Дисертації з теми "Nurses Education Australia"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-21 дисертацій для дослідження на тему "Nurses Education Australia".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Smedley, Alison. "Developing the nurse professional and nurse education for the 21st century." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/333.
Повний текст джерелаSeaton-Sykes, Philippa, and n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education." Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.
Повний текст джерелаMcConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.
Повний текст джерелаGraf, Amanda Clair. "A mixed method study on Nursing graduate support programs in rural and remote areas of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2334.
Повний текст джерелаHenderson, Anthony R. "The politics of nurse education in education in Australia 1961-1984." Thesis, Henderson, Anthony R. (1988) The politics of nurse education in education in Australia 1961-1984. Masters by Coursework thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/46067/.
Повний текст джерелаLangridge, Miriam E. "A deconstruction and reconstruction of advanced nurse specialisation and education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/709.
Повний текст джерелаPiercey, Carol Ann. "Nurse education in Western Australia from 1962-1975: A historical perspective of influences and changes." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1886.
Повний текст джерелаSayers, Jan Maree. "The role of the nurse educator in acute care hospitals Australia." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/622.
Повний текст джерелаWright, Trudy, and n/a. "Primary health care : the health care system and nurse education in Australia, 1985-1990." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061110.171759.
Повний текст джерелаPiercey, Carol Ann. "Nurse education in Western Australia from 1962-1975 : a historical perspective of influences and changes /." Curtin University of Technology, School of Nursing and Midwifery, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12685.
Повний текст джерелаIt exposed the deficits of nurse training which led to the development of a new Hospital Based Diploma curriculum and an Associate Diploma in Nursing in 1966. The establishment of the College of Nursing Australia Western Australian Branch in 1966 paved the way to solve the shortage of tutors to implement the Hospital Based Diploma. The Nurses Act in 1970 enhanced the plans for implementing the Hospital Based Diploma and conferred autonomy to the Nurses Registration Board. In 1973 the first independent school of nursing came into being. The Western Australian School of Nursing carried the hopes of a continuation of hospital nurse training. In 1974, however, the entry of students to the Western Australian Institute of Technology School of Nursing saw a turn of events that led to a degree for nurses in 1975 and a decision for the transfer of all nurse education in Western Australia to the Western Australian Institute of Technology. These milestones did not emerge as an accident of history. There were forces that facilitated and impeded the perceptibility of the reform landmarks. These were crucial in the shaping the history of nurse education in Western Australia from 1962-1975.
Ardern, Rachel. "The function of competencies in the Australian nursing sector: A critical exploration." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235389/1/Rachel%2BArdern%2BThesis%282%29.pdf.
Повний текст джерелаGill, Fenella Jane. "The development of practice standards for graduates of Australian critical care nurse education: the AusDACE study." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/2576.
Повний текст джерелаDuffield, Patricia. "A Pilgrim's Tale : Travelling the landscape of rural and regional practice nursing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/271.
Повний текст джерелаMould, Jonathan Mark. "Paediatric nursing : an investigation of the effect of specialist paediatric nurse education on the quality of children’s nursing care in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/508.
Повний текст джерелаMcCarthy, Karen Ann. "The ward-based Nurse Clinical Educator: Impact on student learning outcomes and student and preceptor experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2221.
Повний текст джерелаNicholas, Jennifer. "The roles and responsibilities of WA general practice nurses in diabetes care and management." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1313.
Повний текст джерелаFox, Stephanie, and n/a. "Learning and leaving : a study of the interrelationships among innovation in nursing education, professional attitudes and wastage from nursing." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060710.132455.
Повний текст джерелаJames, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.
Повний текст джерелаWickett, Diane. "A critical analysis of the assessment of overseas - qualified nurses." 2006. http://hdl.handle.net/2440/37823.
Повний текст джерелаThesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.
Wickett, Diane. "A critical analysis of the assessment of overseas - qualified nurses." Thesis, 2006. http://hdl.handle.net/2440/37823.
Повний текст джерелаThesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.
Guilhermino, Michelle Copede. "Intensive care nurses’ perceptions of the continuing education regarding mechanical ventilation at a major regional tertiary-referral hospital in Australia." Thesis, 2018. http://hdl.handle.net/1959.13/1392694.
Повний текст джерелаMechanical Ventilation is arguably one of the most common practices in Intensive Care Units and one of the main reason patients need admission to Intensive Care. The research in this thesis focuses on the provision of structured continuing education on mechanical ventilation undertaken in the clinical workplace as a component of nurses’ continuing professional development. A systematic review of the literature was conducted to determine whether the implementation of continuing education on mechanical ventilation for intensive care nurses results in the transfer of learning beyond the individual level and towards better patient outcomes. The aim of the review was to appraise and establish the best available evidence on the effectiveness of education programs that resulted in the improvement of patient outcomes. The next step taken in the research was the investigation of : (1) the role that intensive care unit nurses play in managing ventilated patients; (2) the knowledge registered nurses have about mechanical ventilation after finishing the undergraduate course in Australia; (3) and the quality of continuing education on mechanical ventilation at a post-registration level concerning building on, and maintaining nurses’ knowledge and skills looking after ventilated patients, and potentially influencing patient outcomes. This thesis reports the results of a sequential, two phase mixed methods study, which includes a cross-sectional study (Phase One), followed by individual interviews and focus groups (Phase Two). The research aims are to describe the provision of the continuing education program on mechanical ventilation provided at a major tertiary referral hospital, to explore the intensive care unit nurses’ perceptions of this education, their views of their scope of practice, to identify the barriers and motivators to participating in continuing education, and to investigate the nurses’ recommendations for improvement or change in the program. The research setting during Phase One and Two was a 22 bed intensive care unit of a large, regional tertiary referral hospital in Australia, which employed approximately 160 registered nurses. For Phase One applied in 2011, all nurses from the study intensive care unit were sampled for the survey and asked about their perception of the continuing education on invasive mechanical ventilation with focus on two main components: a Self-directed learning package (SDLP) titled Adult ventilation management and the Recognition in Prior Professional Learning, Experiences, and Skills program (RIPPLES) – titled Care of a ventilated patient in intensive care. The results of Phase One were used to inform Phase Two which was undertaken in 2015 where all nurse managers and nurse educators were sampled for individual interviews and three focus groups with purposively selected samples of expert, experienced and novice intensive care unit nurses were undertaken. The interviews and focus groups explored in-depth the managers’ educators’, and intensive care nurses’ overall perceptions of the continuing education on mechanical ventilation to provide a broader and more comprehensive picture of the phenomenon. The survey addressed content, methods of education, learning styles, factors associated with the completion of the main educational components, and the nurses’ recommendations on the continuing education on invasive mechanical ventilation. The data was collected through a mix of structured closed questions and fewer open-ended questions, where respondents could provide more detailed answers as a better way of getting to the nuances of opinions, which sometimes may be missed when only structured questions with limited responses, are used. Descriptive statistics and multivariate statistical tests were used to analyse the quantitative component, whereas content analysis was used for the open-ended questions. The interviews and focus groups explored in-depth the survey findings and portrayed mechanical ventilation as a whole topic including invasive and non-invasive ventilation. In addition, they included the nurse’s perception of: (1) how important they though this education was, (2) the program and support available for all levels of nursing experience, (3) the responsibility for continuing professional development, and (4) the nurses’ role when looking after ventilated patients. The interview and focus group data were collected by the Candidate using semi-structured and open-ended questions and interpreted using thematic analysis. The findings from the systematic review shows limited empirical evidence of the effectiveness of the continuing education on invasive mechanical on patient outcomes. Phase One and Two suggests there is a mechanical ventilation knowledge gap between students finishing the undergraduate Bachelor of Nursing course and becoming a registered nurse in intensive care. Thus, nurses rely strongly on continuing education provided by their workplace to guarantee patient safety and currency with evidence based practice in the intensive care setting. The two main components used for the continuing education on invasive mechanical ventilation were perceived to be valuable and beneficial. However, experienced nurses perceived them to be relevant mostly at an introductory level. Overall, intensive care unit nurses perceived that the education delivered matched their learning style and acknowledged the diverse education programs available, but they perceived that more interactive and hands-on practice education such as bedside teaching should be more available. Nurses managers’ and nurses educators’ support was viewed as a necessity to increase nurses’ participation in workplace education opportunities, and more funded study days should be offered. Managers and educators on the other hand, perceived that nurses should be willing to participate in education opportunities outside their working hours in their own time. Experienced nurses perceived that most of education opportunities targeted novice nurses. In addition, managers and educators reported more difficulty engaging with experienced nurses about their learning needs and education opportunities than with novice nurses. The intensive care unit nurses, independent of their role and job position perceived that most of the ventilated patient management was within the nurses’ scope of practice. However, managers and educators were hesitant as to whether this scope of practice was supported by the national nursing board and critical care nurse association. Nurses’ autonomy was dependent on organization structure, nurses’ knowledge and individual characteristics. Finally, ICU nurses, managers and educators agreed that nurses have responsibility for their own education and professional development; however, ICU nurses perceived that managers and educators had to facilitate and provide education opportunities and resources for them. In conclusion, this work indicates a need for improvements in the continuing education on mechanical ventilation to match all nurses’ level of experience, and to increase nurses’ participation, especially experienced nurses. Three other points are also important, namely the provision of more interactive teaching activities, more funding to support nurses’ education, and more detailed regulation regarding the ICU nurse’s scope of practice for the management of ventilated patients. These conclusions, along with the detailed analysis of the survey, interviews and focus group responses, might be a valuable source of information for nurses managers, educators, and other health stakeholder involved in the provision of continuing education on mechanical ventilation in similar ICU environments, both in Australia and overseas.