Relevant bibliographies by topics / Baccalaureate degrees in nursing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Baccalaureate degrees in nursing'

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Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Baccalaureate degrees in nursing"

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Lane, Susan H., and Eileen Kohlenberg. "The Future of Baccalaureate Degrees for Nurses." Nursing Forum 45, no. 4 (2010): 218–27. http://dx.doi.org/10.1111/j.1744-6198.2010.00194.x.

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Yiğit, Rana, Ayşe Özcan, and E. Arzu Kanik. "Profile of nurses with baccalaureate degrees in turkey." Journal of Professional Nursing 20, no. 6 (2004): 403–12. http://dx.doi.org/10.1016/j.profnurs.2004.06.004.

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French, Peter, Judith Anderson, Philip Burnard, et al. "International comparison of baccalaureate nursing degrees: collaboration in qualitative analysis." Journal of Advanced Nursing 23, no. 3 (1996): 594–602. http://dx.doi.org/10.1111/j.1365-2648.1996.tb00024.x.

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Raymond, June M., Jennifer M. Medves, and Christina M. Godfrey. "Baccalaureate nursing students’ confidence on patient safety." Journal of Nursing Education and Practice 7, no. 6 (2017): 56. http://dx.doi.org/10.5430/jnep.v7n6p56.

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High rates of patient safety events led to media attention and litigation that sparked the patient safety movement. Gaining awareness of nursing students’ confidence levels on patient safety will reveal their perceptions of their competency. A quantitative descriptive cross-sectional method was employed. The Health Professional Education in Patient Safety Survey was used to determine how 458 baccalaureate nursing students from two nursing programs in Ontario, Canada rate their confidence levels on patient safety. Nursing students are the most confident on Clinical Safety topics and least confident on topics related to Human and Environmental Factors and Culture of Safety. Overall, they are more confident in the classroom than in the clinical settings with fourth year students expressing lower degrees of confidence on many of the areas. Education programs need to reinforce patient safety and educate students on their responsibilities to protect patients/clients. Programs need to target strategies to reduce student fears, promote error reporting, and system improvements.
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Schmidt, Bonnie J. "Core professional nursing values of baccalaureate nursing students who are men." Nursing Ethics 23, no. 6 (2016): 674–84. http://dx.doi.org/10.1177/0969733015579310.

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Background: The perceptions of core professional nursing values of men in baccalaureate nursing programs are poorly understood. Objective: The study purpose was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. Research design and context: One-to-one interviews were conducted with male nursing students from a public university in the Midwest, following interpretive phenomenology. Ethical considerations: Measures to protect participants included obtaining Institutional Review Board approval, obtaining signed informed consent, and maintaining confidentiality. Findings: The study revealed five themes and several subthemes under an overarching finding of caring. Acquisition of professional nursing values began prior to the nursing program and continued to varying degrees throughout the program. Discussion: Several implications are offered for nursing education, nursing practice, research, and public policy. These include identification of common values, teaching-learning strategies, inclusive environments, teamwork, and conflict resolution. Conclusion: Caring was revealed using a metaphor of a puzzle.
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Vecchia, Elaine Della. "Learning Experiences of Nursing Students in Online RN-BSN Programs in the United States." Research in Health Science 2, no. 3 (2017): 291. http://dx.doi.org/10.22158/rhs.v2n3p291.

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<p><em>The complex profession of nursing requires the practitioner to be knowledgeable, skilled, and autonomous. It is estimated in the USA 36.8 percent of nurses hold degrees at the baccalaureate level and above. Evidence indicating baccalaureate-degreed nurses are better prepared to meet the demands of this complex profession has led to policymakers and practice leaders touting the importance of this degree. RNs are seeking the BSN degree in increasing numbers. However, due to family, work, and personal time constraints, traditional means of education may not be a viable option for many, and distance learning provides an alternative for students who might not be able to pursue degrees. The number of RN-BSN online education programs has increased significantly over the last decade. There is a great deal of research regarding the efficacy of these programs but little research exists regarding the learning experiences RN-BSN students have in these programs. The intent of this research study was to examine the structure of the learning experiences of RN-BSN students participating in online education programs. To accomplish this goal, data were obtained from 11 interviews with RN-BSN online education students about their perceptions and assumptions before beginning their coursework, and their perceptions and actual experiences, as well as, perceived challenges after experiencing the programs.</em></p>
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&NA;. "NORTH DAKOTA FIRST TO REQUIRE RN BACCALAUREATE DEGREES." Journal of Wound, Ostomy and Continence Nursing 13, no. 4 (1986): 26A. http://dx.doi.org/10.1097/00152192-198607000-00008.

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Cangelosi, Pamela R. "Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 275–81. http://dx.doi.org/10.1515/ijnes-2013-0043.

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AbstractDespite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.
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Davis, Denise, Vernell DeWitty, and Catherine Millett. "A Seamless Progression: Preparing Accelerated Second Degree Nursing Students for Entry Into Baccalaureate and Masters Nursing Education." Clinical Scholars Review 5, no. 1 (2012): 6–13. http://dx.doi.org/10.1891/1939-2095.5.1.6.

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The New Careers in Nursing (NCIN) scholarship program provides grant support for minority, male, and disadvantaged students to pursue an accelerated second degree in nursing. A review of nursing school reports and student surveys concluded that students could benefit from more information at the start of their program. The Pre-Entry Immersion Program (PIP) was designed to support stu- dents with a seamless progression from their prior educational experiences into the nursing profession. Although nursing schools customized the PIP program, there was core consistency in the sessions provided. Students reported sessions on policies, procedures and preparation for nursing school were most helpful. The PIP program has the potential to contribute to the academic success of accelerated degree students, increasing the proportion of nurses with baccalaureate degrees while enhancing career progression of these students to the doctorate degree, and addressing recommendations 4 and 5 in
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Hiestand, Wanda C., and Veronica C. O'Day. "Access to graduate education for registered nurses with nonnursing baccalaureate degrees." Journal of Professional Nursing 9, no. 4 (1993): 220–27. http://dx.doi.org/10.1016/8755-7223(93)90039-f.

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Dissertations / Theses on the topic "Baccalaureate degrees in nursing"

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Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.

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The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.
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McCarthy, Mattie. "Reasons for nurses to return to school to obtain a baccalaureate degree /." Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_mccar_reaso.pdf.

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George, Rajamma Varghese. "Readiness for continued learning and empowered nursing practice among graduating nursing students of associate and baccalaureate degree programs." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40158.

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The critical shortage of competent nurses, disillusionment, and high attrition rate among graduates entering the workforce provided the impetus for this investigation. The purpose of this study was to determine the perceived level of empowerment among graduating nursing students of two basic nursing educational programs and the relationship of empowerment to selected variables. The selected variables were self-directed learning readiness, self-esteem, level in the program, and demographics. In addition, predictors of empowerment were investigated. A sample of 294 nursing students of associate and baccalaureate degree programs from five schools of nursing in the Mid-Atlantic region participated in the study. Instruments used were the Vincenz Empowerment Scale, Self- Directed Learning Readiness Scale, and Self-Esteem Inventory and a data sheet for demographics. The survey was completed from June to September 1994. Nursing students in general perceived themselves to have fairly high levels of empowerment, self-directed learning readiness, and self-esteem which was significantly higher for graduating students as compared to freshman students. There were no significant differences among the variables under study between baccalaureate and associate degree students or the type of institution they represented as private or public. Similarly, there were no differences in their perceived levels of empowerment, self-directed learning readiness, or self-esteem based on gender, racial/ethnic background, or affiliation with Student Nurses' Association. The wide variation in age and educational background ranging from high school to graduate degrees were associated with the participants' levels of self-directed learning readiness and self-esteem. In addition, participants who were involved in community organizations reported higher levels of empowerment. Regression analysis indicated self-directed learning readiness and self-esteem contributed significantly to the variance in empowerment. The findings add to the empowerment literature. Implications for nursing education include: (a) enhancing students' level of self-directed learning readiness and self-esteem may assist in empowering them, and (b) the basic educational process plays a significant role in nursing students' perceived levels of empowerment.<br>Ed. D.
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Giger, Joyce Newman. "Conceptual and theoretical approaches to patient care : associated versus baccalaureate degree prepared nurse." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468245.

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The purpose of the study was to determine if there is a relationship between types of entry-level preparatory nursing programs in which a nurse receives basic nursing education and conceptual and theoretical approaches to patient care. A secondary purpose of the study was to determine if there is a relationship between entry-level basic preparatory nursing education and nursing leadership, the ability to make nursing diagnosis, and implementation, as well as evaluation of the nursing process. Three nursing practice categories were identified and included: professional, all-nurse, and technical.Useable data collected by short-essay questionnaire from 343 out of 344 sample subjects were computed to determine the relationship, if any, between basic preparatory nursing education and conceptual and theoretical approaches to patient care. Decisions about three Null Hypotheses were made at the 0.05 level of significance utilizing analysis of covariance and the 0.01 level of significance utilizing Chi-Square analysis.FINDINGS1. For Hypothesis I, the main effect for degree work when covaried with Verbal Scholastic Aptitude Test Scores, Quantitative Scholastic Aptitude Test Scores, time, and age indicated a significance of 0.000 for all item associations in the professional, all-nurse, and technical categories utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.2. For Hypotheses II and III, the main effect for degree work when covaried with the aforementioned variables indicated a significance of 0.000 utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.Conclusions1. Graduates of Baccalaureate degree programs do vary in conceptual and theoretical approach to nursing care in specific nursing care situations.2. There is a significant relationship between the level of basic educational preparation and the degree and proficiency of leadership demonstrated by a nurse in specific nursing care situations, particularly, when uncontrolled variables have been controlled.3. There is a significant relationship between educational preparation and degree of proficiency to which the nurse makes nursing diagnosis, executes, and implements the nursing process, and evaluates the effects of nursing interventions.
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Dowell, Mary L. "Why they succeed : completion, retention, and early departure of registered nurses returning for the baccalaureate degree in nursing /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004255.

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Calhoun, Sandy K. "Overcoming: A Theory of Accelerated Second-Degree Baccalaureate Graduate Nurse Transition to Professional Nursing Practice." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1699.

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A plethora of stressors are known to be related to the process of transition to professional nursing practice as the neophyte registered nurse (RN) transitions from student to professional nurse. Although not new, accelerated second-degree baccalaureate nursing (ASDBN) programs have opened in record numbers in recent years in the wake of the current nursing shortage. Little is known about the experience of professional practice for accelerated second-degree baccalaureate graduate nurses (ASDBGNs). The stressful graduate nurse transition, current nursing shortage, and lack of an empirical base for ASDBN programs illustrate the significance of the research problem. This modified grounded theory study generated a substantive Theory of Overcoming: ASDBGN Transition to Professional Nursing Practice. Constant comparative method of joint data collection, analysis, theoretical sampling, and memoing was used. Data were collected through semistructured interviews using open-ended questions that were conducted over the telephone or in person. The identified basic social process (BSP), overcoming, encompasses 5 stages: reality check, goaling, getting started, coming out on top, and mastering. Study findings provide a beginning evidence-base for nursing education, policy, and clinical practice related to this growing student population.
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Root, Sylvia M. "Registered nurses who do and who do not pursue the baccalaureate degree in nursing (BSN)." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39418.

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Williams, Teresa L. "Identification of the competency level of cultural awareness for the senior semester baccalaureate degree nursing student." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10032415.

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<p> The study described in this research examined the level of cultural competency of senior baccalaureate-nursing students in a Midwestern metropolitan community in order to promote multicultural awareness among faculty and students. Cultural understanding or perceived cultural knowledge of nursing students may change or vary throughout a nursing program. Developing cultural competency in the nursing student&rsquo;s population is critical to meet the needs of a growing culturally diverse patient population. The study provided nursing academic programs the means to identify and eliminate disparities within the nursing curriculum and clinical environments, thereby increasing culturally diversity and competence. A convenience sample of 87 senior baccalaureate students completed a one-time survey assessing cultural competence, with 10 students participating in a three-question interview session. Results: Quantitative data collected indicated that the academic curriculum for graduating senior level baccalaureate nursing student&rsquo;s provided effective cultural competency (mean CAS score was significantly greater than 5.4) and the baccalaureate level senior clinical setting provided cultural competency experiences for graduating nursing students (mean CAS score for Clinical Practice sub-scale was significantly greater than 5.4). Qualitative data had mixed results with data that positively identified cultural competency for working with a multicultural patient population; however, data also expressed the need for increased curricula material in the didactic and clinical setting in order for the students to be able to achieve cultural competency for working with multicultural patient populations.</p>
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Adorno, Marie. "A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/105.

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An associate degree in nursing is obtained in the community college setting and is designed to be completed in 2 years of full-time study. Approximately 70% of practicing registered nurses (RNs) are educated at the associate degree or diploma (vocational training) level with only 15% moving on to achieve a degree past the associate level. The purpose of this phenomenological research is to study the lived experiences of registered nurses who obtained an associate degree in nursing and, while working in a health care setting, returned to school to attain a baccalaureate degree in nursing (BSN). Data gathered during individual interviews will provide documentation of the benefits of attaining a BSN as well as identifying barriers that associate degree RNs must overcome to pursue a BSN education.
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Catalano, Joseph T. "A National Study of Retention Efforts at Institutions of Higher Education with Baccalaureate Degree Nursing Programs." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331858/.

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This study is concerned with the problem of determining the status of.specific student retention efforts at the departmental and institutional levels in institutions of higher education offering baccalaureate degrees in nursing. The purposes of the study include (1) the determination of the percentages of those institutions which have specific programs to increase student retention in place and functioning at the various administrative levels, (2) the determination of those aspects of the many possible retention efforts that are being utilized, (3) identification of those retention efforts which may be most effective, and (4) comparison of retention rates between those institutions with organized retention programs and those without these programs. The population of the study is composed of all 430 of the National League for Nursing (NLN) accredited, Registered Nurse Baccalaureate Degree programs in the United States. The specially designed survey instrument produced a 62 percent response return. Response frequencies and percentages were calculated to show the relative success rates of various retention efforts. In addition, the data were subjected to several statistical procedures to determine if there were statistically significant differences between the various types and levels of retention efforts. The findings indicate that the presence of an organized and functioning program to increase student retention does produce a statistically significant increase in the mean retention rate for those institutions with such programs as compared with those institutions without organized retention programs. This significant increase was constant across the three types or levels of retention programs surveyed (departmental level only, university level only, both university and departmental levels). The majority of the respondents (55.5 percent) do have retention programs in place and functioning at some level in their institutions. Of the six major areas of retention efforts listed on the questionnaire, the area dealing the "Administrative Activities" to increase student retention was present most often among that group of respondents with the highest retention rates.
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Books on the topic "Baccalaureate degrees in nursing"

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Allen, Sallie T. The directory of Black nursing faculty: Baccalaureate and higher degree programs. Tucker Publications, 1988.

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National League for Nursing. Accrediting Commission. Accreditation manual for post secondary, baccalaureate and higher degree programs in nursing. The Commission, 1997.

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National League for Nursing. Council of Baccalaureate and Higher Degree Programs. Characteristics of Master's education in nursing / Council of Baccalaureate and Higher Degree Programs, National League for Nursing. Council of Baccalaureate and Higher Degree Programs, National League for Nursing, 1987.

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Policies and procedures of accreditation for programs in nursing education: Associate degree programs, baccalaureate and higher degree programs, diploma programs, practical nursing programs. 5th ed. Division of Accreditation, National League for Nursing, 1985.

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Carnegie, Mary Elizabeth. A salute to baccalaureate and higher degree nursing programs at historically Black colleges and universities: 1991. National League for Nursing, 1990.

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National League for Nursing. Accrediting Commission. Interpretive guidelines for standards and criteria 1997 (revised): Baccalaureate and higher degree programs in nursing. The Commission, 1997.

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Guenther, Johanna T. A descriptive survey of libraries supporting baccalaureate and higher degree programs accredited by the National League for Nursing and nursing doctoral programs. University Microfilms International, 1991.

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Nursing, National League for. Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master's, practice doctorate, and research doctorate programs in nursing. National League for Nursing, 2010.

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Ciciulla, Sheila Mary. REGISTERED NURSES WITH NURSING AND NON-NURSING BACCALAUREATE DEGREES, THE MOTIVATIONAL ORIENTATION AND EMPLOYMENT STATUS. 1988.

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Huffstutler, Shelley Ann Yerger. CLINICAL DECISION-MAKING PROCESSES OF NOVICE FEMALE BACCALAUREATE AND ASSOCIATE DEGREE NURSES (BACCALAUREATE NURSES). 1993.

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Book chapters on the topic "Baccalaureate degrees in nursing"

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Lussier-Duynstee, Patricia, Charlotte H. O’Connor, and Leslie Neal-Boylan. "The Student with a Learning Disability: Maxwell Mason, a Nursing Student with a Learning Disability in a Baccalaureate Degree Program." In Disability as Diversity. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55886-4_8.

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Skolnik, Michael L. "Dimensions of Collaboration Between Community Colleges and Universities in Facilitating Attainment of Baccalaureate Degrees in Career and Technical Education." In Encyclopedia of Earth Sciences Series. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_3-1.

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Skolnik, Michael L. "Dimensions of Collaboration Between Community Colleges and Universities in Facilitating Attainment of Baccalaureate Degrees in Career and Technical Education." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_3.

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Gözüm, Sebahat, and Nurgün Platin. "Integrative Nursing in Turkey." In Integrative Nursing. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199860739.003.0036.

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While there is strong interest in the use of integrative therapies in Turkey, their availability within acute care settings remains modest. Traditional Turkish practices include thermal baths, Turkish massage (hamam), cupping and use of leeches. Consumers commonly access these approaches as well as other integrative therapies. Nurses are well educated in Turkey, a country that has long offered nursing education at the baccalaureate degree. However, the medical model is still very dominant. To advance integrative nursing within Turkey, nursing needs to embrace a shift in paradigm that includes re-defining nursing and its status quo and there continues to be a need to advance nursing research and innovative education.
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Tyczkowski, Brenda, Eric Bauman, Susan Gallagher-Lepak, Christine Vandenhouten, and Janet Resop Reilly. "An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework." In User Interface Design for Virtual Environments. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-516-8.ch018.

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Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.
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Wros, Peggy, Pamela Wheeler, and Melissa Jones. "Curriculum Planning for Baccalaureate Nursing Programs." In Curriculum Development and Evaluation in Nursing. Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826130280.0011.

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Ryder, Andrew J., Bethany D. Meighen, Jaime L. Russell, Crystal E. Hollenbaugh, John E. Lothes II, and Ezekiel W. Kimball. "A Tangled Knot of Career and Credential." In Examining the Impact of Community Colleges on the Global Workforce. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8481-2.ch001.

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In this chapter, we explore the potential of the Associate in Applied Science as both a terminal and a transfer degree. We first contextualize AAS degrees by examining their place in the development and missions of community colleges and their current purpose and prominence. We then review recent U.S. employment data and wage dividends for individuals with AAS degrees as well as those graduates with AAS plus baccalaureate degrees. Initially intended as a terminal credential leading directly to employment, a subset of students is likely to utilize the AAS degree for transfer and additional preparation leading to significant economic benefits and career mobility. We suggest that this phenomenon — presently understudied — is likely to increase in frequency as the United States becomes an increasingly credentialed society. Using North Carolina as an example, we document the state's workforce needs for AAS and AAS plus baccalaureate degrees and conclude by examining the implications for policy and practice created by the hidden transfer function of the AAS degree.
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Dones, Carmen M. "Expanding the Role of Community Colleges With Workforce Baccalaureate Programs." In Community Colleges and Workforce Preparation in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4123-4.ch002.

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Community colleges have been expanding their mission to include the conferring of bachelor's degrees in career education programs for many years, which has been met with consternation over the quality of a bachelor's degree from a community college, as well as with resources in higher education being limited or redirected when there has been cutbacks in funding. Legislators in some states and critics in higher education refer to the phenomenon of community colleges offering baccalaureate degrees as mission creep, opposed to seeing the equity value in higher degree attainment. Thus, the purpose of the study is to analyze state policies through examination of secondary data to determine the purpose of the community college bachelor's degree programs nationwide, the types of programs being offered, as well as what the phenomenon reveals about being a viable pathway to a higher education degree for the typical community college student.
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DeBoor, Stephanie S., and Sarah B. Keating. "Curriculum Planning for Specialty Master’s Nursing Degrees and Entry‑Level Graduate Degrees." In Curriculum Development and Evaluation in Nursing Education. Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826174420.0008.

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Jung, Lorena. "Reflections of a Clinical Educator in a Baccalaureate Nursing Program." In Expert Clinician to Novice Nurse Educator. Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826125996.0007.

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Conference papers on the topic "Baccalaureate degrees in nursing"

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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.

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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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B. Jacoby, Delwin. "An Innovative Integration of Genetics and Genomics Content into a Baccalaureate Nursing Curriculum." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.63.

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Van Iersel, Margriet, Corine Latour, Rien De Vos, Paul Kirschner, and Wilma Scholte Op Reimer. "INFLUENCING BACCALAUREATE NURSING STUDENTS' PERCEPTIONS OF COMMUNITY CARE WITH TARGETED CURRICULUM REDESIGN STRATEGIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0645.

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Parker, Mary Jo. "A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9461.

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The University of Houston-Downtown supports a STEM program, Scholars Academy (SA) within the College of Sciences and Technology dedicated to enhancing, preparing, and enlightening minority, underrepresented, and first-generation majors seeking entrance into workforce, graduate, and professional programs of preparation. Over the past 18 years the University of Houston-Downtown Scholars Academy has implemented a series of success components supporting the nurturance of post-baccalaureate graduate and professional pursuit yielding a 51% acceptance rate into medical school, over 68 professional degrees (ranging from MD to DO to DDS and DPharm) earned by alumni, over 20 PhD degrees, and over 900 minority/underrepresented undergraduates moving into professional/graduate fields. Briefly, STEM success components consist of 1) Freshman Ramp Up support; 2) Academic Skill Monitoring; 3) Mentoring, peer to peer and PhD to undergraduate; 4) Career and Research Skill Development support; and finally 5) Leadership Development through Community Engagement support.
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Mondragon, Carlos, and Reza Fotouhi. "Kinematics and Path Planning of a Six-Degrees-of-Freedom Robot Manipulator." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13475.

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This paper introduces a strategy to accomplish pick-and-place operations for a six-degrees-of-freedom (6-DOF) robotic arm attached to a wheeled mobile robot. This research work is part of a bigger project in developing a robotic-assisted nursing to be used in medical settings. The significance of this project relies on the increasing demand for elderly and disabled skilled care assistance which nowadays has become insufficient. Several methods were implemented to make a 6-DOF manipulator capable of performing pick-and-place operations. This paper presents an approach for solving the inverse kinematics problem and planning collision-free paths. An Iterative Inverse Kinematics method (IIK) was introduced to find multiple configurations for the manipulator along a given path. The IIK method takes advantage of a specific geometric characteristic of the manipulator, in which several joints share a common plane. Ten different scenarios with different number and pattern of obstacles were used to verify the efficiency of a path planning algorithm introduced here. Other methods, also implemented in the current project, which describe the manipulator and its capabilities, are presented elsewhere [1]. Overall results confirmed the efficiency of the implemented methods for performing pick-and-place operations for a 6-DOF manipulator.
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Gonzalez-Cuevas, Gustavo, Marta Lopez del Hierro, Nieves Martinez, and Maria Asuncion Hernando. "A case-based tool to assess college students’ perceptions about ethical competence." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5581.

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The main objective of this study was to design a new tool to explore the perception of professionally-related ethical values in Health Sciences undergraduate students. For this purpose, 24 conversational interviews, as well as an extensive literature review, were initially employed. Then, five ethical values were selected: respect for the patient, altruism, empathy, responsibility for my actions, and lifelong learning. Next, twenty cases with ethical dilemmas were created with protagonists pertaining to four degrees in the Health Sciences: Nursing, Dentistry, Physical Therapy, and Medicine. These cases were examined by professionals from these fields and presented to a sample of students to analyze their functioning. Our results indicate that the cases are easy to understand as most cases were identified correctly. Interestingly, students reported “respect for the patient” as the most important ethical value. The least important value was “altruism.” This new tool adds a practical perspective based on clinical cases with real-life dilemmas. Further studies are needed to continue exploring this topic.
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Torres-Cuevas, Isabel, Esther García Miralles, Marta Ribelles Llop, and Laura Marques Martínez. "Flipped Classroon en prácticas de ciencias de la salud." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11982.

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New pedagogical methodologies in the health sciences area could be necessary for trainees. Flipped Classroom or inverted classroom (FC) is a tool that offers greater autonomy for the student, as well as better knowledge assimilation. The main objective of this study was the achievement of basic skills for the application of knowledge, communication, and interpretation of relevant data to make judgments for health sciences students. The number of students participating in the study was 1103 (n=1103), all of them from different degrees such as dentistry, pharmacy, and nursing. Students were distributed in 2 study groups: Group A, application of masterclass methodologies (M), and Group B, Flipped Classroom (FC) or inverted classroom method. At the end of the practical sessions, a test was used to evaluate the students' knowledge acquisition and their degree of satisfaction with the teaching methodology. The obtained results showed a significant increase in the maximum number of correctly-answered questions and a greater degree of satisfaction from those students who attended the practical lessons taught using the FC method. As a conclusion, the application of the FC method in health sciences leads to better results in the acquisition of the course competencies than the masterclass methodologies.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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