expectations of the role of clinical nurse leader (CNL) such as fiscal ownership, staffing patterns, payroll, and disciplinary action process can be overwhelming. The lack of a formalized orientation process and an identified nurse leader to function as a mentor can contribute to the novice CNL feeling unsupported and overwhelmed. The purpose of this project was to identify, develop, and evaluate a CNL orientation manual, outline, and program for newly appointed CNLs. The desired outcome for this doctor of nursing practice project was the education and preparation of CNLs who will navigate the various facets of the role and retain their positions longterm. The Association of Nurse Executives nurse leader model was used to guide the project. A panel of 5 CNL experts evaluated the manual outline and content using a 5-question Likert scale survey. Findings indicated 100% of the participants agreed or strongly agreed with the importance of the topics covered and 80% agreed with the content covered in the manual outline. The project is expected to promote positive social change by preparing new CNLs to meet the requirements of leadership positions.
26
Hodson, Mary. "The meaning of educational change : an exploration of the meaning and effects of the recent changes in nurse education from the perspectives of nurse teachers and managers". Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273366.
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Phillips, Terry. "Changing nurse education : dialogue and discourse in the education of student-professionals". Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296308.
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Mackenzie, Ann E. "Learning from experience in the community : an ethnographic study of district nurse students". Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/844462/.
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The starting point for this research was a set of issues originating from my experiences in nurse education and particularly in teaching courses in district nursing. These educational issues concerned the learning of student district nurses in the community a learning environment as yet little researched. This study seeks to gain an understanding of the learning experiences of district nurse students and to examine learning in the practice setting from the perspective of the students. Since the research depends upon the changing and differing interpretations of the individuals involved in the natural setting of the community an ethnographic approach has been adopted. The experiences of students are monitored throughout the taught practice element of the district nurse course in both inner city and rural/urban locations. Data, collected through interview and observation, is analysed in the context of theory relating to adult learning and learning from experience. Three major categories of response are identified and discussed in detail. These categories are sequential and represent the learning process experienced by the students in the practice setting, as they learn to fit in to a new environment, test out their own ideas and compare the unreality of college with the reality of practice. Attention is drawn to the difficulties experienced by district nurse students in fitting into new settings and trying out change, to the detrimental effect on learning of rigid practice routines and to the powerlessness of practical work teachers to influence the learning environments These issues are discussed in the context of changes already taking place in nurse education as a result of Project 2000. Suggestions for further research include the development of a package to evaluate the effectiveness of community practice settings as learning environments, and the promotion of teaching strategies based on experience and reflection.
29
Gibson, Sheila Jean. "A history of the Panel of Assessors for District Nurse Training, 1959-1983". Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/844424/.
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The Panel of Assessors for District Nurse Training (Panel) existed during the period 1959-1983, as a national training body for district nursing. Initially, its remit was for England and Wales but in 1969 this was extended to the United Kingdom. The Panel owed its existence to the introduction of the National Health Service and the political climate which existed in the late 1940's and early 1950's. Its presence contributed to the demise of the Queen's Institute of District Nursing and the Ranyard Nurses as district nurse training bodies. For the period 1959 - 1979 the Panel was accountable to the relevant Government Department. From 1979 onwards it functioned as an independent training body. The Panel's demise resulted from the 1979 Nurses, Midwives and Health Visitors Act which replaced nine existing training bodies with the United Kingdom Central Council for Nursing, Midwifery and Health Visiting and the four National Boards. Over the years the Panel's responsibilities were enlarged to include the education and training of district enrolled nurses, district nurse tutors, practical work teachers, supervisors of supervised practice. Increasingly the Panel became drawn into developments initiated by other organisations. These included: community nursing experience in general nurse training; interdisciplinary and multidisciplinary training for members of the Primary Health Care Teams. Practice nurses and community psychiatric nurses were not eligible for district nurse training, therefore training programmes were developed to meet their specialist needs. The Panel was represented on the Steering Group which developed the practice nurse curriculum. The Panel became increasingly involved with research projects, first as a result of its contacts with Higher Education and then because of the appointment of its Research Officers. During the 1970's and 1980's the Panel was politically active in its bid to safeguard district nursing interests, especially to ensure its successor bodies had a District Nursing Joint Committee.
30
Redman, Pam. "Effectiveness of a Critical Care Nurse Residency Program". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3201.
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The importance of nurse residency programs is addressed in the literature; however, a review of residency program outcomes and effectiveness is needed. Guided by Roy's adaptation model and Deming's plan-do-check-act model, the purpose of this quality improvement project was to assess the current state of a longstanding critical care nurse residency program in meeting organizational goals and objectives and to recommend modifications to the program related to external factors, internal challenges, and educational deficits of nurses entering the program. A review of the evidence-based literature and feedback from focus groups of leadership stakeholders were used to develop recommendations for residency program improvement. Using qualitative analysis of the focus group data, three common themes emerged related to external factors: financial resources, patient acuity, and generational differences that influence nurse satisfaction with the residency program. Three additional themes emerged related to organizational barriers to satisfaction with the program: preceptor availability and development, limited training hours due to productivity standards, and leader time to support novice nurses. Reality shock when starting to practice in the high acuity critical care area was the most frequently reported educational deficit among new nurses. Recommendations for program improvement included obtaining feedback from residency program participants and preceptors, initiating preceptor development pathways, reinstituting a dedicated cost center for nurse residents' training, and using competency assessment tools to customize training plans for residency program participants. This project has the potential for social change by increasing job satisfaction and retention of new nurses and improving health outcomes in critical care patients.
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Clarke, Brenda A. "Flexibility as a dimension in the provision and management of post-registration nurse education". Thesis, University of Bath, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342074.
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Connor, Mary. "Training in counselling : The development, implementation and evaluation of 'Listening and responding', and approach to teaching communication skills to nurses". Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379126.
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Wickenden, S. A. "Self-directed learning in nurse education : a case study on an orthopaedic ward". Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848566/.
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The study reported in this thesis is concerned with the education of basic general nurses whilst they are working in the clinical setting. Set against a system where the position of the student is essentially that of an apprentice, previous studies have demonstrated that theory is often divorced from practice and any teaching which does take place is frequently sparse and erratic. In an attempt to alleviate this situation, this study examines the circumstances surrounding the introduction of a scheme of self-directed learning (in the form of learning packages) into two orthopaedic wards in a District General Hospital. Using a case study approach to educational research, the techniques of illuminative evaluation are used to monitor the project in all its phases (planning, production and implementation). Throughout the study the effects of this educational innovation are viewed from three main perspectives: i) the student and pupil nurses ii) the permanent, qualified staff on the wards; iii) the nurse teachers. Findings from the study demonstrate that although the planning and production of learning packages which are appropriate for use in clinical areas is both time-consuming and initially expensive, their use in promoting learning and in helping students (and pupils) from a wide range of educational abilities to apply theory to practice is effective. Since the learning package was introduced, i) the students' motivation to learn increased, their study habits improved and they became generally more questioning; ii) the quality of teaching by both the qualified ward staff and the nurse teachers improved in a variety of ways. The total effect was therefore one of a generally enhanced teaching/learning milieu within the clinical areas concerned. There was some definite evidence to suggest that this change of circumstances had a beneficial effect on patient care. The need for a "partnership approach" to nurse education between the nurse teachers and the clinical staff was highlighted by the findings from every stage of the study, as was the changing role of the teacher who employs methods of self-directed/ distance learning. In the last chapter of the thesis certain conclusions are drawn from these findings and they are examined alongside those from other studies which have investigated the teaching and learning of nurses in the clinical areas. The external validity (generalizability) of small, predominantly qualitative studies of this nature is also discussed. Finally several recommendations are made and suggestions are put forward for further research in similar areas.
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Scialdo, Antonia. "Predictors of student success in the Army Medical Department (AMEDD) Licensed Practical Nurse training program (91WM6) as identified by expert nurse educators, instructors, and administrators at Fort Sam Houston Post, San Antonio, Texas". Texas A&M University, 2004. http://hdl.handle.net/1969.1/3056.
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The U.S. Army Licensed Practical Nurse (LPN) dates back to the fall of 1947
and evolved from severe professional nursing shortages of World War II. Today, as in
the past, to sustain U.S. Army readiness the highly medically trained combat soldier
must possess skills and competency of an LPN, which is a result of successful
completion of a 52-week 91WM6 training program.
The purpose of this two-part descriptive study includes evaluation of
quantitative and qualitative data. The Delphi technique and a retrospective student
record review were utilized to gather data. Dependent variables included student
demographics such as age, rank, gender, years of military experience, marital status,
prior education and medical related experience, Armed Services Vocational Aptitude
Battery (ASVAB) scores, specifically Skilled Technical (ST) and General Technical
(GT), students interpretation of stressors of military life, occupational goals, number
of college units attained, number of examinations failed and physical fitness tests failed, Article 15Âs administered, and counseling. The independent variable was
successful completion of the National Council Licensure Examination for Practical
Nursing (NCLEX) examination on the first attempt.
Major research findings of this study included:
1. The research revealed higher pass rates for a private first class and
specialist, as compared to lower pass rates of corporals and sergeants.
Additionally, soldier students in the study who had completed at least one
college unit (had attended college), had a 92% pass rate as compared to
those who had not completed any additional education or college after high
school (75.0%). It is suggested that prior experience may improve entry
cognitive skills that enhance academic performance along with the studentÂs
achievement.
2. The research revealed that those soldier students who tended to have higher
GT and ST scores failed program tests significantly fewer times.
3. Based on the results of the expert opinions of the panelists (Delphi) who
participated in the study, the highest-rated predictors in completing the
course were positive study habits, demonstrating diligence, and motivation.
For predictors related to passing the NCLEX-PN, the highest rate was the
ability to think critically and specifically preparing for the NCLEX
examination.
35
Jay, Mercia Vanita. "Learning outcomes towards the formal training of nurse case managers practising in South Africa". Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1540.
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Thesis (MTech (Nursing))--Cape Peninsula University of Technology, 2007This study focuses on the specialised field of Nurse Case Management and the need for formal training for Nurse Case Managers (NCMs). In particular, the study aimed to establish what the outcomes should be of a learning programme for practising NCMs in South Africa. I used a descriptive survey study design. Data was collected using the Delphi technique. The Delphi technique involves questionnaires to be distributed, collation of the data returned and the distribution of a revised questionnaire for input from the participants. Each questionnaire distributed becomes a 'round' and forms part of the process of data collection. A group of experts working in the field of managed healthcare (MHC) were included as the study respondents. Consensus was reached after three rounds as to what the learning outcomes for NCMs should be. This study found that NCMs practising in South Africa require a specialised set of competencies that are not covered in the basic general nursing training. A learning programme for this area of specialisation needs to include outcomes related to relevant legislation, a code of ethics, managerial and clinical competence, administrative competence in managing contracts, good governance, research, (data analyses) and (business) reporting within the context of MHC.
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Young, Jacquelyn Estelle. "Development of a Guide to Successful Onboarding of New Nurse Graduates". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2182.
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The literature indicates that serving as a preceptor for new nurse graduates can be challenging and stressful without proper training in this role. Many organizations appoint preceptors without providing training and support for the role, which negatively impacts both the new nurse and the preceptor. Evidence shows that a preceptor workshop can cultivate the knowledge and skills needed to train and precept new nurse graduates. Further, there is evidence that preceptorship programs ease new graduates' transition to practice, increase employee satisfaction, and improve the quality of care provided to clients. The purpose of this developmental project was to develop a preceptor workshop to prepare registered nurses to serve in the capacity of preceptors within a local agency to ease the transition for new nurse graduates into practice, increase employee satisfaction, increase retention rates, and promote higher quality of care within organizations. The preceptor workshop proposed in this project incorporates Watson's caring theory, Benner's novice-to-expert model, and Wright's domain-specific competency assessment model. These theoretical frameworks served to guide the curriculum and design of an eight-module workshop. This workshop will be shared with the partnering organization with the recommendation for implementation and evaluation within the next year. Development of an effective training program for preceptors will result in positive social change by improving outcomes for preceptors, preceptees, the organization, and the clients. Implementing this workshop will have a positive impact on the quality of care provided to clients within the organization by the affects on retention rates, satisfaction, and transition to practice.
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Balogh, Ruth P. "Performance monitoring for nurse & midwife training institutions : some problems for the conduct of action research". Thesis, Institute of Education (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252002.
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Sambrook, Sally Anne. "Models and concepts of human resource development : academic and practitioner perspectives". Thesis, Nottingham Trent University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263937.
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Keyzer, Dirk Mitchell. "Learning contracts, the trained nurse and the implementation of the nursing process : comparative case studies in the management of knowledge and change in nursing practice". Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10006530/.
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The adoption of a " nursing " model in practice and education is discussed in relation to the socio-cultural and organisational factors which have shaped the traditional care giver role. Issues arising out of this change in the "practitioner" role are identified. The changing roles of the nurse and the teacher are described and discussed. The move toward an autonomous role for the clinical nurse is seen to require a change in the nurseteacher relationship. Learning contracts are perceived to be a vehicle for implementing the new roles of the nuise and the teacher. The writer in the role of an observer-who-participates negotiates learning contracts with nurses working in four wards of four hospitals in one Health Authority. The clinical areas are described as one community hospital, one long-stay geriatric unit, one psychiatric rehabilitation unit and one psycho-geriatric assessment unit. Thus, community, general and psychiatric nursing are included in this study of the management of knowledge and change in nursing practice. A variety of data collecting techniques are employed to give an illuminative evaluation of the outcomes of the learning contracts and the effect formal and non-formal education have on the implementation of the nursing process. The formal approach to education takes the form of the Diploma in Nursing (London University, Old and New Regulations) and the Joint Board of Clinical Nursing Studies Course in Care of the Elderly (940/941). The non-formal inputs are the clinically based learning contracts negotiated with the nurses in the four clinical areas.The data are presented as comparative case studies which record the organisational policies adopted by the Health Authority and the outcomes of the learning contracts in the four clinical areas. From the case studies two "themes" emerge: that of role conflict and the problems of assessing thedegree of change achieved. A theoretical framework of "codes and control" is developed from that originally presented by Bernstein (1975) for general education and adapted to health care organisations by Beattie and Durguerian (1980). This framework is used to interpret the changing roles of the nurse and the teacher, and the division of labour between the professional nurse and the woman in her own home. It is argued that the implementation of the "practitioner" role demands a redistribution of power and control in favour of the patient and the nurse vis-a-vis the manager, the teacher and the doctor. Further, in addition to the teacher's and the clinical nurse's dependence on the manager for the resources required to implement the desired change in practice, nurse-practitioners are dependent on the knowledge held by doctors, clinical psychologists and occupational therapists to implement the nursing process. In the presence of an inadequate basic education programme and a limited access to continuing education, the data suggest that the literature on the nursing process and the key documents distributed by the R.C.N. (1981) and the U.K.C.C. (1982) are making demands upon the clinical nurse with which she is unable and sometimes unwilling, to comply. It is argued that a "codes and control" framework identifies the complexities of the change toward the "practitioner" role and thereby, clarifies the existing role. In this way concepts of care held by the nursing staff are identified which in turn, can be utilised in model building to promote a "grounded" theory of nursing in the cultural and organisational context of nursing in the United Kingdom. Thus the use of learning contracts which identify the nurse's need for continuing education, in conjunction with an action research mode utilising case studies, can assist in the development of a theory for nursing practice and education. In this way the theory for nursing has its basis in clinical practice, is refined through research, and is returned to practice through the education programme. It is therefore argued that learning contracts have a useful role to play in bridging the gap between theory and practice in the school of nursing and institutions of higher education. The data recorded in the case studies suggest that in the absence of a redistribution of power and control and/or supportive education programmes during and after the period of transition between the old and new roles, the implementation of the nursing process will merely continue the existing Nightingale strategies. The formalisation of the present problem-solving approach to care in the form of care plans will not necessarily promote the "practitioner" role desired by the profession. Instead the clinical role will continue to be defined by physicians and management will consolidate its position in the hierarchy of the bureaucratic organisation of the National Health Service. This will not be challenged by nurses in that it will continue the existing strategy of "reifying" the presence of the "professional" nurse and an particular, her position in institutions of higher education. Such a strategy although satisfying in terms of status will lead to the clinical nurse being asked to implement a role with which she is unable to comply. This in turn will lead to role conflict and a greater division between the "theory" of the school and the "reality" of the ward.
40
Thorne, Terence Michael. "The socialisation of student nurses : the 'peri-entry' approach to the socialisation trajectory : a four-study examination of the pre- and post-entry socialisation experiences of new entrants into nurse education". Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/14449/.
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This thesis examines the socialisation trajectory experienced by new entrants into nurse education. Specifically, it presents for consideration, the 'peri-entry' approach to the socialisation process. The 'peri-entry' approach is so called because it concentrates, both on the period prior to commencement, and after commencement. The approach covers three phases, the pre-entry phase, the entry/encounter phase, and the post-entry phase. The approach consists of four conceptual components, and these are located in its conceptual framework in the three phases. These conceptual components are; the pre-entry expectation formation phenomenon, Reality Shock, changing images of nursing, and changes in the individual's 'nursing' self-concept. The 'peri-entry' approach suggests that consideration be given to the possibility that reported changes in attitude and emotional states following entry may be due to expectations about the course, formed in the pre-entry period, not being matched by post entry experiences. These post-entry changes, the 'peri-entry' approach suggests, appear to occur in the dimensions of the four conceptual components. In order to examine the likelihood of this, the four dimensions of the approach are examined empirically by four studies, within the practitioner research philosophy. Each of the studies gave some measured support for the propositions made by the 'peri-entry' approach. Students did appear to hold inappropriate expectations on entry, there was evidence of Reality Shock, their images of nursing did become more negative, and their 'nursing' self-concept did grow progressively more positive. iii Recommendations were made as to the most appropriate ways to minimise any negative attitudes towards nursing, and nurse education, that students may develop. Also, suggestions for further research into socialisation in nurse education were made. These further studies, it is anticipated, may identify further possible aspects of socialisation that may also impinge on the educational lives of the students who choose to enter nursing as a career.
41
Collins, Sheila M. "Curriculum innovation in response to 'The Future Pattern of Basic General Student Nurse Training/Education' (ENB 1984)". Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/843562/.
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The focus of the research is on the process of implementing curriculum innovation in six English nursing schools in response to the invitation from the statutory body - the English National Board for Nursing, Midwifery and Health visiting - for collaboration between nursing schools and institutions of higher or advanced further education. The thesis begins with a review of the historical background, and the events leading up to the Board's call for experimentation in September 1984; the first two chapters, which are largely descriptive, recording previous attempts to reform the pattern of initial preparation nursing. Content analysis of the submissions reveals differences and similarities in the proposals from the six schools. One scheme, in a rural area, makes no external educational linkage; one nursing school links with a college of education, one with a tertiary college, two with polytechnics and one with lecturers from the extra-mural department of a university. Five of the schemes propose a change in curriculum context and in the status of the student - with supernumerary status for six months, one year or two years. One does not propose to alter the context of the curriculum, but proposes major changes in curriculum content teaching/learning strategies and assessment. An interpretive approach is then adopted to elicit the view of those planning and preparing to introduce change. Visits between July 1986 and July 1989 were made to each school for discussion with individuals and groups, and open interviews with participants and others. Factors influencing the implementation, modifications, and educational or organisational changes in the collaborating institutions are discussed - revealing differences in each social milieu. Issues raised in the six schemes include; the issue of time - the time-scale for adoption of plans, preparing and introducing change, time for preparing everyone involved for changing roles, and the difficulties of time spent travelling between two sites; developing the infrastructure and communication system; the workload for innovators and implementors; maintaining support networks, and the complexity with large, or frequent annual intakes of students. The evidence points to the need for assessment and evaluation to be an integral part of the planning procedure within parameters agreed by the statutory bodies - the UKCC and ENB. The issues raised in the research are relevant to those planning nursing courses for Project 2000.
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Beattie, Heather, i res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers". Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.
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This research explores how experienced nurses perceive their role as clinical teachers in an environment that is challenged not only with on-going changes in healthcare delivery, but also by the expectation that it will continue to provide positive clinical learning opportunities for undergraduate student nurses. Schools of nursing in Australia have undergone rapid and far-reaching change as a consequence of the legislated transfer of nursing eduction to the tertiary sector. Expectations that nurse academics will possess higher degrees and be actively involved in research mean that faculty members have less time to be directly involved in their students learning during clinical practice placements. The literature indicates that the responsibility for moment to moment teaching and learning thus appears to have been implicitly given to clinical staff who may not possess any formal qualifications for teaching, yet are largely responsible for students learning through clinical placements. Indeed some clinicians report a worrying lack of knowledge of clinical supervision models giving cause for further concern about the nature of the clinical learning environment. Schools of nursing expect that clinical practica will provide opportunities for students to learn how to be a nurse through guided questioning, analysis and critical thinking. It is evident that in some settings, this represents an ideal situation and not the reality. Critical reflection on these issues has informed the purpose of this research and helped to shape the following questions that focus the conduct of the study: Research Question One. How do experienced nurses create positive clinical learning environments for student nurses? Research Question Two. How do experienced nurses resolve the often-contradictory demands of nursing students and those of the practice setting? Research Question Three. How do changes in the healthcare environment impact on the experienced nurse's role as a clinical teacher? The theoretical framework for this study was underpinned by the interpretive philosophies of hermeneutic phenomenology and symbolic interactionism, because they acknowledge the personal experiences and meanings of the participants. A case study approach was utilised because it acknowledges the given context of the participants. Data were collected from six experienced nurses through a series of semi-structured interviews, informal interviews and periods of participant observation supported by field notes and the researchers diary. Participants identified that their perception of their role as clinical teachers was constructed of three intersecting roles: that of facilitator of learning, assessor and socialiser. This study concludes that several factors influence these nurses perception of their role as clinical teachers. In particular, the positivist work culture of the clinical setting and nurses own past experiences and world view of nursing combine to shape these nurses perception of their role as clinical teachers. The research concludes that the expectations that students will be supported in their endeavours to be critically thinking, problem solving and reflective practitioners may, in fact, be unrealistic in the current, economically constrained, clinical environment. It is evident that experienced nurses, despite being willing to be involved with clinical teaching, have to function in rapidly changing environments that do not always offer opportunities for nurses to reflect on their practice. However, the creation of positive clinical learning environments in these circumstances requires an increased understanding and appreciation by both schools of nursing and their students of the impact of change on these nurses and their clinical environment. This appreciation may result in more effective collaboration between nursing education and nursing service to assist student nurses to learn not merely through repetitive practice and busywork, but also through opportunities to observe, question and understand their nursing practice.
43
Schoen, Jodi Lynn. "CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1563.
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JODI L. SCHOEN Doctor of Philosophy degree in WORKFORCE EDUCATION & DEVELOPMENT, presented on March 22, 2018, at Southern Illinois University Carbondale. TITLE: CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS COMMITTEE CHAIR: Dr. Barbara Hagler The study of learning styles and teaching styles is a topic of growing interest and debate over the benefit of matching learning styles to teaching styles for improved student performance. There is a diversity of learning style and teaching style instruments that attempt to identify patterns or preferences. The learning theory suggests that knowing this information can improve learning through adjusting curriculum or teaching styles armed with this knowledge. A need for further research in the learning context of nurse aide student population was identified and the focus of this research. Hence, the purpose of this study was to examine the learning styles of students and teachers, teaching styles and the influence of congruency on performance. The sample for the study consisted of 187 nursing assistant students and 23 instructors. The Kolb Learning Style Inventory (LSI) version 3.1, and Grasha-Reichmann Teaching Style Inventory (TSI) were used to measure learning styles and teaching styles, and a questionnaire was used to gather demographic data. These data were compared to test scores gathered via The Illinois Nurse Aide Competency Test. The findings showed that there was no significant influence of the four learning styles identified through the Kolb LSI of accommodating, diverging, assimilating and converging. However, there was a significant relationship between the concrete experience (CE) learning style construct and decreased test performance. There were no significant findings to support the congruency of learning styles of students and teacher on outcomes. Although the mean scores of those matching learning styles achieved a higher mean of 84.75, as compared to 80.28 to those not-matching learning styles. Teachers had an increased preference for Expert, Formal Authority and Personal Model teaching styles, and teaching style had no significant effect on test performance. The most common learning styles were Diverging (39%), Assimilating (28%), Accommodating (26%) and Converging (7%) for students, and Assimilating (40%), Diverging (35%), Converging (15%) and Accommodating (10%) for teachers.
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Theriaque, Tina June. "Educational Training of Staff Nurses for Evidence-Based Practice". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5275.
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Translating research into practice takes 10 to 20 years or more. Evidence-based practice (EBP) integration remains at 10% to 20%, despite recommendations requiring EBP-guided decisions. Up to 30% decreases in health care system spending, improved quality outcomes, and increased staff satisfaction result from EBP integration. Nurse leaders, who rate quality and safety as the highest priority but EBP as the lowest, are accountable for EBP enculturation; a desire to support bedside registered nurses in EBP exists, yet this EBP use knowledge gap supersedes this goal. The purpose of this project was to provide an EBP education program introducing the use of evidence to guide nursing practice. The project question addressed whether an education program for staff nurses on introduction to EBP would increase nursing staff perception of the value of EBP and their interest in implementing EBP. Knowles's theory of adult learning and the nursing process guided this project. The 36 participants completed the16-question EBP Beliefs Scale before and after the education program on introduction to EBP. Results from the paired samples t tests showed there was a significant difference in each response on the survey, indicating an increased understanding of the fundamental value of EBP, as well as the participant's individual ability to implement EBP within clinical practice. The limited findings contribute to the existing body of knowledge, while positive social change implications include resolving public health and safety issues, reversing fiscal irresponsibility, and overcoming resistance to change, which is at the heart of implementing and enculturating EBP.
45
Krause, Kathryn J. "An analysis of first duty station placement and new graduate transition education and retention in the Navy Nurse Corps". Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FKrause.pdf.
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Thesis (M.S. in Management)--Naval Postgraduate School, March 2010.Thesis Advisor: Mehay, Stephen. Second Reader: Hatch, William. "March 2010." Author(s) subject terms: Navy Nurse Corps, manpower, education, training, transition program, retention. Includes bibliographical references (p. 77-83). Also available in print.
46
Robinson, Jill Elizabeth. "Implementing project 2000: A study of a period of change in nurse education in one Project 2000 demonstration district". Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267559.
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Johnson, Hattie L. "Facilitators, barriers, benefits and limitations of a nurse mentoring relationship". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40165.
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This qualitative study explores the facilitators, barriers, benefits, and limitations of the mentoring relationship between recently graduated nurse mentees and their mentors. These nurses participated in a seven-week New Nurse Internship Mentoring Program in an urban hospital.
The study sample consisted of twenty inexperienced and nineteen experienced registered nurses who represented diverse racial, cultural, and clinical nursing specialties. Focus group and open-ended personal interviews were used to gather data. Findings were reported by open coding, domain and thematic analyses.
Major findings of the study were related to four research questions accompanied by important information regarding the mentoring experience in general. Four research questions which guided the study included: (1) What are the facilitators of the mentoring relationship? (2) What are the barriers to the mentoring relationship? (3) What are the benefits of the mentoring relationship? and (4) What are the limitations of the mentoring relationship?
Findings suggested the relationships were viewed as good to excellent. The transition from student nurse to graduate nurse was seen as both difficult and smooth. Mentoring was defined in relation to mentor characteristics. positive mentor traits were identified as patient, supportive and knowledgeable.
Facilitators to mentoring were identified as factors which were helpful including mentor and mentee personality characteristics and institutional factors. Barriers to mentoring were identified based on debilitating factors, personality conflicts, scheduling conflicts, mentor dislike for the job and mentor lack of knowledge. Means to overcoming barriers included matching team schedules I rewarding the mentor and increasing mentor training. Benefits were defined as advantages to the mentor, mentee, institution and profession. Respondents were reluctant to identify limitations.
Findings verified that a nurse mentoring relationship is an important factor in assisting the transition of graduates into the nursing profession. Findings offer implications for nursing education and professionals responsible for providing a work environment supportive to developing clinically competent nurses.Ph. D.
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Balogh, Ruth Penelope. "Using action research to develop a national performance monitoring framework for nurse and midwife training institutions". Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10018907/.
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This thesis reports on the way in which action research techniques %% ere used to conduct a two-year programme of commissioned research. This programme consisted of a brief in two phases from the English National Board for Nursing Midwifery and Health Visiting to develop performance indicators (PIs) for training institutions on a national basis. The substantive research findings are reported. and the contribution of particular aspects of action research to the research project are evaluated, with reference both to the literature on performance monitoring in the public sector and the literature on educational action research. The research findings from a first phase of work show that terminology about performance monitoring is confused, especially with respect to distinctions between "qualitative" and "quantitative" issues. They also show that much current practice neglects important ethical issues such as potentially conflicting models of accountability. An analytic framework is therefore proposed for clarifying various aspects of this terminology and incorporating an ethical dimension which locates information systems within a context of differing and possibly competing interests. The thesis then describes how this framework was used to develop a second phase of research within a policy environment which had, by that time, become highly unstable. Findings from this second phase showed that it would be possible for the Board to specify some core data items from which nationally agreed PIs could be developed, but not without further debate about accountability structures and different models of resource allocation. The research project made an active contribution towards assisting the development of performance and quality monitoring structures at training institution level by publishing some of the research tools, literature and findings as a teaching pack ( Balogh et al 1989). The specific contribution of action research to this project is evaluated by reference to Lew in's (194) original formulation, to Smith's (1981) distinction between four levels of discourse: the discipline, the paradigm, the operational and the technical, and to insights drawn from the critical policy analysis literature. This multi-disciplinary evaluation proves to be useful in contributing to critical debate on nurse and midwife education policy, and more generally in relation to the rapidly developing field of human services management information systems.
49
Greenwood, Jennifer. "The impact of geography, training, and experience on scope of practice among Certified Registered Nurse Anesthetists". VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3440.
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The role of Certified Registered Nurse Anesthetists (CRNAs) in the delivery of anesthesia care is evolving given the recent recommendations for Institute of Medicine and provisions in the Affordable Care Act. Despite rigorous clinical training and consistent outcomes studies to support quality care given by CRNAs, the scope of practice of nurse anesthetists is frequently limited, and they do not practice to the full extent of their education and training. As health care spending becomes more constrained and demand for anesthesia services rises, the role of nurse anesthetists as more autonomous providers of anesthesia may be required to maintain access to quality care in a cost-conscious environment. Understanding the factors that influence one’s decision to engage in a broad scope of practice may guide training and recruiting practices. Using Bandura’s Self-Efficacy Theory as a framework to conceptualize scope of practice, an internet based survey of a cross-section of practicing CRNAs was conducted. Subjects responded to questions to describe the geography of their practice, experience as a civilian or military CRNA, and detailed clinical training variables. A composite score was created to gauge overall quality of clinical training. Each CRNA then rated their global scope of practice using a novel SOP-VAS, from 0-100. 1409 subjects participated in this study, yielding 1202 usable data sets. CRNAs practicing in rural locations exhibited higher mean SOP scores than those practicing in urban and suburban locations (p<0.001). CRNAs practicing in states that had opted-out of physician supervision had higher mean SOP scores (p<0.001). Years in Practice was positively correlated with SOP (p<0.01), however months on active duty in the military as a CRNA did not show a statistically significant correlation with SOP. Gender and the composite quality score also demonstrated a statistically significant affect on SOP. Regression modeling using significant predictors from prior analyses resulted in predictive model to describe SOP (p<0.001). Use of the novel SOP-VAS was found to be a reliable and valid tool to measure SOP among nurse anesthetists. Further study is warranted to identify additional factors that may contribute to scope of practice among nurse anesthetists.
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McDaniel, Vivienne. "Enhancing the Nurse Aide Student's Knowledge of Evidence-Based Geriatric Care Practices". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5903.
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Certified nurse aides provide approximately 65% of care to more than 1.4 million older adults residing in nursing homes who have been diagnosed with 1 or more chronic illnesses or debilitating conditions. Licensed nurses rely on nurse aides to report potentially harmful status changes in geriatric residents. Nurse aides often receive limited education and do not have a structured care process to guide them in their practice in the geriatric population. The purpose of this educational quality improvement project was to develop a geriatric-specific nurse aide care process to increase the knowledge of student nurse aides regarding processes to identify and observe potentially harmful status changes in geriatric residents, and what changes to report immediately to a licensed nurse. The knowledge-to-action model was used to address the practice problem and to guide the translation of this evidence-based project into practice. The methodology used to guide data collection and analysis was a 1-group, quasi experimental, pretest/posttest design to compare participants' knowledge before the intervention with their learning outcomes after the educational intervention was implemented. The findings revealed an increase in the knowledge of student nurse aides after the educational intervention. The project may promote social change on an organizational level by demonstrating the need for a structured geriatric care process for nurse aides prior to their entry into the long-term care workforce to improve care outcomes for geriatric residents. The project may involve social change at the state level because incorporating this process may require additional hours in the nurse aide education program curriculum.