Дисертації з теми "Nursing interventions and education"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Nursing interventions and education".
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.
Chen, Chen, and Zhou Ning. "The effect of patient education interventions on stoma patients : - A descriptive review." Thesis, Högskolan i Gävle, Avdelningen för vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30254.
Повний текст джерелаCollier, Angela. "Nursing interventions to improve breastfeeding initiation and continuation among adolescent mothers." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1388.
Повний текст джерелаBachelors
Nursing
Nursing
Spielmann, Marchell Rene. "Tobacco Treatment Education Module for Nurses Working in the Inpatient Psychiatric Setting." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7080.
Повний текст джерелаWang, Tze-Fang 1964. "Antecedents and self-help outcomes: Interventions for women with breast cancer." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291771.
Повний текст джерелаGallagher, Ruth Wilmer. "A Meta-Analysis of Cultural Competence Education in Professional Nurses and Nursing Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3112.
Повний текст джерелаDionne-Vahalik, Michelle M. "Use of Antipsychotic Medications in Individuals With Alzheimer's Disease in Nursing Facilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5179.
Повний текст джерелаCraig, Beverly F. "Climate and research productivity of collegiate nursing faculty: implications for educational and administrative interventions." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54747.
Повний текст джерелаEd. D.
Bonanno, Laura S. "Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2587.
Повний текст джерелаCostello, Verona. "An examination of the efficacy of specific nursing interventions to the management of pain in cancer patients." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15792/1/Verona_Costello_Thesis.pdf.
Повний текст джерелаCostello, Verona. "An Examination of the Efficacy of Specific Nursing Interventions to the Management of Pain in Cancer Patients." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15792/.
Повний текст джерелаBarry, Sarah A. "Interventions for supporting women before and after elective termination of pregnancy." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1354.
Повний текст джерелаBachelors
Nursing
Nursing
Ortiz, Marie Elois. "Educational Interventions to Improve Aggressive Behavior Recognition for an Acute Psychiatric Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4550.
Повний текст джерелаTrotter, Jennifer. "The Prevalence of Smoking in Nursing Students." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/240.
Повний текст джерелаGould, Patricia Rose. "Program Evaluation of Patient Safety and Risk Mitigation Educational Interventions for Medical Errors in Primary Care Settings by Patricia Rose Gould." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3679.
Повний текст джерелаOlson, Martha. "Interrupting the Sepsis Process with an Evidence-Based Education Intervention." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/596.
Повний текст джерелаRussell-Babin, Kathleen. "A comparison of educational interventions to impact behavioral intent toward pressure ulcer prevention among nurses on medical surgical units." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640069.
Повний текст джерелаBackground: Implementation of evidence-based knowledge in healthcare is challenging with success rates less than optimal at times. This is particularly true in the area of pressure ulcer prevention. Attention to use of the affective domain in educational interventions to implement best practices may be part of the solution.
Purpose: The ultimate purpose of this study was to compare the use of two different educational interventions on medical-surgical nurses' behavioral intent to use evidence-based practice in preventing pressure ulcers.
Theoretical Framework: The theoretical framework for this study was the theory of planned behavior.
Methods: This study proceeded in three phases and collected both qualitative and quantitative data for instrument development and instrument testing. The resultant instrument was used to collect data for hypothesis testing in a cluster randomized experiment.
Results: The theory of planned behavior was not fully supported in this study. Attitudes toward pressure ulcers were predictive of behavioral intent. Nurses who experienced the affective domain educational intervention showed significant improvements over the control group on attitude and perceived behavioral control. Behavioral intent and subjective norm were not impacted.
Conclusions: A reliable and valid theory of planned behavior derived instrument was created. The theory of planned behavior was partially supported. An affective domain intervention has the potential to favorably impact nurses in valuing pressure ulcer prevention, despite any barriers.
Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16293/1/Djenta_Saha_Thesis.pdf.
Повний текст джерелаSaha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16293/.
Повний текст джерелаLindholm, Marie. "Utbildning och dess stöd för sjuksköterskans omvårdnadsinterventioner inom rökavvänjning." Thesis, Röda Korsets Högskola, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-458.
Повний текст джерелаBackground: There is existing knowledge to be found about the risks about smoking, causes that nurses smokes themselves, how it interferes with their own motivation to perform preventive interventions and smoking cessation for the patients. Studies have shown that a need for education exists among nurses for interventions in smoking cessation. But knowledge is lacking about what kind of support education might give nurses in their interventions for smoking cessation. Aim: The aim of this study was to describe nurse’s education and in what way it can support nursing interventions in smoking cessation. Method: The study was conducted as a research-study where thirteen scientific articles were analyzed with deductive content analysis with Fawcetts metaconcepts for nursing. Result: The analyze resulted in four thematic findings for the support which education might give the nurse in interventions for smoking cessation; Education as support for knowing once role and beliefs, Education as support for creating helping relations, Education as support for encouragement and treatment and Education as support for capacity and self-efficiacy in nursing interventions. Conclusion: Educations support to the nurse in performing interventions in smoking cessation is that it gives knowledge about one’s own role and beliefs, how the nurse can motivate and treat the patients as well as creating heliping relations for them and support the nurse’s own capacity and self-efficiacy in the nursing interventions. Clinical significance: The clinical significance of this study is that is describes the value of the education of the nurse in smoking cessation and how it can support the nursing interventions in this subject.
Röda Korsets sjuksköterskeförening stipendium 2013
Rutherford, Dawna E. "Educational Intervention to Mitigate the Effects of Bullying in the Student Nurse Population." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134952825684.
Повний текст джерелаChapman, Velinda Jo. "Deliberate Practice Theory as an Intervention Technique to Improve Hand Hygiene in Nursing Students." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807184.
Повний текст джерелаThis study investigated the use of deliberate practice theory as a technique to improve hand hygiene performance (HHP) of first-semester associate degree nursing program students. Proper HHP at specific intervals during patient care prevents the spread of healthcare-associated infections. HHP consistently falls below industry expectations and this gap exists worldwide. Modifying established HHP behaviors of professionals in the health care setting is resource intensive, yet novice health care professionals such as nursing students are uniquely positioned to acquire optimal hand hygiene habits as they enter professional practice. The research question for this study was as follows: Is there a performance difference between a group of nursing students using a routine practice approach and a group using deliberate practice theory as a technique for the task of hand hygiene in the nursing skills laboratory setting? The research design was a multiple-measures pretest/posttest nonrandomized quasi-experimental design using a convenience sample. The target population was prelicensure first-semester associate degree nursing students in the United States and a sample of 47 nursing students was obtained from an intact cohort of first-semester associate degree nursing students. The method of data analysis was an independent-samples t test to determine if a statistically significant performance difference existed between the control and experimental groups. The experimental group using deliberate practice theory as a technique for HHP had higher performance scores (M = 97.10, SD = 9.60) than the control group using a routine approach (M = 91.67, SD = 14.74); however, it was not statistically significant, with t(39.73) = –1.503, p = .141. An additional analysis was conducted to determine hand hygiene compliance rates. The control group dropped 4.16% for hand hygiene compliance from the pretest to the posttest whereas the experimental group dropped only 0.72%. The most impressive findings from this alternative examination of the findings is that the control group had two (8.33%) of its participants with one hand hygiene omission during the pretest and the experimental group had one (4.35%). For the posttest, the control group had six (25%) of its participants with one hand hygiene omission and the experimental group had two (8.69%). The number of individuals in the experimental group with hand hygiene omissions doubled from the pretest to the posttest whereas the number of individuals with hand hygiene omissions tripled for the control group. This additional analysis indicates that deliberate practice theory as a technique to improve HHP may have important clinical implications.
McConigley, 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 джерелаWan, Lai Ping Atalanta. "Educational Intervention Effects on Nurses' Perceived Ability to Implement Evidence-Based Practice." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689507.
Повний текст джерелаThe purpose of this study was to examine the effects of an educational intervention on nurses’ knowledge of, beliefs about, and attitudes toward EBP, and their perceived ability to implement EBP. Also, the study was focused on examining the correlation between nurses’ knowledge of, beliefs about, and attitudes toward EBP and nurses’ perceived ability to implement EBP. A pretest/posttest quasi-experimental randomized design was used. Nineteen nurses employed in a county hospital in California participated in the study. Data were collected via a web-based survey. The knowledge and attitude subscales of the Evidence Based Practice Questionnaire, the Evidence Based Practice Beliefs Scale, and the Evidence Based Practice Implementation Scale were used to measure nurses’ knowledge of EBP, attitudes toward EBP, beliefs about EBP, and their perceived ability to implement EBP respectively. Data analysis included descriptive statistics, Wilcoxon’s signed rank test, and Pearson’s correlation coefficient test. Within subject data analysis indicated that the EBP educational intervention significantly improved nurses’ beliefs about EBP, knowledge of EBP, and their perceived ability to implement EBP (p < .05). Pearson’s r test analysis indicated that there is no relationship between nurses’ knowledge of EBP, beliefs about and attitudes toward EBP, and their perceived ability to implement EBP ( p > .05). The study results could encourage nurse leaders to promote teaching EBP in clinical settings and remove barriers to the application of evidence into nursing practice. The study served as a foundation for future studies on an educational intervention to help nurses adopt EBP.
Gonzales, Gustavo. "Latino Community based diabetes intervention| Evaluating the effects of a Latino pastor delivered diabetes education." Thesis, The William Paterson University of New Jersey, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577474.
Повний текст джерелаBackground: Diabetes was recently declared the fifth leading cause of death in minority groups with minorities constituting 25% of all adult patients with diabetes in the United States (USDHHS, 2012). A 2007–2009 National Survey of people, aged 20 or older, diagnosed with diabetes demonstrated a prevalence rate of 7.1% for non–Hispanic whites, 8.4% for Asian Americans, 12.6% for non–Hispanics black, and 11.8% for Hispanics (CDC, 2010).
Problem: Decreasing avoidable risk factors for diabetes complications through effective culturally competent diabetes education can diminish diabetes related complications. Yet, culturally appropriate approaches for minority groups infrequently have been investigated (ADA, 2009).
Research question: Does Latino pastor delivered diabetes education increase diabetes knowledge in a Latino population?
Research Design and Method: This study used a two–group pretest posttest quasi–experimental design. A convenience sample of Latino patients volunteering from two different churches were recruited, n=40 non-intervention group n=42 intervention group. Outcome measurement included The Diabetes Knowledge Questionnaire (DKQ–24) level measured before and after the intervention. The nonintervention group had standard passive booklet distribution. The intervention group also had standard booklet distribution and active participation of a respected community leader.
Results: One hundred thirteen Latino volunteers completed the diabetes survey. Eighty–two respondents (non–intervention n=40, intervention n=42) were met the criteria of completing the surveys correctly. The independent–samples t–test comparing the mean scores of the non–intervention and intervention groups found a significant difference between the mean scores (t= -37.584; df= 65.547; p <0.00). The mean score of the posttest for the non–intervention group (m= 5.92) was significantly lower than that of the intervention group (m=19.14).
Importance: The significant findings from this study with the pastor as the health educator, underscores the potential force that lives within a community, and the need for health care professionals to engage and utilize the trusted community leaders to disseminate important health information.
Hendrickson, Sherry Lynn. "Effects of a nursing intervention on home safety in a low-income community /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004283.
Повний текст джерелаJohnston, Kimberly S. "Intellectual and developmental disabilities nursing| An educational intervention in the District of Columbia." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601880.
Повний текст джерелаMonitoring bodies in the District of Columbia articulated that people diagnosed with an intellectual and developmental disability (IDD) who reside in community-based group home settings are vulnerable to safety issues, poor quality of care from registered nursing services, and poor oversight. Those monitors have identified the lack of knowledge of roles and responsibilities among registered nurses (RNs) in these settings as a significant risk factor. The District of Columbia Developmental Disabilities Administration (DDA) has no formal orientation or training for RNs that encompasses the multifaceted needs of people diagnosed with IDD. This capstone project aimed to identify the effectiveness of an educational intervention and the effect of continuing education on RNs' perception of their practice in the field of IDD. After review of current literature, an educational presentation addressing all facets of entry-level registered nursing was developed. The presentation focused on the fundamentals of IDD nursing. A group of RNs working in the District of Columbia IDD community participated in an all-day educational program and completed a pre- and posttest evaluation to measure their knowledge prior to the intervention and their knowledge gain immediately after the intervention. A standard five-point Likert scale survey was delivered on the third and sixth months after educational intervention (EI). The survey asked the participants to rate the impact of the EI at three and six months post intervention to measure their perceived confidence level and actual practice changes. Eighty-seven percent of the RNs that participated in the EI and responded to the questionnaire reported that their role as an IDD nurse had changed because of participating in this training, and 93.8% reported that they would recommend this training to other RNs entering or working in this subspecialty.
Baah, Juliana. "Minimizing Home Health Care-Acquired Pressure Injuries through Effective Nursing Teamwork." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4589.
Повний текст джерелаHawthorne-Kanife, Rita Chinyere. "Staff Educational Program to Prevent Medication Errors." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6040.
Повний текст джерелаRaimey, Deirdre D. "NURSE PRACTITIONERS’ UNDERSTANDING OF SEXUAL HEALTH INTERVENTIONS." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1491944101518218.
Повний текст джерелаRussell-Babin, Kathleen. "Comparison of educational interventions to impact behavioral intent toward pressure ulcer prevention among nurses on medical surgical units." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/5.
Повний текст джерелаSmith, Heather. "Educating Medical--Surgical Nurses to Improve Nursing Knowledge and Understanding of Health Literacy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6674.
Повний текст джерелаDevika, Janae Alyna. "Implementing an Online Education and Reminder System to Aid a Clinic's Dietary Intervention Program." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311578.
Повний текст джерелаPeiravi, Mozhgan. "Staff Education Intervention to Enhance Care Planning for Older Adults." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813206.
Повний текст джерелаAbstract The increased prevalence of cognitive deterioration has increased the challenges of caring for older adults. This study?s project site offers a psychiatric program for older adults with customized care for complex geriatric mental health patients. Clinical assessment and care management are often overlooked in geriatric mental health patients diagnosed with behavioral and psychological symptoms of dementia (BPSD). The purpose of this project was to deliver an education program developed from the Staff Training in Assisted Living Residences-Veterans Administration, P.I.E.C.E.S ? model and the Castle framework to 42 nursing and allied health staff of the project site. The project question explored whether an education program on care of patients with BPSD increased staff members? perceived knowledge and competence in providing care to these patients. This education program focused on comprehensive assessment, individualized care planning, and individualized nonpharmacological interventions to manage older adults with dementia. Descriptive statistics were used to analyze performance outcomes data before and after staff education. In addition, care plans of patients were reviewed. Results included a 100% increase in recognition of core concepts of the education program; a 48% to 86% increase in staff willingness to use interdisciplinary care plans; and a 6.6% to 95% increase in documentation of key interventions in care plans for 6 behaviors of dementia. The results of this project might bring about social change by improving the skills and competence of nursing staff in managing the patients with dementia, thus positively impacting the quality of life of patients with BPSD by benefiting from nonpharmacological interventions.
Frenkel, Heather Frances. "A health education intervention to improve oral health among institutionalised elderly people : a randomised controlled trial." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/479da1aa-9043-4d6e-8177-3846bb16cefc.
Повний текст джерелаTraister, Tyler. "Registered Nurses' Attitudes and Knowledge of LGBTQ Health and the Impact of an Educational Intervention." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813566.
Повний текст джерелаThe health of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people has recently become a national health priority. The National Institutes of Health (NIH) cited provider knowledge and attitudes as one of the key areas needing further research. One of the largest barriers to culturally congruent LGBTQ care is the lack of knowledge about LGBTQ people and possible negative attitudes among nurses and providers (Strong & Folse, 2015). Research and data have shown that LGBTQ people face significant health disparities stemming from years of systemic discrimination and stigmatization.
To establish a baseline understanding of the knowledge and attitude of registered nurses about LGBTQ people as well as measure the impact of a newly designed educational intervention on the nurses’ knowledge and attitudes.
Registered nurses (n = 111) were offered a one hour educational intervention at various inpatient hospitals within a major metropolitan area. Pre-and post-tests were administered to establish baseline knowledge and attitude as well as the effectiveness.
A statistically significant impact on the nurses’ knowledge of LGBT health (p < .0001) was found after the intervention. While attitudes did show some improvement from the intervention, it was not statistically significant and could be an area of further research. Qualitative responses from nurses showed an overwhelming desire to have LGBTQ education for their nursing practice.
Implications for practice include implementing LGBTQ cultural competence into initial and ongoing educational trainings for registered nurses within healthcare organizations, and improved nursing care of LGBTQ people. Future research is needed to examine the impact of the educational intervention over an extended period of time.
Joyce, Sherri Marie. "Implementation of an Education Program to Mitigate Inpatient Disruptive Behavior." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1588683839397587.
Повний текст джерелаPenniman, Megkian Aliisa. "Environmental risk reduction through nursing intervention and education a look at parents' perceptions of risk of children's exposure to environmental toxins /." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/penniman/PennimanM0805.pdf.
Повний текст джерелаLeibold, Nancyruth Hawkins Peggy L. Morin Patricia J. McKinney-Williams Angela. "The effect of a school nurse led education intervention on blood pressure and physical activity levels in adolescents." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
Повний текст джерелаA dissertation submitted by Nancyruth Leibold 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 disseratation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, RN, PhD, chair ; Patricia J. Morin, RN, PhD, committee member ; Angela McKinney-Williams, PhD, committee member. Includes bibliographical references.
Armstrong, Dometrives. "Educational Module Toolkit to Assist Adult Patients with Type II Diabetes Mellitus." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4498.
Повний текст джерелаSmith, Sharon Lanier. "Effects of an Educational Intervention on Hospital Acquired Urinary Tract Infection Rates." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/309.
Повний текст джерелаMthimunye, Katlego Dumisani Trevor. "An intervention towards the improvement of academic performance, success and retention among bachelor of nursing students at a higher education institution in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6915.
Повний текст джерелаAcademic success, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However, Higher Education institutions worldwide are faced with a challenge on how to improve the academic performance, success and ultimately the retention of students during their studies. Aim: The aim of this study was to develop an intervention towards the improvement of academic performance, success and retention among undergraduate nursing students at a university in the Western Cape, South Africa. Methods: A multi-method research approach was employed to meet the study aim and objectives. The study was conducted in three phases that were guided by the adapted phases of the Design and Development (D&D) model by Rothman and Thomas (2013). Phase one (Study 1– 4) was the problem analysis and information gathering phase. Phase two was the design and early development during which designing observational elements and specifying procedural elements were applied. Phase three (Study 5) was the validation phase. Results: This thesis comprised of five interdependent studies. Study 1: A systematic review of literature was conducted encompassing previous literature from 2006 to 2016 regarding the predictors of academic performance and success among undergraduate nursing students. It was found that satisfactory academic performance among nursing students is associated with older age, female gender, English language proficiency, majority ethnic status, pre-admission academic achievements, selecting nursing as first choice for study, participating in organised music programmes, active academic engagement, as well as psychological and emotional factors. Study 2: Undergraduate nursing students’ (n =232) perceptions regarding their educational environment were explored. This study showed that generally the nursing students were positive about their educational environment. However, the findings indicated that enhancements are required to improve the conditions of the educational environment. Study 3: The study explored the challenges experienced by undergraduate nursing students (6 - focus group discussions) regarding their academic performance and success and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by the students’ economic background, place of residence, inadequate theoretical and clinical support and the unfavorable educational environment. However, the findings also indicated that students employ a surface approach to learning, maintain a positive attitude and remain academically engaged in response to these challenges. Study 4: The study explored the challenges experienced by nurse educators (n = 8) regarding the academic performance, success and retention of undergraduate nursing students and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by poor class attendance, lack of academic readiness, socioeconomic backgrounds, English language proficiency, structure of the programme, the educational environment and the working conditions for nurse educators. Study 5: A three round Delphi study was conducted to validate an intervention towards improving the academic performance, success and retention among nursing students. The intervention was structured into eleven categories that emerged from phase 2: (1) Select high quality prospective nursing students; (2) Provide English language support; (3) Promote class attendance; 4) providing financial support to deserving students; (5) Provide university residence to undergraduate nursing students; (6) Encourage family support and involvement; (7) Make the undergraduate nursing programme student-friendly; (8) Ensure a conducive teaching and learning environment; (9) Enhance theoretical and clinical support to undergraduate nursing students at all times; (10) Ensure uniformity and consistency in the process of teaching and learning as well as; (11) Provide support to nurse educators and clinical supervisors. Conclusion: The findings of this study have several implications for the education of nursing students. The developed intervention may help promote better understanding of the academic performance, success and retention of nursing students.
Jackson, Sara. "Developing an Impella Education Program for the Critical Care Registered Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4380.
Повний текст джерелаLewis, Joanne. "A Video Intervention Targeting Opioid Disposal After General Surgery: A Feasibility Study." eScholarship@UMMS, 2020. https://escholarship.umassmed.edu/gsn_diss/60.
Повний текст джерелаKreulen, Grace Joanne 1947. "Self-care, utilization, cost, quality and health status outcomes of a psychobehavioral nursing intervention: women experiencing treatment for breast cancer." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/565541.
Повний текст джерелаVasconcelos, Camila Teixeira Moreira. "Effects of an educational intervention on the women adhesion to return consultation for receive the Papanicolaou smear result." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2576.
Повний текст джерелаà fato que a problemÃtica relacionada ao nÃo retorno das mulheres para receber o resultado do exame preventivo tem causas multifatoriais, no entanto, partimos do pressuposto que a educaÃÃo perpassa todas essas Ãreas e que se realizada de forma dialÃgica e reflexiva levarà Ãs mulheres da passividade à criticidade, de forma a serem sujeitos no processo de adoÃÃo de comportamentos saudÃveis e busca pela melhoria dos serviÃos de prevenÃÃo do CCU. Este trabalho trata-se de um estudo experimental randomizado, cujo objetivo foi avaliar os efeitos de uma intervenÃÃo educativa sobre o exame de Papanicolaou em relaÃÃo à adesÃo das mulheres à consulta de retorno para receber o resultado. O local selecionado para realizaÃÃo do estudo foi o Centro de SaÃde da FamÃlia (CESAF) AÃda Santos e Silva, situado no bairro Vicente Pinzon, em uma Ãrea da periferia da cidade de Fortaleza-CE. A populaÃÃo do estudo foi composta pelas mulheres que realizaram o exame de prevenÃÃo do CCU no referido CESAF. A coleta de dados aconteceu no perÃodo de fevereiro a julho de 2008, sendo realizada em trÃs etapas para o grupo de intervenÃÃo (inquÃrito CAP, intervenÃÃo educativa e consulta de retorno), e em duas etapas para o grupo controle (inquÃrito CAP e consulta de retorno). Os dados foram compilados e analisados atravÃs do programa estatÃstico Statistical Package for the Social Sciences (SPSS) versÃo 13.0. Para todas as anÃlises, um valor de p <0,05 foi considerado estatisticamente significativo. Durante a pesquisa foram realizados 261 inquÃritos CAP (150 do grupo intervenÃÃo e 111 do grupo controle). No entanto, foram excluÃdas do estudo, 11 mulheres (09 do grupo intervenÃÃo e 02 do grupo controle) por nÃo terem realizado o exame de Papanicolaou, o que totalizou uma amostra de 250 mulheres (141 do grupo intervenÃÃo e 109 do grupo controle). Quanto ao conhecimento sobre o Papanicolaou, apenas 40,4% foram classificadas com conhecimento adequado. Em relaÃÃo à atitude e prÃtica das mulheres frente ao exame, o percentual de adequaÃÃo foi de 28% e 67,6% respectivamente. Das 230 (92%) mulheres que retornaram para a consulta no presente estudo, 173 (75,2%) compareceram na data aprazada e 57 (24,8%) apÃs a data aprazada. Esses dados sÃo relevantes, na medida em que permitem afirmar que somente o fato de ter consulta de retorno, como no caso do grupo controle (n = 110), a taxa de exames retidos na instituiÃÃo caiu de 23,98% para 10,0%. Quando se associou a consulta de retorno à intervenÃÃo educativa (grupo intervenÃÃo/n = 140), essa taxa baixou para 6,4%. A aplicaÃÃo da estratÃgia elaborada durante esta pesquisa demonstrou sua efetividade, na medida em que despertou o interesse das mulheres, mesmo as que eram do grupo controle, em participar da intervenÃÃo educativa e em debater sobre a problemÃtica em questÃo. A eficÃcia da intervenÃÃo educativa aplicada durante o estudo pode ser comprovada atravÃs da diminuiÃÃo da taxa de nÃo retorno à unidade de aproximadamente 24% para 6%. NÃo houve diferenÃa estatisticamente significativa entre as taxas de nÃo retorno dos grupos controle e intervenÃÃo. O resultado desta pesquisa demonstrou que à primordial a garantia de consulta de retorno Ãs mulheres que realizam o exame de Papanicolaou em um dia normatizado pela instituiÃÃo, com flexibilidade no atendimento Ãs mulheres que nÃo comparecem na data aprazada, para diminuir as taxas de nÃo retorno. AlÃm disso, quando associada a garantia de consulta de retorno à utilizaÃÃo da intervenÃÃo educativa sugerida nesta pesquisa, a taxa de nÃo retorno à bem menor, assim pode-se garantir serviÃo de qualidade na prevenÃÃo e controle do cÃncer cÃrvico-uterino
Sharif, Loujain Saud. "Development and preliminary evaluation of a media-based health education intervention to reduce mental disorder-related stigma among nursing students in Jeddah, Saudi Arabia." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/development-and-preliminary-evaluation-of-a-mediabased-health-education-intervention-to-reduce-mental-disorderrelated-stigma-among-nursing-students-in-jeddah-saudi-arabia(7abae597-f6ab-4463-aa1b-e0a0a338a5c4).html.
Повний текст джерелаIbikunle-Salami, Tawa Bimbola. "Educational Intervention to Impact Parental Decisions to Consent to Human Papillomavirus Vaccine." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1567.
Повний текст джерелаBarkley, Zenesha R. "An Educational Intervention to Increase Fruit and Vegetable Consumption in Parents of Obese and Overweight Children." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/394.
Повний текст джерелаVilela, Sílvia Abrantes Gonçalves. "Preoperative Ansiety- Effectiveness of a Nursing Educational Intervention." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62288.
Повний текст джерелаVilela, Sílvia Abrantes Gonçalves. "Preoperative Ansiety- Effectiveness of a Nursing Educational Intervention." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62288.
Повний текст джерела