Дисертації з теми "Teaching Nurses' Instruction"
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Wright, Mary Annette Hess. "Staff nurses' level of diabetes and diabetes management knowledge after a diabetes lecture-based and computer-based educational intervention." Thesis, Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/wright.pdf.
Повний текст джерелаLouw, Celeste. "Registered professional nurses experiences of computer-assisted learning in a private healthcare organisation." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96900.
Повний текст джерелаENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are employing computer-assisted learning to fulfil this requirement. It was observed that staff experienced challenges such as technical difficulties, insufficient computer literacy, lack of opportunity and access to complete computer-assisted learning activities in a private healthcare organisation. These challenges may have implications for the effective learning and development of registered professional nurses. The aim of the study was to explore the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation. The research question was: “What are the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation?” The following objectives were set to: Explore the experiences of registered professional nurses in computer-assisted learning related to o Organisational support o Human interaction o Programme design o Computer literacy A qualitative approach with a descriptive, exploratory design was applied. A purposive sample of seven (n=7) participants from a population of thirty five (N=35) were recruited. A pre-test was completed. Ethical principles were adhered to. A semi structured interview guide based on the objectives of the study was developed by the researcher and validated by a panel of experts in research methodology and nursing education. Data was collected in the form of individual interviews and a demographic questionnaire by the researcher and one research assistant. Content analysis was applied to analyse the data, with six themes emerging. These were access, opportunity, applied support, programme content and design, social learning and computers. The findings demonstrated that registered professional nurses experienced inadequate access and opportunity to computer-assisted learning activities. The lack of computer literacy and human interaction affected the learning experience of some, but not all participants. Technical problems and disturbances in the learning environment were major contributors to the negative experiences in computer-assisted learning. Positive experiences included the convenience and ease of use of intranet-based computer-assisted learning activities. The conceptual framework of Knowles’ Andragogy supported the findings of the study. Recommendations were to provide intranet access at work and home, internet access at work and also formalised opportunity to complete computer-assisted learning activities. Technical problems should be minimised. Learning environments should be separate from work environments.
AFRIKAANSE OPSOMMING: Daar word van geregistreerde professionele verpleegkundiges verwag om vaardigheid te behou en organisasies wend rekenaar-ondersteunde leer aan om die vereiste te vervul. Dit was waargeneem dat personeel uitdagings ervaar soos tegniese probleme, onvoldoende rekenaargeletterdheid en ’n tekort aan geleentheid en toegang om rekenaar-ondersteunde aktiwiteite te voltooi by ’n privaat gesondheidsorg organisasie. Hierdie uitdagings mag implikasies inhou vir effektiewe leer en ontwikkeling van geregistreerde professionele verpleegkundiges. Die doel van die studie was om die ervaringe van geregistreerde professionele verpleegkundiges in rekenaar-ondersteunde leer, by ’n privaat gesondheidsorg organisasie te ondersoek. Die navorsingsvraag was: “Wat is die ervaringe van geregistreerde profesionele verpleegkundiges in rekenaar-ondersteunde leer by ’n privaat gesondheidsorg organisasie?” Die volgende doelwitte was gestel om: Die ervaringe van geregistreerde professionele verpleegkundiges in rekenaarondersteunde leer te ondersoek in verband met o Organisasie ondersteuning o Menslike interaksie o Program ontwerp o Rekenaargeletterdheid ’n Kwalitatiewe benadering met ’n beskrywende, ondersoekende ontwerp was toegepas. ’n Steekproefgroep van sewe (n=7) deelnemers is doelbewus geselekteer vanuit ’n populasie van vyf en dertig (N=35). ’n Voortoets is voltooi. Etiese beginsels is nagevolg. ’n Semigestruktureerde onderhoudsgids gebaseer op die doelwitte van die studie is ontwikkel deur die navorser en bekragtig deur ’n paneel deskundiges in navorsingsmetodiek en verpleegonderrig. Data was ingesamel deur middel van individuele onderhoude en ’n demografiese vraelys deur die navorser en een navorsingsassistent. Inhoudsanalise was toegepas om die data te analiseer met ses temas wat na vore gekom het. Hierdie was toegang, geleentheid, toegepaste ondersteuning, program ontwerp en inhoud, sosiale leer en rekenaars. Die bevindinge het daarop gedui dat geregistreerde professionele verpleegkundiges onvoldoende toegang en geleentheid tot rekenaar-ondersteunde leer aktiwiteite ervaar het. Die gebrek aan rekenaargeltterdheid en menslike interaksie het sommige, alhoewel nie alle deelnemers se leerervaring geaffekteer. Tegniese probleme en versteurings in die leeromgewing het hoofsaaklik bygedra tot negatiewe ervarings in rekenaar-ondersteunde leer. Positiewe ervaringe het ingesluit die gerieflikheid en bruikbaarheid van intranetgebaseerde rekenaar-ondersteunde leer aktiwiteite. Die konseptuele raamwerk van Knowles se Andragogie ondersteun die bevindinge van die studie. Aanbevelings is om internet toegang by die werk, intranet toegang tuis en by die werk te voorsien asook formele geleenthede te skep om rekenaar-ondersteunde leer te voltooi. Tegniese probleme behoort tot die minmum beperk te word. Leeromgewings behoort apart te wees van werksomgewings.
Seal, Mitchell J. "Mastery learning and the essentials of critical care orientation : a heuristic participant evaluation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/658.
Повний текст джерелаBiehler, Barbara Ann Rhodes Dent. "Using instructional design to resolve a problem in teaching ethics to baccalaureate nursing students." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8705737.
Повний текст джерелаTitle from title page screen, viewed July 20, 2005. Dissertation Committee: Dent Rhodes (chair), Rodney Riegle, Julie Gowen, Normand Madore. Includes bibliographical references (leaves 209-217) and abstract. Also available in print.
Purdue, Jeannetta A. "The effects of two methods of preoperative instruction : traditional and traditional plus nurse teaching-coaching on anxiety in two groups of surgical patients." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834512.
Повний текст джерелаSchool of Nursing
Woodworth, Julie Ann. "Predictive factors impacting intent to stay teaching for associate degree adjunct clinical nurse faculty." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/37.
Повний текст джерелаDowney, Debora Ann. "The Effectiveness of AAC Training Protocols for Acute Care Nurses| A Randomized Controlled Trial of an Instructional On-line Medium for Clinical Skills Teaching." Thesis, The University of Iowa, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3628382.
Повний текст джерелаAcutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN across all points of the care continuum. The study investigated the effectiveness of AAC training protocols for acute care nurses and ancillary healthcare providers using an on-line instructional medium for clinical skills teaching. The study design allowed for the measurement of learning following exposure to the tutorial and the analysis of possible clinical skill application. The current study invited a total of 377 nurses and graduate students to participate. Eight-three participated in the study and were divided randomly into two groups. Seventeen (20.5%) were assigned to in the control group, and 66 (79.5%) participants were into the test group. Both groups were directed to complete a pre-test measure. This was followed by exposure to the tutorial for the test group. The groups then were instructed to complete a post-test measure. For all participants in the test condition, the mean difference score (post-pre) was 19.2. The average pre-test score was 60.8 with a standard deviation of 12.4 while the average post-test score was 80.1 with a standard deviation of 11.3. This difference was significant (p<.00001). This suggests the on-line tutorial as a mode of delivery for clinical skills teaching of AAC solutions for patients with CCN was effective. The study also involved the design of a set of scenarios to assess transfer of knowledge from the tutorial to clinical practice in a safe environment. The scenarios targeted three areas for participants to problem solve through: the development of a yes/no response, recognition of sensory issues displayed by patients with CCN; and, candidacy for AAC use in an acute care setting. The scenarios were presented to both groups after completion of the post-test measure. No significant difference across the groups was noted. However, findings suggested that the use of scenarios may be a viable method for assessing the application of clinical skills when the participant had to generate a narrative outlining clinical practice as opposed being scaffold by the selection of correct and incorrect clinical skill strategies presented. The study emphasizes the need to enhance the patient-provider communication experience for patients with CCN and outlines basic elements for nurse training modules.
Downey, Debora Ann. "The effectiveness of AAC training protocols for acute care Nurses: a randomized controlled trial of an instructional on-line medium for clinical skills teaching." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4616.
Повний текст джерелаBrown, Joset Elaine. "Graduate Nurse's Perspective of Simulation to Address the Theory-Practice Gap in Nursing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4911.
Повний текст джерелаMadiope, Maria. "Web-based instruction for critical care nursing science." Thesis, 2014. http://hdl.handle.net/10210/11519.
Повний текст джерелаThe study started by establishing that there Is a need for further education for nurses in general. It'was further stated that due to increased technology and the need for patient care, effective further education becomes a priority. But the problem that remains Is how nurses could further their education In the circumstances of the current nature of their work, I.e. the lack of accessibility to flexible learning programmes, long working hours, staff shortfall, low staff morale and institutional constraints. The aim of this study Is to Investigate and report on the Web-based Instruction environment programme in Critical Care Nursing Science Education presented by Technikon Pretoria for nurses. The rationale led to .the formulation of the research question as: "To what extent can Web-based Instruction be used to facilitate a course in Critical Care Nursing Science Education at the Technikon Pretoria?" A literature review of the field of Web-based Instruction was undertaken. It was established that Web-based Instruction is an instructional strategy where the course presenter and the students are not in contact, and it can bridge the gap in tenns of time and space because of its flexibility and accessibility. The students and the course presenter generally reported positive experiences in the Web-based Instruction environment. Web-based Instruction is certainly not the only method for.all our teaching strategies, but it is a strategy that could be used tohelp course presenters to teach more effectively. In terms of the experiences of the students and the course presenter with regard to the Web-based Instruction environment as reported in this study, as well as the technological changes In education. it must be concluded that Web-based Instruction could be considered an acceptable Instructional method and that Critical Care Nursing Science education can be presented in this way...
Mhlongo, Claret Siduduzekile. "A nursing science perspective on the role of the unit sister in teaching student nurses in Kwazulu hospitals." Diss., 1994. http://hdl.handle.net/10500/17456.
Повний текст джерелаHealth Studies
M.A. (Nursing Science)
Hirsch, Karen A. "The impact of differentiated instructional techniques on non-traditional adult student engagement in a baccalaureate nursing completion program (RN-BSN) course for registered nurses." 2013. http://liblink.bsu.edu/uhtbin/catkey/1709336.
Повний текст джерелаDepartment of Educational Studies
Sekgobela, Constance Balahliye. "Pregnancy-related challenges encountered by student nurses at the South African Military Health Services Nursing College." Thesis, 2008. http://hdl.handle.net/10500/727.
Повний текст джерелаHealth Studies
(M.A.(Public Health ))
Wu, Ya Chen, and 吳雅真. "The Effects of Nursery Rhyme Instruction on EFL Remedial Teaching in Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/56845263207276203338.
Повний текст джерела國立政治大學
英語教學碩士在職專班
95
The purpose of this study was to explore the effects of nursery rhyme instruction on Taiwanese elementary school EFL underachievers with regard to their development on phonemic awareness, word recognition and spelling abilities, and their attitudinal changes toward learning English. The present study was conducted in two stages. A small-scale pilot study was first carried out as a preparation for the formal study. The feasibility of nursery rhyme instruction and the effects of this instruction on phonemic awareness and learning attitudes were tested on seven EFL underachievers preliminary to the formal study. In the second stage, a formal study which followed closely the design of the pilot study, further explored the effects of nursery rhyme instruction on word recognition and spelling abilities. In the formal study, thirty-six fourth grade underachievers (whose academic performances were at the bottom 10 percent) with deficient phonemic awareness were screened for this study. The experimental group and the control group were evenly matched with eighteen students each. The experimental group received nursery rhyme instruction using the “whole-to-parts” framework of balanced reading within which training in skills including phonemic awareness and phonics is embedded into the context of children’s literature. The eighteen subjects in the matched control group received explicit phonics instruction wherein the isolated sound-letter correspondences were sequenced and taught explicitly and systematically. To assess their development in early literacy skills, all subjects took the pretests and posttests of phonemic awareness, word recognition and spelling. Moreover, to measure their attitudinal changes toward learning English, they were administered the attitude questionnaires before and after the remedial instruction. Data was collected from early-September until early-December, 2006, covering twenty four 40-minute class periods for each group. Comparison of within-group performance indicated that both the experimental group and the control group made significant post- over pretest improvements in phonemic awareness, word recognition and spelling abilities. However, only the experimental group had a significant positive change on their attitudes toward English. In addition, at the onset of the study, both groups started with equivalent early literacy skills, and held similar attitudes toward English learning. However, posttest scores revealed that the experimental group significantly outperformed the control group in phonemic awareness skills, word recognition and spelling abilities. Significant differences can also be found in their attitudes towards learning English. The findings from this study indicate that a remedial instruction utilizing nursery rhymes can effectively help Taiwanese EFL underachievers improve their early literacy skills, and more significantly, their learning attitudes towards English. Based on the findings, pedagogical implications and suggestions for further studies are provided.
Dürrheim, Maria 1949. "The novice nurse educator's lecture room instructional management competence." Thesis, 1999. http://hdl.handle.net/10500/16727.
Повний текст джерелаHealth Studies
D. Litt. et Phil. (Advanced Nursing Sciences)
Nypaver, Mary Catherine. "Disaster Education for Nurses: A Comparison of Two Instructional Methods for Teaching Basic Disaster Life Support in the Light of Self-Efficacy Theory." 2011. http://trace.tennessee.edu/utk_graddiss/1108.
Повний текст джерелаChang, Wei-Chien, and 張維倩. "A Study of the Relationship between Directors’ Instructional Leadership Behaviors and Teachers’ Teaching Effectiveness in Kindergarten and Nursery." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41081078831176087104.
Повний текст джерела國立政治大學
幼兒教育所
92
The main purpose of this study was to: (1) Investigate current situation of director instructional leadership behaviors and teachers’ teaching effectiveness. (2) Explore director and teachers’ perceptual differences on these two areas. (3) Analyzing the relationships between director instructional leadership behaviors and teachers’ teaching effectiveness. (4) Explore the predictive power of director instructional leadership behaviors on the part of teachers’ teaching effectiveness. To accomplish these purposes, the methods were adopted literature review, questionnaire and interview (telephone survey); both of which served as the basis of this study. In questionnaire aspect, the subjects included public and private kindergartens and nursery schools in Taiwan. The research was executed by questionnaire survey. “The Kindergarten and Nursery Directors’ Instructional Leadership Behavior and Teachers’ Teaching Effectiveness Questionnaire” was designed to collect data. By means of stratified two-stage simple sampling. The samples included 720 teachers, and 493 teachers with an effective return rate of 68.47%. The questionnaire data analyzed statistically by description statistics, reliability analysis, t- test, one-way ANOVA, Pearson-moment correlation analysis, canonical correlation, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 10.07 for Windows. Interviews had selected ten directors and teachers from the sample of questionnaire. The major results were summarized as follows: A. In the aspect of director instruction leadership: a. Instruction leadership behavior of director is above average. For directors, the best dimension is to “develop a supporting environment”. b. Directors’ years of service have significant influences on director instruction leadership. Area, public and private, school size, and highest educational degree do not have any significant influences on director instruction leadership. B. In the aspect of teachers’ teaching effectiveness: a. Teachers’ teaching effectiveness is above average. For teacher, the best dimension is to “instructional interaction”. b. Public and private, directors’ years of service, teachers’ age, teachers’ years of service, part-time administrative teachers have significant influences on teachers’ teaching effectiveness. Area, school size, highest educational degree of director and highest educational degree of teacher do not have any significant influences on teachers’ teaching effectiveness. C. In the aspect of relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness: a. There was positive correlation existed between directors’ instruction leadership and teachers’ teaching effectiveness. b. Directors’ instruction leadership did promote teachers’ teaching effectiveness. In the last part, the researcher proposes some suggestions for the education authorities, the director training institution, the teacher training institutions, the preschool directors and teachers, and the future researchers based on the findings, hoping to benefit the development of preschool education in the future.