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1
Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education". Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.
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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals.
Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type.
Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.Ed. D.
3
Dragich, Bernadette Marie. "Caring in Nursing Education". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27154.
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Narratives are used to explore personal beliefs and assumptions about caring in oneâ s personal and professional life. This dissertation recognizes the process of caring is interpretative and evolves from personal experience. I address issues of caring within the practice of nursing and nursing education from a feminist perspective. I begin with my own personal narrative in which I seek to uncover my own caring essence as a basis for inquiring into issues of caring and feminism in nursing education. Theoretical constructs from educational nursing and feminist literature are explored to develop a personal model of caring within nursing education. Nursing students must be educated within a caring learning environment so they can develop a caring stance with patients. Dialogue within teacher-student interaction is at the center of such an environment. This dialogue encourages authentic presence with students that leads to an intuitive knowing. Nursing students need to learn to let their intuitive sense guide the use of technology. Of course, that means educating their intuitions. Autobiographical vignettes are used to reflect on the experience of a nurse educator as caring guides teaching-learning activities in a nursing curriculum. Caring within clinical teaching encourages reflection and increases self-awareness. Clinical teaching is seen as an opportunity to unite theory and practice. It encourages students to be receptive to patients and places value on contextual experiences. An examination of contextual experience shows that care is relational and encourages connections with others. Care is sustained through relationships that give voice to nursing students and patients. This process of giving voice makes caring more visible to others. This visibility allows nurses to celebrate caring occasions and validates worth of caring in nursing. Caring practices within nursing education help students recognize the power within themselves to institute change. Nurse educators must encourage students to care for themselves. This process will help them stay in touch with what they need as individuals as they provide care to others.Ph. D.
4
Mkhize, Sipho Wellington. "Transformational leadership model for nursing education leaders in nursing education institutions / Sipho Wellington Mkhize". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4011.
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The nursing education leader provides visionary leadership to his/her organisation, as well as
to the profession of nursing, and must have t he authority and resources necessary to ensure
nursing education and training standards are met. This link between professional practice
and operational activity of the organisation leads to greater involvement in decision making
and fosters collaboration within nursing education and training and interdisciplinary teams. A
collaborative approach contributes to quality education and training. It involves lecturers
participating in a common vision for their workplaces and being recognised for their unique
contribution.
Nursing education leadership is required to work out work schedules and to ensure that
proper service rendering is at the order of t he day. Nursing education leaders are appointed
according to their academic achievement and not their managerial or leadership skills.
Policies, t he environment, and the workplace have, however changed significantly over the
past couple of years. This has left nursing education leaders without a proper model to
manage and lead the structure of their Nursing Education Institutions. As part of the process
of reaching the academic level, leadership skills will play a secondary role. Although this.is
the reality, leadership skills need to be addressed as part of the total armour of the nursing
education leader.
Based on the problem statement the following research questions were posed:
-• How can a model for transformational leadership be developed for nursing education
?leaders in Nursing Education Institutions .
To answer this question the following sub questions were posed:
-• What are the concepts and related concepts in transformational leadership for nursing
education leaders in the context of Nursing Education Institution?
• What is the relationship between these concepts and how can these relationships be
constructed for the development of a model for transformational leadership for nursing
education in the Nursing Education Institution? As it is the researcher's intention to identify the concepts from an emic perspective, the
following questions were formulated:
• What are the expectations of the lecturers, students and administrative personnel of
nursing education leaders?
• What are present leadership styles used by nursing education leaders?
The overall aim of this study was to:
• Develop a model for transformational leadership for nursing education leaders in
Nursing Education Institutions.
In order to achieve this aim the following objectives were formulated:
PHASE 1 OBJECTIVES
The objectives of phase 1 were formulated to enable the identification and classification of
concepts in relations to transformation to transformational leadership of nursing education
leaders in the Nursing Education Institutions.
These objectives were as follows:
• Phase 1(a)
To explore and describe the expectations of the nurse educators, students and
administrative personnel from nursing education leaders.
To describe the present leadership styles used by nursing education leaders.
PHASE 2 OBJECTIVES
To develop and describe a model for transformational leadership for nursing education
leaders in the Nursing Education Institutions, the following objectives were formulated:
Phase 2 (a): To describe the concepts in the model for transformational leadership for
nursing education leaders in the Nursing Education Institutions
Phase 2 (b): To construct relational statements between concepts,
Phase 2 (c): To critically reflect on the model for transformational leadership for nursing
education leaders in the Nursing Education InstitutionsThesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.
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Foss, Sharon Lee McCarthy John R. "Strategic planning in nursing education". Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918612.
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Thesis (Ph. D.)--Illinois State University, 1989.Title from title page screen, viewed October 3, 2005. Dissertation Committee: John R. McCarthy (chair), Robert L. Arnold, Ronald S. Halinski, Rodney P. Riegle, David L. Tucker. Includes bibliographical references (leaves 96-99) and abstract. Also available in print.
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Durgahee, Twalebuddeen. "Joint-appointments in nursing education". Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305539.
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Weierbach, Florence M., i Jo-Ann S. Marrs. "Shared Governance for Nursing Education". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7093.
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Rowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.
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Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools". Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.
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This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system.
Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were.
Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.
10
Frissell, Sharon Elaine. "Stakeholder perceptions of basic nursing education". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29336.
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This study addresses three aspects of basic nursing education. First, the study documents the extent to which those people whose views shape nursing education (stakeholders) disagree. Second, the study considers the sorts of reasons offered by nurse educators for curricular choices and, third, it focusses on recommendations for basic nursing education.
In the first part of the study, which addresses the first four questions, the sample (n=740) consisted of five groups: nurse service administrators, representatives from the ministries of health and education, representatives from the Registered Nurses Association of British Columbia, nurse educators and physicians. Each person was asked to complete a questionnaire. In the second part of the study, which addresses the fifth research question, the random sample (n = 33) consisted of nurse educators. Each was interviewed by the researcher.
Completion of the questionnaire by the five groups revealed that stakeholders differed significantly in their rating of objectives, course content and clinical areas, and in their views of the appropriate type and the length of educational preparation. Much of the disagreement occurred between physicians and other groups. While some agreement was found on objectives, course content and clinical areas among the groups, there was also disagreement among all groups studied.
Types of reasons given by nurse educators for particular curricular choices were (in order of frequency): educational, institutional, client, traditional, professional and 'other'. However the emphasis given to these categories varied — depending on the type of educational institution at which the educator was employed.
In the third portion of the study the author — considering, among other things, the expressed wishes of the stakeholders surveyed — offers a proposal on the general form basic nursing education in British Columbia might take. It is her opinion that a suitable basic nursing education program should be at least four years in length, be one which allows students a choice of electives and one which offers a choice of clinical specialties.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
11
Morris, Robert Francis. "Nursing education program administrators, moving on". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23102.pdf.
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Forbes, Heather Isobel. "Nursing students' perceptions of their education". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1990. http://hdl.handle.net/10092/2427.
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This thesis provides an interpretation of nursing students'
perceptions of their education, exploring these from the perspective of
four themes curriculum, socialisation, professionalism and power.
Two methods of data collection were used: the in-depth interview, the
principle research method, which produced critically reflective
dialogue, and structured questionnaires which provided a chance to
generalise the data to the wider nursing student population.
This study differs from previous studies of professional
socialisation by addressing the subjective experiences of nursing
students as they complete their education. It emphasises the influence
both formal and informal education has on the students' perceptions of
nursing. It is contended that explicit acknowledgement of this
influence is critical in order to understand the development of these
perceptions.
The results of the study revealed constraints experienced by the
students within their nursing education. It demonstrated that the
environments in which this education takes place influence nursing
students' interpretations of their social worlds. Contradictions reported
between the idealised, client centred objectives of the nursing courses
and the actual practices of nurses within bureaucratic institutions,
exemplify a socialisation process which promotes acceptance of
institutional constraints on professional practice. The evidence
suggested that the dominant ideologies, or hidden curriculum, of both
the polytechnic and the hospital systems socialise the nursing student
into existing hierarchical structures.
It is argued that both nursing educators and students need to
openly acknowledge the relationship between the overt and covert
aspects of the curriculum, if nursing education is to encourage
graduates to be critically reflective of their professional practice. Lack
of acknowledgement of the hidden curriculum exacerbates the
difficulties students encounter when attempting to challenge existing
institutional practices. Discussion is made of the study's implications for
programme and curriculum development and suggestions for further
research are identified.
13
Bowers, Sally, i Lisa M. Haddad. "NRSE 6308 - Nursing Education Micro Perspectives". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8382.
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Sargsyan, Alex, i S. Newman. "Genetics and Genomics Education in Nursing". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8470.
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Granada, Liezel. "Nursing Education Workflows in EHR Training". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6757.
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A need for improvement in nursing education regarding inpatient workflows and informatics skills was identified at this project site. Upon hire, nurses were required to complete a 4-hour basic class on the electronic health record (EHR) system, but this class did not include inpatient-nursing workflows needed to provide and facilitate care for patients. This project addressed the lack of EHR education on inpatient nursing workflows. The focus of this staff education project was an education class on inpatient nursing workflow provided to a nurse residency class. Sources of evidence were obtained through a literature search and pretest/post test data analysis. The literature used to support the project included articles on best practices for EHR education for nursing. The pretest and post test design was used to determine if there was an increase in EHR knowledge after the education. Benner's novice-to- expert model served as the framework. The mean total proficiency scores on inpatient nursing workflows in the EHR improved from pretesting to post testing, (6.8 to 7.8, p = 0.048). The study findings showed improvement in participants' average proficiency, knowledge, and clinical skills in the EHR. This project findings demonstrated the need for an inpatient nursing informatics workflow class for all nursing staff, and the findings supported an increase in education to facilitate workflow and care safety. This project promotes positive social change by improving curricula, raising awareness of how technology affects clinical care and practice, and encouraging continuous quality improvement through informatics education.
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Dyck, Jeffery Mark. "Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education : an interpretive ethnographic study". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31564.
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In Canadian schools of nursing, men constitute around 9% of the student cohort. Among the men who attend schools of nursing, rates of attrition are far higher than those of female students.
There is little research that addresses the character and quality of male nursing students' educational experiences, nursing instructors' understandings of gender in the context of nursing education and the relationship between gender and the culture of the nursing classroom.
This multi-site qualitative study utilized an interpretive ethnographic methodology and was conducted at two large, undergraduate schools of nursing in Western Canada. Data collection consisted of participant observation of 15 classroom teaching sessions (24 hours) followed by semi-structured interviews of between 60 and 90 minutes duration with 6 male, upper level nursing students who were participants in the classes and 6 female nursing instructors who taught the classes.
Major themes that resulted from data analysis addressed the role of men in the nursing classroom and the culture of nursing education. The role of men in the nursing classroom was characterized by the theme of playing a different role: relying on traditional masculinities. Men's behaviours aligned closely with traditional masculinities and involved components of leadership, assertiveness, comic relief and risk-taking. The theme of masculinities in a feminine place addressed the sexualized and sometimes stereotyped identity of male nursing students, as well as the fact that they see themselves as being accommodated rather than integrated in the classroom setting. The theme of incongruence between masculinities and femininities involved the disconnect that men perceived between male and female priorities and learning styles, as well as the risks that men face in the maternity clinical rotation and around the use of touch in the clinical setting.
These findings suggest that nursing instructors need to consider gender when planning and carrying out their teaching, avoid parody or stereotypes of masculinities, and avoid assumptions that male students are homogeneous. These actions could help lower the attrition rate of male nursing students and offset the nursing shortage. Further research that is longitudinal and which includes data from female students would help enrich these findings.Applied Science, Faculty of
Nursing, School of
Graduate
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Al-Mahmoud, S. A. "Saudisation of the nursing profession : the contribution of nursing education and training". Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679219.
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McCall, Cheryl L. "Associate Degree Nursing Faculty Perspectives about Human Patient Simulation in Nursing Education". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2285.
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This study addressed the use of simulation as an adjunct to experiential learning in nursing education. The purpose of this study was to determine the perceived needs of faculty required for successful incorporation of simulation in nursing curricula in associate degree nursing programs in the southern region of the United States. This study further explored experienced nursing faculty perceptions regarding how simulation can enhance or supplement specific components required in nursing curricula.
The population was a convenience sample of faculty members teaching in public funded NLNAC accredited associate degree nursing programs in the southern region of the United States. Data were collected using the Barriers to Simulation Utilization scale, a demographic questionnaire, and a researcher developed question exploring the current use and perceived acceptable use of simulation in associate degree education.
This study found that associate degree nursing faculty in the southern region of the United States perceive that adopter/innovation and organization/communication factors are facilitators of simulation. Organizational support, adequate training, faculty workload consideration, and the use of a technology or simulation coordinator were identified as factors that may facilitate the use of simulation in associate degree programs. Components of nursing curriculum were identified that could be taught using simulation.
The results of this study are consistent with others and add to the body of knowledge related to faculty needs for successful incorporation of simulation in nursing curricula.
19
Matsuda, Masami, Katsumasa Ota i Chiharu Ito. "Educational content in nurse education in Japan: A Delphi study". SAGE Publications, 2011. http://hdl.handle.net/2237/16635.
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Sochacki, Susan G. "The Use Of Storytelling In Nursing Education". Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1261159653.
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Robinson, Diana Janet. "Continuing education in a professional nursing association". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.
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Continuing education for health professionals is a field of adult education that has emerged since World War II. The need for continuing education for Registered Nurses (RNs) has arisen largely as a result of concern over competence. Because of the changes in the nature of nursing practice, the ever increasing amount of knowledge required, and the impact of technology, RNs are required to continue their learning if they are to remain competent. As a result of the increasing demand for continuing education, the number of providers and institutions offering continuing nursing education has expanded. Currently, the professional nursing association is the second largest provider of continuing education, second to educational institutions.
This paper describes the development of the continuing education program within a professional association, the Registered Nurses' Association of British Columbia (RNABC). Four questions were used to guide the examination of the historical record of the RNABC from 1912 to the present. Three periods of development were identified, from 1912 to 1940, from 1941 to 1967, and from 1968 to the present. Within each period, three areas were identified, to assist in presentation of events or activities that occurred during each time period: major developments, policy development and governance, and educational activities and services. In Chapter IV, the study questions were used to analyze the development of the RNABC continuing education program in each of the three periods. In Chapter V, a summary of the paper is given, and conclusions and implications of the study are described. Conclusions reached were that the RNABC has always been actively involved in continuing nursing education, however the nature of its involvement has changed over time; that the RNABC has changed and adapted to internal and external events and trends that have influenced its educational program; that the Association has been both proactive and reactive in response to trends and events that affected its educational program; and that the RNABC views continuing education as an integral part of its activities and uses continuing education to achieve its primary purpose, to ensure safe nursing care to the people of British Columbia.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
22
Fraser, Joy H. "Administrative issues in nursing distance education programs". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34765.pdf.
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Myrick, Florence. "Preceptorship and critical thinking in nursing education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ34815.pdf.
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Wilson, Debra Susan. "Transforming nursing education : a legitimacy of difference". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2001. http://hdl.handle.net/10092/1845.
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In 1973 two trial pre-registration nursing education programmes were piloted in New Zealand polytechnics. These represented an alternative to traditional hospital-sited schools of nursing. The establishment of nursing education in the tertiary sector marked a radical challenge to the cultural heritage of apprenticeship-style nursing training associated with paternal and medically-dominated health institutions. This thesis offers a Foucauldian and feminist poststructuralist analysis of discourses employed by fifteen senior nursing educators in the comprehensive registration programmes between 1973 and 1992. The women employed to teach in the comprehensive programmes faced unique challenges in establishing departments of nursing, in developing curricula that would promote a reorientation of nursing and in supporting candidates to attain their nursing registration. Through semi-structured interviews and discourse analysis methods, a set of unique characteristics shared by this group of early leading comprehensive nursing educators has emerged. The women's narratives were underpinned by discourses that centre around the valuing of education as a vehicle for emancipation and an upholding of a legitimacy of difference in nursing educators' work. The participants upheld the importance of clinical practice skills and drew on their own student nursing experiences as incentives for reforming nursing education. These nursing educators conceptualised an idealised type of graduate, and commonly employed an heroic metaphor to describe their experiences as senior comprehensive educators. Their engagement with such discourses and their shared characteristics demonstrate unique re-constitutions of power, knowledge and relations with their colleagues and clients throughout the education and health care sectors. I propose that these traits characterise the women as strategic and astute professionals who successfully negotiated the construction of comprehensive nursing programmes as a legitimate and transformative preparation for nursing registration.
25
Yekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran". Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.
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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.
26
Cameron, Nancy G. "User Experience Design in Online Nursing Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7045.
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Leufer, Therese. "Tackling evidence-based practice in nursing education". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702872.
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This study addresses the challenge of preparing undergraduate student nurses to be able to engage profitably in Evidence -based Practice. It focuses on the tension between learning about Evidence-based Practice within the Academy and the competencies and skills required to utilise it in clinical settings. Evidence-based Practice is a dynamic process which has core components and defined steps. Nurse education programmes are required by regulatory bodies to prepare nurses to utilise the best evidence to underpin their practice. However, they provide no specific guidance on how this should be organised and delivered or how it can be measured within nurse education programmes. This study evaluated a teaching module in nurse education which was re-designed to embed Evidence-based Practice into its teaching, learning and assessment strategies. The new module aimed to foster capability for Evidence-based Practice at undergraduate level through specifically modified teaching, learning and assessment strategies; and to evaluate the impact of the intervention on the attitudes, beliefs, knowledge and utilisation of Evidence-based Practice. The study was a pre-test/post-test quasi-experimental design employing two questionnaires administered to the same cohort on two separate occasions. The pre-test was administered immediately before the module commenced; the post-test was administered after the module, following a year-long placement in clinical nursing practice. Participants were also asked two free text response qualitative questions regarding their views on aspects relating to Evidence-based Practice in practice. Results indicated static levels of knowledge, attitudes and beliefs about Evidence-based Practice between pre-test and post-test phases. Declined levels of utilisation were demonstrated on post-test measurement. The findings suggest that programme-wide curricular reform coupled with a focused, structured collaboration with clinical partners is required if Evidence-based Practice is to become embedded in nurse education and practice. A number of theoretical perspectives offer real promise of greater insight and understanding of how nurses learn, know and practice and the factors that can and do affect these characteristics. Such insight could facilitate more sensitive, appropriate and targeted integration of Evidence-based Practice knowledge into practice ensuring its success and sustainability
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Orduña, Audray. "Experiences of African Americans in nursing education". Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.A disseratation submitted by Aubray Orduna to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.
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Palmer, Troy Jeffrey. "Barriers to Male Faculty in Nursing Education". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6470.
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Men are underrepresented among nursing faculty, providing few role models for male students who might benefit from interaction with male faculty. Male nursing faculty may face barriers similar to those faced by women in male-dominated professions. Diehl and Dzubinski's model of gender-based barriers served as the framework for this quantitative study conducted to identify disparities between male and female nursing faculty that may prevent men from entering, continuing, and advancing in nursing education. The association between the percentage of male nursing faculty with geographic region; institution type (i.e., public, private secular, or private religious); and 4 career variables (i.e., education level, rank, tenure, and administrative position) were investigated in this study. Data were obtained from 20,953 faculty from the American Association of Colleges of Nursing 2017 Annual Survey of Baccalaureate and Graduate Nursing Programs. Chi square analyses indicated significant associations between the percentage of male nursing faculty with both the 4 geographic regions and with institution type as well as with several career variables. Post hoc tests revealed a lower percentage of male nursing faculty in religious institutions in the North Atlantic region; significant associations between the percentage of male nursing faculty and faculty education level, specifically in public institutions in the South and private secular institutions in the West; academic rank in public institutions in the South and West; and tenure status in private secular institutions in the North Atlantic and in public institutions in the South and West. Uncovering these discrepancies could lead to an increase in male nursing faculty which, in turn, would provide more role models for male students and may aid in attenuating the shortage of nurses.
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Jurns, Carolyn Sue. "Promoting Policy Advocacy in Nursing via Education". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3688.
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Nurses have a professional, ethical, and social responsibility to advocate for optimal healthcare and an optimal professional environment. However, nurses often default on that responsibility. Leadership at a national nursing organization's state affiliate (SNO) perceived a need to optimize its members' policy advocacy. To meet that need, the Policy Advocacy Toolkit for Nurses (PATN) was developed for this doctoral project. The evidence-based PATN relied on established theories and frameworks, notably Knowles' adult education theory and Kingdon's multiple streams approach; research specific to this project; evidence from other researchers, healthcare organizations, and government websites; and input from a statistician, nursing education experts, and SNO personnel. The PATN's creation had 2 research questions. The first research question asked what SNO members' motivators and barriers to advocacy were. Chi square tests of survey results addressing this issue found significant relationships between advocacy levels and perceived speaking skills (χ2[4, N = 176] = 30.435, p = .000), understanding of SNO's daily advocacy activities (χ2[4, N = 176] = 17.814, p=.001), and understanding of policy creation (χ2[4, N = 176] = 33.830, p = .000). The second research question asked if the PATN's design was significantly improved after incorporating SNO design-stakeholders' input. A paired sample t test revealed no significant difference (p>.05) in the PATN with the stakeholders' input added. Details for evaluating the PATN's sustained effect on political astuteness, as offered in this doctoral project, were provided to the SNO. The PATN, evidence-based and built on the perceived needs of its intended users, should promote positive social change by promoting nurse advocacy.
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Tyler, Holley. "Nursing Education on Caring for the Dying". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3329.
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Healthcare teams can implement care initiatives to promote a positive dying experience. However, there is a lack of knowledge related to how best to care for dying patients. Nurses do not receive extensive training in nursing school to care for patients at the end of life, yet most, at some point in their careers, experience the provision of this type of care. It is important to ensure that nurses caring for dying patients have been educated about end-of-life care. The purpose of the quality improvement project was to address the lack of end-of-life care education among critical care nurses in an acute care hospital by implementing and testing the effectiveness of an end-of-life care educational program. Kolcaba's theory of comfort was chosen as the theoretical framework for the project. Registered nurses (n = 34) employed on a critical care unit participated in the one-group pretest/posttest design project. The nurses completed the Healthstream online end-of-life care education, and knowledge improvement was determined through comparison of pretest and posttest scores. Descriptive tests were completed to determine the mean score. The descriptive data analysis and tests showed that participants' level of end-of-life care knowledge improved after they completed the formalized educational program. Participants' scores increased from pretest (68% to 100% correct answers) to posttest (93% to 100% correct answers). The primary populations benefiting from the project are nurses, dying patients, and family members of dying patients. The social change implication of the findings is that if nurses receive education on end-of-life nursing, increased knowledge of appropriate care for dying patients is expected.
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Steiner, Heidi. "A Nursing In-Service for Diabetes Education". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5947.
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Nurses play a central role in preparing patients for discharge. Diabetes affects one-third of all hospitalized patients, with readmission rates 20% higher for patients with diabetes. Low health literacy affects patients' ability to understand education provided during a hospitalization, especially in diabetic patients who are required to perform complex self-care activities. The rehabilitation nurses within the practicum site struggled to provide adequate diabetes education, leading to patients' readmissions and frequent calls to the nursing unit post discharge. The purpose of this project was to educate nurses on an inpatient unit about survival skills and teach-back approaches to improve inpatient diabetes education. Orem's self-care nursing deficit theory guided the project. Nursing literature provided current evidence-based practice guidelines on diabetes education for the staff education program. An expert panel was used to evaluate the effectiveness of the project in improving rehabilitation nurses' knowledge, skills, and ability to administer patient education to diabetic patients using the teach-back method. All 6 expert panel members agreed that the in-service content was relevant to the environment and would improve the nurses' ability to deliver diabetic education on the rehabilitation unit using the teach-back method. Current knowledge of diabetes education practices and strategies to overcome low health literacy can bring positive social change and improve nursing practice by advancing the nurses' ability to provide inpatient diabetes education.
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Rappold, Sally McHugh. "The Effect of Nursing Education on Emotional Intelligence Scores". Thesis, University of Montana, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744602.
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The purpose of this research study was to examine the difference between three levels of nursing students (sophomore, junior, senior) and their assessed emotional intelligence (EI) scores. A quantitative, quasi-experimental study was conducted with a population of nursing students from five separate campuses at Montana State University, and a control group of education students at the University of Montana. The following research question was explored in this study: What difference, if any, does nursing education have on the emotional intelligence scores of sophomore, junior, and senior Bachelor of Science in Nursing (BSN) students? Students voluntarily completed the online EQ-i 2.0 assessment resulting in composite standard scores with a mean of 100 and a standard deviation of 15 calculated for the total, scale and subscale EI scores. Mean total standard EI scores were 103.59 (nursing students, n = 51) and 94.43 (education students, n = 7). A one-way analysis of variance (ANOVA), analysis of covariance (ANCOVA), and correlational statistical analyses were conducted. No statistically significant difference was found between the sophomore, junior, and senior students and their assessed EI scores. However, further analysis showed that a moderately strong positive correlation existed between participants’ ages and EI scores: (r = .34, n = 51, p =. 02) with R 2 = 0.11.
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Dellavalle, Maryleah. "The multi-levels of nursing education impact on nurses' attitudes /". Staten Island, N.Y. : [s.n.], 1997. http://library.wagner.edu/theses/nursing/1997/thesis_nur_1997_della_multi.pdf.
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Fukuyama, Katherine. "Negotiating the education and practice disjuncture in nursing clinical placements : nursing faculty’s perspectives". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46015.
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This qualitative research project is an exploration of how nursing faculty make meaning of their experiences in the disjuncture between what is taught about best practice and what is found in many clinical practice sites. Nursing faculty members teach best practices, but when they take students into practice arenas, the students do not necessarily see those best practices. Instead, they may see caregivers substituting “supposed efficiencies” for best practice. As guests in a hospital, faculty members have no clear-cut entry point to make changes. As both nurses and educators, they face quandaries in places where practice is inadequate; they may want to remove their students but because they are nurses, feel ethically obligated to stay and to attempt to change practice. As educators, they must role model competent nursing care yet may be in a setting where structural conditions create a situation in which nurses are unable to provide best practice. The nursing faculty’s role creates a unique liminal place at the practice-education interface that is challenging and uncomfortable.
Constructivism/interpretivism and critical theory inform this study. The main theorist is Dorothy Smith (1992, 2005, 2006). Smith’s critical theory perspective brings into view power relations that organize, but are often invisible to, the everyday activities of nurse faculty in clinical settings. Twenty-four clinical nurse faculty members from post-secondary institutions were interviewed. The main themes arising from these interviews were conflicts, dual consciousness, being a guest and maintaining placements. Analysis of these themes found that faculty members engage in a complex set of negotiations to address disjunctures as they seek to meet the needs of students, patients and staff. The complexity of the navigation is reflective of how faculty and staff nurses are embedded in a nest of social relations with other caregivers, administrators, patients and their families under conditions of neoliberalism. A neoliberal corporate ideology that has infused the health care system has made it difficult for nurses to provide care as they are taught. These uncomfortable moments can become teachable moments not only about “good practice” but also about advocacy for change in structural conditions that constrain “good practice.”
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Ritch-Brant, Barbara Ann. "Baccalaureate-prepared women in nursing: Return to graduate education in nursing in midlife". W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618480.
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Weierbach, Florence M., i Sharon D. Loury. "Nursing Theory: Education to Practice in Southern Appalachia". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7388.
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Crow, Sonia. "The integration of nursing education within higher education : an exploratory study". Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297852.
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Rassool, Goolam Hussein. "Predictors of educational outcomesof undergraduate nursing students in alcohol and drug education". Thesis, St George's, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511956.
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Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education". Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.
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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.
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Cameron, Nancy G. "Challenges of Nursing Education in 2010 and Beyond". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/7072.
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Fedko, Andrea Lauren. "Examining the relationship between clinical judgment and nursing action in baccalaureate nursing students". Thesis, Indiana University - Purdue University Indianapolis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241251.
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Clinical judgment provides the basis for nurses’ actions and is essential for the provision of safe nursing care. Tanner’s Clinical Judgment Model and its associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been used in the discipline of nursing, yet it is unclear if scores on the rubric actually translate to the completion of an indicated nursing action. This is important because clinical judgment involves identifying and responding to patient situations through nursing action, and then evaluation of such actions. The purpose of this observational study was to explore the relationship between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action, as measured by a nursing action form.
The clinical judgment and completion of an indicated nursing action was measured in 92 participant students at a Midwestern university school of nursing who were enrolled in an adult medical/surgical nursing course that included simulation and debriefing during which scoring occurred. This study explored whether clinical judgment, as measured by the LCJR, was related to the completion of an indicated nursing action. In addition, this study evaluated whether Responding, as measured by the LCJR was related to the completion of an indicated nursing action. The data revealed that a very weak relationship was present between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was present between the dimension Responding, and the completion of an indicated nursing action; however, these findings were also not statistically significant.
This study expands upon previous clinical judgment research in nursing and identifies a need for additional methods of evaluating clinical judgment in baccalaureate nursing students including action appraisal so that deficiencies are established and targeted for improvement.
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McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice". Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.
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Samuel, Shuba. "Educational Outcomes of Online Registered Nursing to Bachelor of Science in Nursing Students". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6110.
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The projected nurse workforce shortage and the need for nurses with bachelor's degree has increased the number of accelerated and online programs in nursing education. The evolving healthcare system demands registered nurses (RNs) to demonstrate critical thinking skills and evidence-based practice in varied healthcare settings. The purpose of this quantitative study was to analyze if academic variables, such as preadmission grade point average (GPA), predicted evidence-based skills and research utilization skills among students enrolled in the online RN to Bachelor of Science in nursing program. The theoretical foundations of this study was comprised of Knowles's adult learning theory, Benner's stages of clinical competence, and Facione's critical thinking concepts.. Archival data were retrieved from one university and analyzed using multiple linear regression, The results showed that the admission GPA predicts the evidence-based practice skills, research foundation skills, and the graduating GPA. However, there is an inverse relationship between the course grades of the Foundations of Nursing Research and the Quality and Safety through Evidence-Based Practice course. The social change impact of the study would be that students would be able to predict their academic success in the Foundations of Nursing Research and the Quality and Safety through Evidence-Based Practice course using this model. Admission personnel will be able to prepare students prior to enrollment by identifying their strengths and areas of strength.
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Walter, Pamela Alison. "#Where is the heart of nursing?' : the discourse of validation in nursing". Thesis, London South Bank University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336377.
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The impetus for this study derived from a policy document of the English National Board (ENB 1985a) which raised the notion of 'peer review of courses', and from personal experience of some of the first Project 2000 validation events. The development of a national peer review process would be a radical departure from the existing closed mechanism of course approval by the statutory body. At the validation events for Project 2000, nursing as a subject, seemed to be avoided. For me this raised questions as to what these validation events were achieving. The study begins by introducing the theoretical framework which was central to understanding how knowledge for nurses has been developed and approved. This incorporates notions of power (Lukes (1974), the sociology of knowledge, and communication (Habermas 1970). Strategic power has been exercised over nurses through patriarchal strategies to control nurses work and access to knowledge, and legitimately by nursing's statutory body to approve pre-registration courses. The advent of Project 2000 courses required conjoint validation with higher education. The change in the approval process has enabled shifts in power relations to occur. Since knowledge claims are part of what is validated through academic debate, the question raised was "how do nurses account for nursing know ledge and how is this recognised at validation events?" The nature of the data to be collected and analysed was informed by the theoretical framework and the research methodology, discourse analysis (Potter & Wetherell 1987). Data included; literature that provided historical and contemporary information about the development of 'knowledge for nurses', 'nursing knowledge' and validation; official circulars from the statutory body related to curriculum development for Project 2000; course documentation presented at four validation events; the official reports from those events; field notes of the validation events. Discourse analysis is concerned with language use and aims to explore the subtleties and complexities of technical explanations in natural contexts. It focuses both on the variation and construction of accounts and involves developing hypotheses about the purposes and consequences of language. The first stage of the analysis revealed that validation discourse was constructed through the use of four interpretive repertoires. The' assimilatory' and' accommodatory' repertoires were used to demonstrate how ways of working either did or did not follow agreed procedures/rules. The 'accounting through theories' and 'accounting for (nursing) educational processes' repertoires were used to account and not account for nursing. The second stage explored the function of the repertoires. One pair of competing repertoires were used to either exercise power or create conflict. Conflict was also created when the repertoires came together. A voiding this was worked hard at by validators and validatees and was achieved through an 'appeal to a higher authority' device. The second pair of repertoires ensured that whilst certain aspects of nursing were discussed, practice knowledge was avoided. The repertoires were also used to prevent certain issues getting on the validation agenda, significantly practice knowledge. The validation events were arenas in which the use of strategic power and communication dominated. Their use illuminated issues which constrained validators and validatees, and which militated against the notion that validation was conducted by peers in an 'ideal speech situation'. There is discussion of ways in which discourse analysis and critical theory can be brought together to capture practice knowledge and emancipate the discipline of nursing
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DiGiacomo, Ingeborg Haug. "The clinical experience in nursing education : a case study /". Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11355141.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Keville Frederickson. Dissertation Committee: Herve Varenne. Includes bibliographical references (leaves 132-141).
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Moore, Brad. "Test Anxiety and Nursing Students". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/169.
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Test anxiety has been a problem for many individuals not only in the workforce, but also in many schools and colleges (Driscoll, Evans, Ramsey & Wheeler 2009). According to Driscoll et al., when compared to high school students and the general public (17%), nursing students are shown to have over double (55-60%) the rate of moderately high to high test anxiety. Cognitive test anxiety can account for a 7 to 8% drop in test grades, which can drop test score’s an entire letter grade (Cassady & Johnson, 2001). The purpose of this research is to explore the level of test anxiety in East Tennessee State University (ETSU) nursing students using the Cassady Cognitive Test Anxiety Scale. This study, “Test Anxiety and Nursing Students” was conducted at a Bachelor of Science in Nursing program for students at a large regional university. The Cassady Cognitive Test Anxiety Scale was administered to 220 nursing students one week prior to a major test at the end of the class period. All of the students completing the surveys volunteered to do so. After collection, data was analyzed using IBM Statistical Product and Service Solutions (SPSS) version 18.0.2. This study confirmed the findings of Driscoll et al. (2009) and Cassady et al. (2001), that nursing students have a higher occurrence of test anxiety. Intervention has the potential to improve test scores. This allows for ETSU students to have a better first-pass rate on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and improve student retention rates. In addition, it provides the opportunity for further research interventions to reduce test anxiety for nursing students.
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Nehring, Wendy M., i D. Dubose. "Integrating High-Fidelity Patient Simulation in Nursing Education". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6734.
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Hemphill, Jean Croce. "Trends in Nursing Education: Integration of Education, Research, and Practice: When Mission Meets Reality". Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7561.
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Padayachee, Poovanesthree. "The role of the clinical preceptor in enhancing nursing education at a nursing college". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96013.
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Thesis (MCurr)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The profession of nursing is a twofold vocation that has a scientific theory as the foundation of all nursing intervention or skill. Despite clinical preceptorship being a useful strategy of teaching, many training hospitals and clinical facilities are without this avenue of learning and where available, it is often not optimally utilised. The aim of this study was to explore the role of the clinical preceptor in enhancing nursing education at Edendale Hospital and Edendale campus of a nursing college. A mixed method approach was applied utilizing both qualitative and quantitative methods to collect information about the experiences and challenges as well as clarify existing problems. Samples were drawn from all stakeholders of nursing education i.e. nursing students, nurse educators and ward managers of Edendale Hospital and Campus using random and purposive sampling respectively. Data were collected using selfadministered questionnaires for students and nursing managers and an interview guide for focus group interviews for nurse educators. Ethical approval was sought from the Health Research Ethics Committee at the Faculty of Medicine and Health Sciences at Stellenbosch University, the Department of Health, the Kwazulu-Natal College of Nursing and Edendale Hospital and Campus. The findings of this study support Weidenbach’s Prescriptive Theory in which the author maintains that nursing is a practice discipline designed to produce explicit desired results which here refers to the enhancing of nursing education with the contribution of clinical preceptorship. Patricia Benner’s Dreyfus and novice to expert models were used to express the need for meaningful practical experience in nursing students and to shows nurse educators how to identify the practical learning needs of the students and assist them acquire competence. The results of the study suggest that the clinical preceptor is a mentor and a guide who facilitates the correlation of theory and practice in nursing education. The results also suggest that students are experiencing problems in clinical practice and that clinical preceptorship is needed. A number of recommendations are made based on limitations identified in the present teaching-learning process. One of the recommendations is that partnership building strategies be fostered between the hospital, the campus and the Faculty of Nursing Education. This team approach could clearly define the role of the clinical preceptor to ensure optimum nursing education. Further research is recommended.
AFRIKAANSE OPSOMMING: Verpleging is ’n tweeledige beroep met ’n wetenskaplike teorie as grondslag vir elke verpleegintervensie of -vaardigheid. Ten spyte daarvan dat kliniese instruksie (“preceptorship”) ’n nuttige onderrigstrategie is, ontbreek dit by baie opleidingshospitale en kliniese fasiliteite, en waar dit beskikbaar is, word dit dikwels suboptimaal aangewend. Die doel van hierdie studie was om ondersoek in te stel na hoe belanghebbendes by verpleegopleiding by Edendale-hospitaal en -verpleegkampus kliniese instruksie ervaar, en om sodoende vas te stel of kliniese instruksie verpleegopleiding by daardie fasiliteite versterk. ’n Gemengde benadering van sowel kwalitatiewe as kwantitatiewe metodes is gevolg om inligting oor die ervarings en uitdagings in te win en bestaande probleme te verklaar. Steekproewe is met behulp van onderskeidelik lukrake en doelbewuste seleksie uit alle belanghebbendes by verpleegopleiding by Edendale-hospitaal en - verpleegkampus geneem, met inbegrip van verpleegstudente, verpleegopvoeders en saalbestuurders. Data is deur middel van selfvoltooiingsvraelyste vir studente en eenheidsbestuurders, en ’n onderhoudsgids vir fokusgroepgesprekke met verpleegopvoeders ingesamel. Etiekgoedkeuring is verkry van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Geneeskunde en Gesondheidswetenskappe aan die Universiteit Stellenbosch, die Departement van Gesondheid, die KwaZulu-Natalse Verpleegkollege sowel as Edendale-hospitaal en - verpleegkampus. Die bevindinge van die studie ondersteun Wiedenbach se voorskriftelike teorie, waarin sy volhou dat verpleging ’n praktiese dissipline is wat ontwerp is om bepaalde gewenste resultate te behaal. Patricia Benner se Dreyfus- en beginner-tot-kennermodel is ook gebruik om die behoefte aan sinvolle praktiese ervaring by verpleegstudente te staaf, en om verpleegopvoeders te wys hoe om studente se praktiese leerbehoeftes te bepaal en hulle vaardighede te help ontwikkel. Die resultate van die studie dui daarop dat die kliniese instrukteer as mentor en begeleier die korrelasie tussen teorie en die praktyk van verpleegonderwys fasiliteer. Die resultate dui verder daarop dat student probleme in kliniese praktyk ervar en kliniese instruksie benodig. ’n Aantal aanbevelings word gedoen op grond van beperkinge wat in die huidige onderrig-en-leer-proses uitgewys is. Een van die aanbevelings is die ontwikkeling van strategieë om vennootskappe tussen die hospitaal, die verpleegkampus en die fakulteit verpleegkunde te bou. Hierdie spanbenadering kan die rol van die kliniese instrukteur duidelik omlyn ten einde optimale verpleegopleiding te verseker. Verdere navorsing word aanbeveel.