Дисертації з теми "Continuing Nursing Education Program Evaluation"
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Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.
Повний текст джерелаButler, Mollie. "The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16510.
Повний текст джерелаENGLISH ABSTRACT: The Saudi Arabian Government has implemented a nation-wide policy to prepare its people for the workforce and has directed that the Saudi Council for Health Specialties (SCHS) be established. Under the SCHS umbrella the Saudi Nursing Board (SNB) has been formed for the purpose of regulating the nursing profession. While Saudi Arabia has for many years been dependent on the international community for nurses, it is now establishing its own nursing workforce. One challenge for the SCHS and the SNB is to ensure that practice standards are developed, since ultimately nursing practice affects the quality of the patient services and patient health outcomes. The Saudi nursing profession has a responsibility to develop its social mandate and provide a full range of services to the Saudi public. Systems and education programmes are required for all aspects of the regulatory process, including continuing professional development. Effective regulation systems are not based on a “one size fits all” approach. Furthermore, nurses need to insist on high quality education to develop both basic and ongoing competence and should be able to depend on the profession for social status and credibility. The purpose of this research was to develop, implement, validate and evaluate a continuing professional development learning programme for nurses working in Saudi Arabia. The learning programme was built from a vision of nurses (regardless of country) engaging in lifelong learning for the purpose of ensuring quality patient care and population health. The development of a continuing professional development learning programme is an initial step in fulfilling the need for educational structures to support standards of practice. The overall outcome of the research was functional by nature in that the knowledge of continuing professional development in nursing was generated and applied to nursing practice in Saudi Arabia. In view of the nature of the question, a mixed methodology was selected. Although the qualitative aspect was dominant, both the qualitative and quantitative aspects were used simultaneously. The design included exploratory and descriptive aspects. Furthermore, the researcher employed qualitative methods to develop, implement and evaluate the provisional learning programme and quantitative methods to validate the provisional programme, resulting in a partial explanation of the research phenomenon. The primary theoretical drive was inductive, as the purpose was to discover rather than to test the learning programme contents. Botes’ Research Model and King’s Theory of Goal Attainment were utilised. They complemented each other, as they both support a comprehensive, dynamic scientific approach to learning (health) outcomes influenced by the quality of nursing practice and practice environment. The research, which was outcomes–based, was carried out in the context of quality patient care (population health) and nursing practice situated within the Saudi Arabian setting, where the nursing regulatory system is emerging. As the questionnaire mean ( X ) results revealed scores of 3.0 to 3.9, data saturation was achieved during the first round of the Delphi technique. Fourteen experts from six different countries were asked to validate the provisional learning programme, which was duly done. The programme was implemented in a tertiary research hospital in Saudi Arabia. Formative and summative evaluations were also conducted. The results of the implementation and evaluation affirmed the effectiveness of the learning programme. Boyer’s Model for Scholarship was used to triangulate the research findings. These results formed the basis for the recommendations and final summary. The five broad recommendations that emerged from the research were that nurses should take on self-regulatory and leadership responsibilities; that they should engage in continuing professional development collaboration; that the nursing profession’s self-regulation responsibilities be acknowledged; that a healthy (quality) workplace environment be ensured; and that further research be done in this field.
AFRIKAANSE OPSOMMING: Die regering van Saoedi-Arabië het ʼn landwye beleid geïmplementeer om die mense van die land vir die arbeidsmag voor te berei en het opdrag gegee vir die stigting van die Saudi Council for Health Specialties (SCHS,) ʼn raad wat spesifiek met gesondheidsdienste gemoeid is. Die Saoedi Raad vir Verpleging (Saudi Nursing Board oftewel SNB) is tot stand gebring met die doel om die verpleegdiens in die land te reguleer. Nadat Saoedi-Arabië vir baie jare van die internasionale gemeenskap vir verpleegkundiges afhanklik was, word ʼn eie verpleegkorps nou in die land gevestig. Een van die uitdagings waarmee die SCHS en die SNB te kampe het, is die noodsaaklikheid om te verseker dat standaarde vir die praktyk ontwikkel word, aangesien die verpleegpraktyk inderdaad die gehalte van pasiënte-diens en gesondheidsuitkomste beïnvloed. Die verpleegberoep in Saoedi-Arabië is daarvoor verantwoordelik om sy maatskaplike mandaat te ontwikkel en ʼn volledige reeks dienste aan die mense van die land beskikbaar te stel. Stelsels en opvoedkundige programme is nodig vir alle aspekte van die reguleringsproses. Dit sluit voortgesette professionele ontwikkeling in. Vir ʼn reguleringstelsel om werklik doeltreffend te wees moet dit op spesifieke behoeftes gerig wees en kan een stelsel nie aan al die vereistes van diverse instellings voldoen nie. Dit is noodsaaklik dat verpleegkundiges op onderrig van ʼn hoë gehalte aandring ten einde basiese en voortgaande bevoegdheid te ontwikkel. Daarbenewens behoort hulle op die beroep te kan steun vir sosiale status en geloofwaardigheid. Die doel van hierdie navorsing was om ʼn voortgesette leerprogram vir die professionele ontwikkeling van verpleegkundiges wat in Saoedi-Arabië werk, te ontwikkel, te implementeer, te valideer en te evalueer. Die leerprogram het onstaan uit ʼn visie van verpleegsters (ongeag hulle land van oorsprong) wat hulle met lewenslange leer besig hou met die doel om diens van ʼn hoë gehalte aan pasiënte asook bevolkingsgesondheid te verseker. Met die ontwikkeling van ʼn leerprogram vir voortgesette professionele ontwikkeling is die eerste stap gedoen om in die behoefte aan opvoedkundige strukture ter ondersteuning van praktykstandaarde te voorsien. Die algehele uitkoms van die navorsing was funksioneel van aard deurdat die kennis van voortgesette professionele ontwikkeling in verpleging deur die verpleegpraktyk in Saoedi-Arabië gegenereer en ook daarop toegepas is. Vanweë die aard van die navorsingsvraag is besluit om ʼn gemengde metodologie, dit is kwalitatiewe en kwantitatiewe aspekte gelyktydig te gebruik, met die kwalitatiewe aspek as die dominante metode. Sowel verkennende as beskrywende aspekte is in die ontwerp ingesluit. Daarbenewens het die navorser kwalitatiewe metodes gebruik om die voorlopige leerprogram te ontwikkel, te implementeer en te evalueer, en kwantitatiewe metodes om die voorlopige program te valideer. Die navorsingsverskynsel is deur middel van ʼn gedeeltelike verklarende metode ontleed. Die primêre teoretiese dryfkrag was induktief, aangesien dit die doel van die navorsing was om die leerprogram se inhoud te ontdek eerder as om dit te toets. Daar is van Botes se Navorsingsmodel en King se Teorie van Doelbereiking (Theory of Goal Attainment) gebruik gemaak. Hulle het mekaar aangevul aangesien albei ʼn omvangryke, dinamiese wetenskaplike benadering tot leer- (gesondheid-) uitkomste, wat deur die gehalte van verpleegpraktyk en die praktykomgewing beïnvloed word, ondersteun. Die navorsing, wat uitkomsgebaseerd was, is uitgevoer binne die konteks van pasiëntediens van gehalte (bevolkingsgesondheid) en verpleegpraktyk, gesetel in die Saoedi-Arabiese milieu, waar die reguleringstelsel vir verpleegkunde aan die ontwikkel is. Data saturasie is reeds bevestig tydens die eerste rondte van die Delphi tegniek met gemiddelde tellings van ( X ) 3,0 en 3,9. Die navorsingsontwerp is daardeur verder versterk. Veertien deskundiges van ses verskillende lande is gevra om die voorlopige leerprogram te valideer, wat hulle ook gedoen het. Die program is in ʼn tersiêre navorsingshospitaal in Saoedi-Arabië geïmplementeer. Formatiewe en summatiewe evaluering is gedoen en die resultate van die implementering en evaluering het die doeltreffendheid van die leerprogram bevestig. Boyer se Wetenskaplikheidsmodel (Model for Scholarship) is gebruik om die navorsingsbevindinge te staaf. Hierdie resultate het die grondslag gelê vir die aanbevelings en die finale opsomming. Die vyf breë aanbevelings wat uit die navorsing voortgekom het was dat verpleegkundiges selfregulerende en leierskapverantwoordelikhede aanvaar; dat hulle aan samewerkingsaksies ten opsigte van voortgesette professionele ontwikkeling deelneem; dat die verpleegberoep se verantwoordelikhede ten opsigte van selfregulering erken word; dat ʼn gesonde (gehalte-) werkomgewing verseker word; en dat verdere navorsing op hierdie gebied gedoen word.
Simmons, Joanne Stephanie. "The Development and Validation of a Novice Nurse Decision-Making Skills Education Curriculum." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3512.
Повний текст джерелаHoltzinger, Pamela Susan. "Nonfatal Strangulation Continuing Education Program for Forensic Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7301.
Повний текст джерелаDunn, Kristina Ann. "Nursing Informatics Competency Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3985.
Повний текст джерелаWeekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.
Повний текст джерелаDivine, Allison. "Admissions Criteria and First-Year Completion Rates in an Associate Degree Nursing Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5850.
Повний текст джерелаGrissom, Charles Michael. "Behavior modeling : the evaluation of a program to develop conflict management skills." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618482.
Повний текст джерелаCooley, Janet, Lisa Gunderson, and Jacqueline Tate. "Creation, Delivery, and Evaluation of a Malignant Melanoma Continuing Education Program for Pharmacists." The University of Arizona, 2006. http://hdl.handle.net/10150/624522.
Повний текст джерелаObjectives: To create, deliver, and evaluate a malignant melanoma continuing education (CE) seminar for pharmacists. Methods: A CE program was developed and presented to educate pharmacists about skin cancer prevention, specifically malignant melanoma, and their role in prevention through patient counseling. All practicing pharmacists who attended the CE program were asked to fill out a knowledge indicator and assess their comfort level in counseling patients about sun safety before and after the program. The participants also answered questions addressing how often they counsel patients on sunscreen use, their personal experience with skin cancer, preferred CE format, previous CE attendance, sex, age, practice site, hours worked per week, and years since graduation from pharmacy school. Results: The survey instrument was completed by 84 pharmacists. The average score on the pre-test knowledge indicator was 4.95 ± 0.39 and the average score on the post-test knowledge indicator was 7.81 ± 0.39. This was a significant improvement (p < 0.01). There was a significant increase in participant comfort level when counseling patients about sun safety after attending the CE program (p < 0.01). Personal experience with skin cancer did not have a significant effect on the pre-test knowledge indicator scores, however it was associated with the knowledge indicator change score (p < 0.01). Completion of previous skin cancer CE programs did not have a significant effect on the pre-test knowledge indicator score or the change score. Conclusions: Pharmacists who attended the CE program improved their knowledge indicator scores when tested about malignant melanoma and sun safety. Many participants felt more comfortable counseling patients about sun safety and felt their counseling on sun safety would change as a result of attending this CE program.
Goerke, Leah Flores. "A Summative Program Evaluation of Online and Hybrid Military Professional Development Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3161.
Повний текст джерелаRogstad, Leanne. "Attrition in an associate degree program| The lived experience of the nursing student." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637177.
Повний текст джерелаUsing Wylie's (2004) Model of Non-Traditional Student Attrition as the theoretical framework, results of the analysis revealed student- and nursing-program-related factors that facilitate or hinder successful completion of the program. Barriers of completion included (a) amount and difficulty of course requirements, (b) difficult test rubrics, (c) ineffective instructors, (d) full-time teaching, (e) difficulty in balancing work, family, and school responsibilities, (f) language barriers, and (g) separation of work and school environment. Results of the study further showed that resolution of students' personal obstacles hindering program completion included (a) time and financial management, (b) establishing good relationships with instructors, and (c) use of student support services. While there is a plethora of extensive studies that have developed theories to explain students' early departure from nursing programs, there are only limited studies conducted with respect to nurse programs' retention or attrition in terms of the factors that lead to success in nursing programs. This current study investigated the lived experiences of students currently enrolled in an Associate Degree in Nursing (ADN) program as well as those who have dropped out of the program at a Midwest community college. Data were collected from 13 participants who participated in the semi-structured interview and were analyzed through a modified Moustakas (1994) van Kaam method. Results can be utilized by educational institutions to create ways to eliminate these barriers. Colleges might be more willing to provide additional student support during enrollment if the external factors that help students achieve success could be identified.
Singleton, Myra Haney. "Evaluation of a College of Medicine Peer-Mentoring Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2488.
Повний текст джерелаFarley, Patricia Ann. "Factors Related to Nursing Student Persistence in an Associate Degree Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3346.
Повний текст джерелаGeier, Colleen Avilla. "An Evaluation of an American Sign Language Interpreting Internship Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3096.
Повний текст джерелаGarcia, Jodi. "Student Perceptions of Factors Affecting Retention in a Rural Associate Degree Nursing Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2817.
Повний текст джерелаAmeyaw, Cherie Laverne. "Formative Program Evaluation of a Professional Learning Community in an Urban Elementary School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1638.
Повний текст джерелаDavenport, JoanneAndi. "A Modified Program Evaluation of Training for Employer Compliance With Health Insurance Requirements." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3343.
Повний текст джерелаTao, Jinyuan. "Evaluation of a secure laptop based testing program in an undergraduate nursing program." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6365.
Повний текст джерелаEd.D.
Doctorate
Education and Human Performance
Education
Fisher, Holly B. "Exploring programmatic issues which affect continuing legal education practice in Kansas." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35383.
Повний текст джерелаDepartment of Educational Leadership
W. Franklin Spikes
As individuals, we rely on the expertise of professionals to help us navigate the complex problems of modern life in areas such as medicine, accounting, social work, teaching, and the law. Although each profession has its own unique knowledge base, lexicon, and culture, they all share the need to keep members’ knowledge and skills current through continuing professional education. Driven by concerns like frequent law change, increasingly complex clients, and eroding public opinion, 46 states have instituted mandatory continuing legal education (MCLE) requirements for attorneys. The Kansas Continuing Legal Education (CLE) Commission administers MCLE in the state of Kansas by monitoring attorney compliance and accrediting CLE programs. In this study, the researcher used a mixed-methods approach to evaluate two existing data sets--survey outputs and focus groups transcripts--that were captured during the Kansas CLE Commission’s Education Initiative. The 260 CLE providers completing the survey and 22 focus group members varied demographically by structure (for-profit, nonprofit) and size (number of employees or course offerings). Using quantitative statistical tools and qualitative grounded theory methods, the researcher identified the current program planning and design, delivery, and evaluation practices of CLE providers in Kansas and evaluated these practices against best practices for any learning effort, as established by CPE research and theory. Study findings indicated that most Kansas providers plan, deliver, and evaluate CLE programs using more traditional, didactic, update-oriented approaches. Most participants reported CLE curricula that were focused on keeping attorneys up-to-date, delivering classes in traditional formats using speaker presentations, and evaluating programs with Level 1 reaction methods. Only some evidence existed of providers determining attorney needs using methods such as competency models or performance evaluations, refining course delivery according to learning styles, or evaluating programs at higher levels. Still, evidence was found of providers using creative ways to incorporate some best practices into their programs, such as partnering with the other stakeholders in the Kansas MCLE space (attendees, employers, and regulators) to plan and evaluate programs. Similarly, some providers are finding new ways to incorporate more interactive learning methods into their classrooms such as discussion groups, Q&A sessions, panels, mock trials, and networking. This research also provided important insights into the contextual realities and limitations that influence MCLE provider capabilities, priorities, or choices. Cultural norms of the legal profession such as a preference for traditional educational experiences, fierce opposition to any form of testing, and a focus on billable hours affect which best practices the providers are able to implement. Likewise, the diversity that exists across learning events, law practices, and providers in this space creates challenges to implementing new practices consistently across all programs. Finally, the fragmented, multistakeholder ownership of all Kansas MCLE processes means that providers alone are not able to implement fully the recommended best practices without the help of employer partners. This study added to the general body of knowledge concerning CLE programs with contemporary research, a new focus on providers as the source of data, and a context-specific assessment of current best practices application.
Perez, Alicia Carmen Marlena. "Program Evaluation of the Employee Health and Wellbeing Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7568.
Повний текст джерелаLundeen, Rebecca J. "Validity testing of instruments to measure variables affecting behavior change following continuing professional education in nursing." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048395.
Повний текст джерелаSchool of Nursing
Locklear, Brittany Renee. "Continuing Competency: An Evaluation for Retention 180 Days After the Annual Competency Assurance Program." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306433849.
Повний текст джерелаMercer, Lisa Marie. "Program Evaluation: A Federal Agency's Air Traffic Control Train-the-Trainer Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1855.
Повний текст джерелаRahman, Alphonsa A. "Development of a Nursing Informatics Competency Assessment Tool (NICAT)." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1715.
Повний текст джерелаMartinez, Nicholas. "A Program Evaluation of a Worksite Wellness Initiative for Weight Loss." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6896.
Повний текст джерелаWhiteley, Sarah Jay. "The construction of an evaluation model for use in conjunction with continuing education courses in the nursing profession." Thesis, Queen Margaret University, 1989. https://eresearch.qmu.ac.uk/handle/20.500.12289/7394.
Повний текст джерелаDoherty, Jennifer. "Continuing Professional Education in Athletic Training: Is Knowledge Acquired and Retained?" Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/118.
Повний текст джерелаCampbell, Nancy A. "A study of continuing education and behavior change following a precepting skills workshop." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958794.
Повний текст джерелаSchool of Nursing
Erickson, Whitney. "Evaluation of the N-O-T Program for Smoking Cessation among High School Students." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787312.
Повний текст джерелаAdolescents and young adults use more tobacco than all other adults, yet the percentage of this younger population eventually quitting the use of tobacco is lower. There is little evidence-based research to support adolescent smoking cessation programs. Using social learning theory (SLT) and the stages of change model, the purpose of this project was to evaluate the effectiveness of the Not-On-Tobacco (N-O-T) program, an evidence-based adolescent smoking cessation program, in reducing or preventing the number of cigarettes smoked by high school boarding students and to evaluate how best to individualize the program for this high school going forward. The DNP questions were asked to see to what extent the N-O-T program would reduce the prevalence of student smoking and what changes to the current program curriculum should be made to tailor the program to this particular high school. Pre- and post survey data were obtained from 10 students 15-17 years of age enrolled in the N-O-T program for violating the campus’ tobacco-free policy. A secondary data analysis using paired samples t test did not determine a statistically significant effect on smoking cessation in this small population of students. The findings did show a significant positive correlation between those who found the program “very helpful” and a decrease in the number of cigarettes smoked pre- and post program. Content analysis of student data resulted in recommendations to modify the program to make it more effective for this school. Awareness of interactions and relationships with others and successfully dealing with social changes through a program like the N-O-T program will lead to increased life-long health benefits, decreased medical costs, and lost productivity associated with tobacco use. School nurses are in an ideal position to implement a successful smoking cessation program.
Strommen, Linda. "Evaluation of the Business and Leadership Components of a Registered Nursing to Bachelor of Science in Nursing Program." Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/fse_etd/1.
Повний текст джерелаO'Sullivan, Ciaran Anthony Mary. "Evaluation of a successful high risk nursing student assistance program| One ADN program's journey." Thesis, National-Louis University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560140.
Повний текст джерелаA college education is, for many in America, part and parcel of the American Dream, and is certainly achievable. For countless reasons, students may enroll at community colleges underprepared, unprepared, anxious, and destined for a high risk of failure. Although community colleges are higher education institutions open and accessible to all who want to pursue an education, some degree programs are selective enrollment programs, such as nursing. Considering the stringent admission criteria and rigors of an associate degree in nursing (ADN) program, few are admitted. However, due to the pending shortage of registered nurses, assistance programs to help high risk nursing students succeed in school and pass their licensure exams to become RNs are needed for the future of the profession.
The purpose of this exploratory study is to identify factors of the successful Gateway/HRNS program embedded in the community college Associate Degree in Nursing program that fostered student retention, graduation and passing of the NCLEX-RN licensure exam on the first attempt. A qualitative case study methodology was utilized for this comprehensive program evaluation of one very successful ADN nursing program in a Midwest community college. Interviews of graduates of this high risk nursing program, focus groups of faculty teaching in the program, and archival and current document analysis were used to determined program factors that have helped high risk students over the past twenty years to succeed and become licensed, employed RNs.
Findings revealed that students and faculty highly valued three components of the high risk nursing student assistance program. These components were a) a pre-nursing summer introduction to nursing component comprised of many small courses; b) a mid-curricular second summer LPN option component; and c) regularly-scheduled weekly tutoring sessions throughout the two years of the ADN program. The most valued experience, according to program graduates, was the mid-curricular LPN Option course, which is mandatory for these high risk students and optional for other nursing students. It was felt this second summer component in the assistance program helped students to integrate nursing theory coursework and clinical which provided a substantial benefit as they entered their final year of the ADN program.
As a result of this study's findings, the O'Sullivan Strive to Thrive (S2T) Model for Student Success was developed to enable community college nursing leaders to develop assistance programs for high risk nursing students. There are eight steps in the Strive to Thrive (S2T) Model, designed to help ADN leaders and faculty promote and orchestrate the successful persistence and graduation of high risk students. Also included are directions for each of the steps as well as corresponding useful forms. This model to plan and design assistance programs for high risk students can be adapted by nursing department leaders in community colleges, as well as other nursing program venues and degree programs.
Burris, Roberta M. "Measuring the Learning Outcomes of a Continuing Education Seminar About the Aging Process on the Knowledge Level of Registered Nurses." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332596/.
Повний текст джерелаPauli, Valerie Marie. "An Evaluation of Service Learning for Associate Degree Nursing Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2135.
Повний текст джерелаJohnson, Lori J. "Student Perceptions of Effective Learning Strategies for National Council Licensure Examination Preparation." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700491.
Повний текст джерелаThe purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and positively impact the local hiring of qualified nurses. Guided by Knowles's adult learning theory, key results of the study and resulting project were developed from effective instructional strategies discovered from former NECC students. The central research question focused on identifying which teaching-learning strategies in the NECC nursing curricula improved students' critical thinking skills and problem solving skills. A qualitative case study design was employed with a purposeful sample of 15 former NECC nursing program graduates. Participant focus groups and annual program/accreditation documents were used to collect data to address how student nurses learn best in order to be successful on the exit examination. The project was the creation of a 3-day seminar in the first semester curriculum that focuses on effective licensure preparation instructional strategies to establish and maintain high NCLEX-RN pass rates. Implications for positive social change include, but are not limited to, improving students' problem solving skills and application of critical thinking strategies in order to positively impact the lives of the patients whom they will serve.
Mundine, Jennifer. "Nursing Distance Learning Course Comparison of Assignments and Examination Scores." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137911.
Повний текст джерелаNursing programs have embraced distance learning in their curricula, but discussion is ongoing about course assignments and grading criteria to increase examination scores in nursing distance learning courses. Because course examinations are a predictor of success on the postgraduate licensing examination (NCLEX-RN), the purpose of this study was to determine whether differences existed in student examination scores between nursing distance learning courses with and without points aligned to assignments. The theoretical framework was Knowles’s theory of andragogy, which highlights adults’ motivation and self-direction to succeed. The quantitative causal comparative study included a convenience sample of 164 students to compare archival data of 4 examination scores between 2 nursing distance-learning courses. Data analysis included an independent-groups one-tailed t test. No significant differences were found between the 2 courses, suggesting that students do not achieve higher examination scores with course points aligned with course assignments. Nursing administrators and faculty in nursing programs with a distance learning component will benefit from the findings of this study. Findings may be used to draft, revise, and implement assignment criteria and point alignment for nursing distance learning courses. Social change will occur when nursing distance learning faculty use problem-solving and critical thinking assignments, including case studies, discussion boards, group assignments, concept mapping and NCLEX-RN style testing in each nursing distance learning course. Because point alignment to course assignments do not significantly improve examination scores, implementation of problem-solving and critical thinking assignments is necessary to promote student learning and examination success.
Baptiste, Lennise JC. "Process use across evaluation approaches: An application of Q methodology in program evaluation." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271093193.
Повний текст джерелаShoemake, Jennifer J. "Most Likely to Succeed: The Exploration of Factors Affecting Successful Completion of a Practical Nursing Program." UKnowledge, 2017. http://uknowledge.uky.edu/edl_etds/20.
Повний текст джерелаCampbell, Patrick, Kristina Gerboth, and Terri Warholak. "Arizona Community Pharmacy Quality Assurance Legislation: Evaluation of Motivation, Awareness and Knowledge Change After Attending a Continuing Education Program." The University of Arizona, 2014. http://hdl.handle.net/10150/614148.
Повний текст джерелаSpecific Aims: On April 18, 2007, the Arizona legislature passed the Pharmacy Continuous Quality Assurance (CQA) law, with enforced compliance beginning January 1, 2014. With the lengthy lag time between passage of the law and required compliance with the law, a continuing pharmacy education (CPE) seminar was developed to educate Arizona pharmacy personnel about the new requirements. The CPE seminar was evaluated by assessing changes in participant self-reported knowledge, motivation, and awareness regarding the quality assurance legislation and the CQA process. Methods: The CPE seminar took place at the Arizona Pharmacy Association’s Community Pharmacy Academy Conference. Data were collected using a retrospective pre-assessment/post-assessment questionnaire. Data were analyzed using Wilcoxon Signed-Rank tests with a Boniferroni correction. Demographic information were reported using descriptive statistics. Main Results: The response rate was 70%, with 28 of 40 participants completing the questionnaire. Each of the six self-assessment questionnaire statements showed a statistically significant change from pre to post assessment (p = 0.0005). Conclusion: The results show that the law CPE session positively impacted participant self-assessment of knowledge, awareness, and motivation of quality improvement initiatives and medication errors. Follow-up research is needed to determine what impact this CPE session will have in pharmacy practice.
Malata, Address M. "The development and evaluation of a childbirth education program for Malawian women." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/826.
Повний текст джерелаBradford, Lonnie S. "Impact of an Elderspeak Educational Program on Nursing Home Resident Well-Being, Self-Concept, and Communication Satisfaction." Xavier University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1386599152.
Повний текст джерелаTakenouchi, Sayaka. "Evaluation of the End-of-Life Nursing Education Consortium-Japan Faculty Development Program: Validity and Reliability of the 'End-of-Life Nursing Education Questionnaire'." 京都大学 (Kyoto University), 2011. http://hdl.handle.net/2433/152047.
Повний текст джерелаRorabeck, Janice, and Janice Rorabeck. "Sustainability of Collaborative Educational Endeavor in Port-Au-Prince, Haiti." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623011.
Повний текст джерелаChau, Sally Pik-Yuk 1964. "Evaluation of a structured myocardial infarction teaching program coordinated by one designated patient educator." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278087.
Повний текст джерелаRamsden-Meier, Joanna L. "Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/500.
Повний текст джерелаGoldammer, Diana. "Challenges of Experienced Nurses in a Full-Time Online RN-BS Nursing Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/60.
Повний текст джерелаJackson, Sara. "Developing an Impella Education Program for the Critical Care Registered Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4380.
Повний текст джерелаWilliams, Anne-Evan Kale. "The Impact of Formative Assessment Program Implementation on Reading Achievement." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373911958.
Повний текст джерелаNave, Patience. "English as a Second Language: Evaluation of a Language Program Designed for & Implemented in the Colombian Oil Company's Research Institute." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2692.
Повний текст джерелаBarnett, Andrietta Wright. "Structured Physical Activity and Dietary Education Program for Obese Adolescents: An Evaluation of a Quality Improvement Project at a Rural Primary Care Clinic." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3975.
Повний текст джерелаFerreira, Juliana Caires de Oliveira Achili. "Caracterização do perfil de capacitação profissional do enfermeiro de um complexo hospitalar de ensino." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/7/7131/tde-13072007-093201/.
Повний текст джерелаIn a hospital complex is significant the number of nurses working to assist people and also in the leadership jobs and participating in advisory tasks. However, for this type of work, knowledge is not definitive and the professional needs to develop continuous and updating learning. The present qualitative research had the general objective to characterize the profile of the professional capacitating program for nurses in a Teaching Hospital Complex, based on the six directors´ and their six substitutes\' perception of the Nursing Division of the Institutes which take part of the central pole of the Hospital Complex of the Clinicas Hospital of the Faculty of Medicine of the São Paulo University (USP), totaling 12 collaborators. The specific objectives were to identify the collaborators\' perception about the nurse\'s profile in the capacitating program and to know the proposals which oriented this process. The Study of a Case was the method of choice whose flexibility allowed to confirm, modify or to improve the knowledge on the studied object thus contributing for the theoretical construction of the respective knowledge domain. Data collection was carried out by means of semi-structured interviews after approval of the study made by the Ethic Committee in Research of the Nursing School at USP and of the Ethic Committee for Analysis of Research Projects of the Clinicas Hospital of the Faculty of Medicine of the São Paulo University and also the signature of the Free Informed Consent by the collaborators. For analysis of data, the Bardin\'s Content Analysis was used which allowed to rescue the Institutional Policy Categories, Policy of Human Resources Management and the Intervening Elements of the Nurse\'s Professional Capacitating Program. The results showed that there is no formal institutional policy to capacitate the nurse in all the Institutes; employment of fresh graduate nurses and the remuneration policy are difficult elements in the capacitating program. The counterpart of the teaching institutions appears as a resource to assist the needs of the nurse capacitating program; two Institutes do not have a Continuing Education Program; the demanding profile according to the similar conception of the collaborators is a professional with ethic posture, scientifictechnical knowledge, and ability to deal with the team, assiduous, punctual and engaged with the Institution. The Coordination of the Nursing Activities composed by the directors of the Nursing Division of the Institutes aims to create a group/resource to capacitate and develop the personnel into the institution. Thus, we concluded that there is an effort by the nurses and nursing leadership to professional capacitate their staff, but this effort has not been a sufficient element to surpass their economic and political difficulties inherent to a Public Hospital Complex