Dissertations / Theses: 'Bachelor of Nursing'

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Samuel, Shuba. "Educational Outcomes of Online Registered Nursing to Bachelor of Science in Nursing Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6110.

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The projected nurse workforce shortage and the need for nurses with bachelor's degree has increased the number of accelerated and online programs in nursing education. The evolving healthcare system demands registered nurses (RNs) to demonstrate critical thinking skills and evidence-based practice in varied healthcare settings. The purpose of this quantitative study was to analyze if academic variables, such as preadmission grade point average (GPA), predicted evidence-based skills and research utilization skills among students enrolled in the online RN to Bachelor of Science in nursing program. The theoretical foundations of this study was comprised of Knowles's adult learning theory, Benner's stages of clinical competence, and Facione's critical thinking concepts.. Archival data were retrieved from one university and analyzed using multiple linear regression, The results showed that the admission GPA predicts the evidence-based practice skills, research foundation skills, and the graduating GPA. However, there is an inverse relationship between the course grades of the Foundations of Nursing Research and the Quality and Safety through Evidence-Based Practice course. The social change impact of the study would be that students would be able to predict their academic success in the Foundations of Nursing Research and the Quality and Safety through Evidence-Based Practice course using this model. Admission personnel will be able to prepare students prior to enrollment by identifying their strengths and areas of strength.

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Hoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.

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Philosophiae Doctor - PhD Globally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care. Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates. SL is known as a philosophy and an approach to community development and pedagogy. In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.

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Brown, Diane Mary, of Western Sydney Macarthur University, and Faculty of Education. "Preparation for practice: an evaluation of a pre-registration Bachelor of Nursing program." THESIS_FE_xxx_Brown_D.xml, 1997. http://handle.uws.edu.au:8081/1959.7/35.

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The purpose of this research was to evaluate the extent to which graduates from the Bachelor of Nursing (BN) program at the University of Technology, Sydney were adequately prepared for the nursing role in the current Australian health care system. This question was examined by adapting the illuminative evaluation method developed by Parlett and Hamilton (1977), and a meta-evaluation is provided of the model that was developed. Data were gathered from academic staff, clinical facilitators, curriculum and clinical experts and students. Course mileau and documentation were also assessed. The results indicate that graduates from the BN were adequately prepared to fulfil the nursing role. However, during the research a number of critical issues emerged which led to the development of an alternative model of curriculum. Although the conclusions support the continuance of a generic preparatory course, a number of changes to the course are recommended and two areas of future research identified. The first relates to exploring the depth, breadth and extent of knowledge that is required of a beginning registered nurse. The second involves evaluating the curriculum changes proposed here to assess whether this model is able to achieve improved outcomes in graduates Doctor of Philosophy (PhD)

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Strommen, Linda. "Evaluation of the Business and Leadership Components of a Registered Nursing to Bachelor of Science in Nursing Program." Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/fse_etd/1.

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This applied dissertation was designed to evaluate the business and leadership components of a Registered Nursing (RN) to Bachelor of Science in Nursing (BSN) program at the university. The problem was that an evaluation of the present RN-to-BSN curriculum had not been conducted since 2006 to determine if the best practices in business and leadership were current, applicable, and relevant in the current RN-to-BSN curriculum. The researcher utilized an evaluation methodology to assess the business and leadership components of an RN-to-BSN nursing program. An evaluation tool was developed and used to compare expected outcomes (criteria) of current practices to expected outcomes (criteria) of best practices in the field of nursing. The expected outcomes (criteria) of current best practices were developed from a review of the literature, data collected from RN-to-BSN alumni students, and input from formative and summative committees. Thirteen specific procedures guided the study to assess the value, merit, and worth of the program and to answer six research questions. The final evaluation by the expert panel revealed that the current best practices in business and leadership taught in Nursing 4020 and Nursing 4030 courses were not current with preferred best practices. The final report recommended updating the courses with current best practices collected from the literature, formative and summative committee members, practicing RNs, and experts in the nursing profession.

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Brown, Diane Mary. "Preparation for practice : an evaluation of a pre-registration Bachelor of Nursing Program /." [Milperra, N.S.W. : The author], 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.114937/index.html.

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Eberle, Dianne. "Nursing Student Perceptions of Academic and Clinical Integrity in Bachelor of Science Programs." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837118.

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Student perceptions of academic dishonesty and clinical integrity were explored in this qualitative study, with Bandura’s social learning theory utilized as the primary framework for the study and Kohlberg’s theory of moral development as the secondary framework. A basic qualitative methodology was employed to answer the research question: what are student perceptions of moral beliefs and their actions related to ethical decision making in a four-year Bachelor of Science in nursing (BSN) program? The target population was junior or senior year nurses in a four-year BSN program. The sample included 17 students who met the inclusion criteria. Participants were asked 17 open-ended interview questions to gain insight into their perceptions of academic dishonesty and clinical integrity. Interviews were digitally recorded and transcribed manually to provide further immersion in the data. Data analysis and collection occurred simultaneously and was inductive and comparative. During data analysis, five themes emerged, each with subthemes which were identified through supporting narrative comments from participant interviews. The five identified themes were used to answer the research question and included: student perceptions of academic dishonesty, student perceptions of clinical integrity, student perceptions of moral beliefs, student perceptions of ethical decision making, and student perceptions of what influenced academic dishonesty. This study adds to the current body of knowledge of nursing literature regarding academic dishonesty and clinical integrity. Results could provide assistance to higher education institutions to solve problems involving academic dishonest behaviors on college campuses. This study builds on the current literature and serves as a foundation for future research to solve this decades old problem.

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Morris, Arlene H. Witte James E. "Factors influencing Bachelor of Science in Nursing students' perceptions of eldercare cultural self-efficacy." Auburn, Ala., 2007. http://hdl.handle.net/10415/1339.

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Wall, Peter. "Experiences of nursing students in a Bachelor of Nursing program as they transition from enrolled nurse to registered nurse." Thesis, Wall, Peter (2016) Experiences of nursing students in a Bachelor of Nursing program as they transition from enrolled nurse to registered nurse. Masters by Research thesis, Murdoch University, 2016. https://researchrepository.murdoch.edu.au/id/eprint/30987/.

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Background A substantial number of Enrolled Nurses (ENs) undergo the conversion to Registered Nurse (RN) within Bachelor of Nursing (BN) programs in Australia. However, unlike the majority of undergraduate nursing students, ENs enter BN programs as health professionals and are offered a range of advanced standing in recognition of their previous learning and experience. This positions ENs as a unique sub-cohort of students and it is therefore important that tertiary institutions recognise and understand the challenges that these students experience. The global literature available on the conversion experiences of the EN equivalent to RN offers some insight into these challenges, however an in-depth understanding of the transition experience within the Australian context is currently limited. Aims The aim of this research is to contribute to the understanding of the EN experience as they make the conversion to RN within a BN program. A comprehensive understanding of these conversion experiences within the Australian context is required to inform the development and introduction of educational and institutional strategies to enhance the quality of their experience, to not only encourage more ENs to undergo the conversion to RN but also minimise the attrition for those ENs who enrol in BN programs. Method This study used a qualitative interpretive descriptive research design that incorporated Schlossberg’s Transition Theory as a framework to guide the understanding of the experiences of ENs enrolled in a BN University program in Western Australia. The EN’s lived experiences were privileged by the collection of data through individual semi-structured interviews conducted with seven ENs who were recruited during their final year of study. A focus group of four academic staff with experience teaching in the BN program was also conducted to provide additional context for the ENs’ experiences. This approach enabled triangulation of data from the two sources and thematic analysis to be undertaken. Findings Five themes were identified from analysis of the ENs’ and academics’ data: ‘standing out from the crowd’, ‘seeking personal and professional balance’, ‘struggling with academic demands’, ‘moving beyond the constraints of being an EN’ and ‘growing within the program’. These findings revealed how the ENs were primarily motivated to undertake the conversion to RN to broaden their career opportunities and scope of practice. However, many related how they had difficulty fitting in with, and being accepted by, the main BN student cohort. Trying to balance study with their other life responsibilities was discussed along with various academic difficulties; the latter reportedly exacerbated by their 12 months of advanced standing. Also highlighted was their struggle to maintain confidence in their professional EN skills when faced by academic challenges. Other difficulties were identified with academic writing and clinical assessments, although the development of strategies such as personal commitment and the use of support groups assisted students to manage these issues. As the ENs overcame challenges and progressed through the program they experienced academic success, which then engendered a feeling of personal empowerment as their goal came within reach. Conclusion Enrolled Nurses’ experiences of transitioning to RN within the BN program can be explained within the stages of Schlossberg’s Transition Theory. It was evident from the participants’ experiences that adaption was required at each stage of the transition process, including the development of individual coping strategies that allowed them to successfully navigate their journey. Varying degrees of challenge and success were evident as the ENs used strategies to adapt to tertiary education and their aspired to RN role. Notably, these challenges were increased for the EN because they entered the BN in its second year. Providing transparent information of the potential challenges prior to enrolment and introducing individualised advanced standing and bridging programs specifically designed for the EN converting to RN could assist to improve the transition for these students.

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Symanyk-Mace, Michelle. "Adoption of a cooperative learning teaching strategy in a Bachelor of Science in Nursing course." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/MQ33456.pdf.

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Hanson-Zalot, Mary E. "Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty." Thesis, Widener University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147082.

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This research study was designed to examine accelerated, second-degree prelicensure baccalaureate graduates’ perceptions of the andragogical practices employed by faculty that prepared students best to begin practice as entry level professional nurses. The study further sought to identify the ways in which andragogical practices used by faculty incorporated the students’ prior learning and life experiences as they accrued knowledge of the art and science of nursing. It was anticipated that through the processes of interviewing and listening to the voices of graduates, that an emic perspective of the perceptions of the graduates would emerge. Analysis and interpretation of the results of this study demonstrated six key themes related to the educational experience. Perhaps most significantly, findings revealed that elements external to teaching strategy such as faculty attributes and program design influenced learning significantly for the study participants. This research adds to the existing body of literature related to the education of accelerated, second-degree prelicensure baccalaureate students. Findings of this study can be used to inform faculty about best practices for teaching this particular cohort of students who seek nursing as an alternate career and assist with innovative curricular designs to meet the needs of this unique group. Keywords: accelerated nursing programs, nursing education, second-degree students, teaching practices

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Sicard, Karen. "Test of Essential Academic Skills as a Predictor of Bachelor of Science in Nursing Program Completion." Thesis, William Carey University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133856.

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Current trends in healthcare have impacted every level of nursing education. Challenges to nurse educators to increase the level of education for all nurses have resulted in an increase in the number of students applying to baccalaureate nursing programs. With this increase in the number of applicants, schools of nursing continue to search for admission criteria that allow admission of the students who are most likely to successfully complete the program. The purpose of this study was to determine if the TEAS V, given as part of the admission process to the school of nursing, is predictive of completion of the BSN nursing program. The sample consisted of 93 nursing students (19 – 59 years old) at a private university in the southeastern United States. A correlational, retrospective review of the records was used to collect data for the study. Program completion was investigated to determine if there was a relationship to age, gender, TEAS V composite score, TEAS V subject content scores or pre-nursing GPA. The results of data analysis revealed a statistically significant relationship between age and program completion. The older the student, the more likely the student is to complete the BSN program. The TEAS V composite score, TEAS V reading score and the TEAS V science score were also identified to have statistically significant relationships with program completion. The results of the study are limited to the student population at the study school. Recommendations include replication of the study with a different student population and a study of the relationship between the TEAS V composite score, reading score and science score with a larger sample size. As nurse educators continue to search for appropriate admission criteria for the BSN program, the TEAS V composite score may be a valid tool to identify students who are most likely to successfully complete the BSN program.

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Noordien, Ilhaam. "A cross-sectional profile of male students registered for the Bachelor of Nursing at a nursing training institution n the Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7277.

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Magister Educationis - MEd Men comprise about 10% of the nursing population globally and approximately 15% of the nursing workforce according to the South African Nursing Council. There has been an increase noted in the number of males entering the nursing profession. However, it is reported that male nurses experience discriminatory encounters related to gender bias, nursing culture, lack of equity in learning opportunities, and the stigmatisation of male nurses by the media. Although figures indicate that men remain a minority within this female-dominated profession, a university in the Western Cape reported an increased enrolment of males in the nursing programme. However, little is known about what motivates them to enter this female-dominated profession and the challenges they face within the nursing profession. Therefore, the aim of this study was to compile a profile of the current male student nursing population at his school of nursing. The objectives were to identify factors motivating male students to choose nursing as a profession; identify the perceived challenges of male students in the nursing programme; and determine any associations. A quantitative, descriptive study design was used to collect data from the study population, 218 male students registered for the undergraduate nursing programmes in 2018. Stratified sampling was used to select male students for participation in the crosssectional survey and 143 completed the self-administered questionnaire. The tool in this study was adapted from studies conducted by Bartfay et al (2010) and from O’Lynn (2003, 2013). The Cronbach’s Alpha coefficient for the Likert scale questions to determine the motivation for choosing nursing was 0.700 -and 0.905 for the perceived challenges. The Statistical Package for the Social Sciences (SPSS) version 25 was used to calculate descriptive and inferential statistics. Spearman’s correlations to calculate the strength of the relationship between the dependent variables. Mann-Whitney U test and the Kruskal- Wallis tests were used to determine the associations between the different variables. A response rate of 65.5% (143) was obtained. The majority of the male students, 84% (120) were aged between 18-25 years and 13% (18) between 26 and 33 years. The majority, 77% (110) were Blacks, 19% (27) Coloureds and 1% (2) White. Forty four percent (63) resides in the Eastern Cape, whilst 39% (56) is from the Western Cape. The spread across the different year levels from 1st to 4th year of the B. Nursing programme are 25% (35), 27(39), 21% (29) and 20% (28) respectively. The majority, 88% (126) had no previous nursing experience before commencing the nursing programme but 53% (76) were studying. The majority, 95% (137) were single and 79% (114) indicating no dependents. The desire to make a difference in society (97%, n=137) and always wanted to be a nurse (38%, n=54) were identified respectively as the most and least important intrinsic factor for entering the nursing profession. The highest rated extrinsic factors for choosing nursing ranging from 92% -76% included having a stable career; variety of career paths; travelling abroad; career mobility and using nursing as a steppingstone to other careers. However, 39% (56) were encouraged by family to do nursing. In terms of perceived challenges, the majority of male students indicated that media portrayed nursing as a female profession, 86% (122) and male nurses as gay or effeminate, 71% (102). Challenges in the clinical settings reveal that 71% (102) of the respondents fear being accused of inappropriate touching of female patients, 82% (118) indicated that female patients were reluctant to receive care from male nurses, and 78% (112) perceive that female colleagues utilize male nurses primarily to lift heavy objects or heavy patients. Finally, the results indicate that extrinsic motivations were significantly associated with the respondents’ race (p = 0.004) and province (p = 0.047). A significant association was found between intrinsic motivation and the age of those respondents who considered nursing as a profession (p = 0.000). There was a significant association between extrinsic motivations and the age when the respondents considered nursing (p = 0.016). The main recommendation that nurse educators and clinical staff be informed of the challenges and gender-based issues that male student nurses face and implement remedial actions in both the classroom and clinical areas.

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Noordie, Ilhaam. "A cross - sectional profile of male students registered for the Bachelor of Nursing at a nursing training institution in the Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7569.

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Master of Public Health - MPH Men comprise about 10% of the nursing population globally and approximately 15% of the nursing workforce according to the South African Nursing Council. There has been an increase noted in the number of males entering the nursing profession. However, it is reported that male nurses experience discriminatory encounters related to gender bias, nursing culture, lack of equity in learning opportunities, and the stigmatisation of male nurses by the media. Although figures indicate that men remain a minority within this female dominated profession, a university in the Western Cape reported an increased enrolment of males in the nursing programme. However, little is known about what motivates them to enter this female-dominated profession and the challenges they face within the nursing profession. Therefore, the aim of this study was to compile a profile of the current male student nursing population at his school of nursing. The objectives were to identify factors motivating male students to choose nursing as a profession; identify the perceived challenges of male students in the nursing programme; and determine any associations. A quantitative, descriptive study design was used to collect data from the study population, 218 male students registered for the undergraduate nursing programmes in 2018. Stratified sampling was used to select male students for participation in the cross- sectional survey and 143 completed the self-administered questionnaire. The tool in this study was adapted from studies conducted by Bartfay et al (2010) and from O’Lynn (2003, 2013). The Cronbach’s Alpha coefficient for the Likert scale questions to determine the motivation for choosing nursing was 0.700 -and 0.905 for the perceived challenges. The Statistical Package for the Social Sciences (SPSS) version 25 was used to calculate descriptive and inferential statistics. Spearman’s correlations to calculate the strength of the relationship between the dependent variables. Mann-Whitney U test and the Kruskal- Wallis tests were used to determine the associations between the different variables. A response rate of 65.5% (143) was obtained. The majority of the male students, 84% (120) were aged between 18-25 years and 13% (18) between 26 and 33 years. The majority, 77% (110) were Blacks, 19% (27) Coloureds and 1% (2) White. Forty four percent (63) resides in the Eastern Cape, whilst 39% (56) is from the Western Cape. The spread across the different year levels from 1st to 4th year of the B. Nursing programme are 25% (35), 27(39), 21% (29) and 20% (28) respectively. The majority, 88% (126) had no previous nursing experience before commencing the nursing programme but 53% (76) were studying. The majority, 95% (137) were single and 79% (114) indicating no dependents. The desire to make a difference in society (97%, n=137) and always wanted to be a nurse (38%, n=54) were identified respectively as the most and least important intrinsic factor for entering the nursing profession. The highest rated extrinsic factors for choosing nursing ranging from 92% -76% included having a stable career; variety of career paths; travelling abroad; career mobility and using nursing as a steppingstone to other careers. However, 39% (56) were encouraged by family to do nursing. In terms of perceivedchallenges, the majority of male students indicated that media portrayed nursing as a female profession, 86% (122) and male nurses as gay or effeminate, 71% (102). Challenges in the clinical settings reveal that 71% (102) of the respondents fear being accused of inappropriate touching of female patients, 82% (118) indicated that female patients were reluctant to receive care from male nurses, and 78% (112) perceive that female colleagues utilize male nurses primarily to lift heavy objects or heavy patients. Finally, the results indicate that extrinsic motivations were significantly associated with the respondents’ race (p = 0.004) and province (p = 0.047). A significant association was found between intrinsic motivation and the age of those respondents who considered nursing as a profession (p = 0.000). There was a significant association between extrinsic motivations and the age when the respondents considered nursing (p = 0.016). The main recommendation that nurse educators and clinical staff be informed of the challenges and gender-based issues that male student nurses face and implement remedial actions in both the classroom and clinical areas.

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Mibei, Francesca Chepkemoi. "Health literacy knowledge and experience of bachelor nursing students at a university in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4904.

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Magister Curationis - MCur Background: Health literacy is defined as the degree to which an individual has the capacity of obtaining, processing, and understanding basic health information and services needed for one to make appropriate decisions with relation to health. Health literacy is currently emerging as a major determinant of health outcomes yet it is not receiving enough attention, especially among health professionals. It is now considered a stronger predictor of health outcomes than social and economic status, education, and gender. Since nurses play a major role in providing healthcare information to patients and clients, it is imperative that nurses be prepared to face the challenges presented by individuals with poor health literacy skills. The nursing discipline is the largest segment of the health-oriented workforce and therefore, nurses have the largest responsibility of providing patient education, however, there are no education efforts targeting health professionals with regard to health literacy in South Africa. It is, therefore, imperative to establish the knowledge and experience of nurses in training in order to forge a way forward in nursing education. Aim: The overall aim of the study was to establish the health literacy knowledge and experiences of bachelor nursing students at a University in the Western Cape. Methodology: A quantitative, descriptive survey design was applied and data collection was carried out using a self-administered questionnaire. Total population sampling technique was done, the final sample was (n=82) of the fourth-year nursing students. Data was analyzed using SPSS version 23, descriptive and inferential statistics were employed. Ethics: Ethical approval was granted by the ethics research committee, thereafter permission to conduct the study at the University was obtained from the Registrar and the Director of The School of Nursing. The researcher maintained the principles of anonymity and confidentiality throughout the study. Participation was voluntary and informed consent was signed by the respondents. Results: The study found that bachelor of nursing students in Western Cape exhibited satisfactory health literacy knowledge as measured by the questionnaire, the score was 73%, with a cut-off of 70%. Knowledge gaps however existed in some areas - for example with regards to the impact of low health literacy on patient health outcomes and identification of patients with low health literacy. Their health literacy experience was, however, lacking, with students only reporting some experience in the use of written materials in providing patient education. There was a weak negative, but statistically significant relationship between health literacy knowledge and experience. Conclusion: Exposure to health literacy within the nursing curriculum needs to be more comprehensive, since the results portray that the emphasis of health literacy in the curriculum failed to have an effect on the health literacy knowledge scores, deeming it insufficient.

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Boesken, Laura D. "Describing the Perceived Stress Levels and Current Coping Mechanisms ofStudents Enrolled in an Accelerated Bachelor of Science in Nursing (ABSN) Program." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1525179437093952.

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Myers, Cynthia Lynn. "Nursing students who are non-native English speakers perceived helpful resources and barriers to completion of a bachelor of science and nursing degree program /." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Fall2007/c_myers_112507.pdf.

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Smith, Morgan Roberta. "Student perspectives on satisfaction with learning in Bachelor of Nursing programs in Australia: A constructivist grounded theory study." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381377.

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Student satisfaction is becoming increasing important as a quality measure in undergraduate programs, including nursing programs, globally. To date theories of student satisfaction have focused primarily on students’ perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary if schools of nursing are to better understand measures of overall satisfaction and balance the requirements of multiple stakeholders. The aim of this study was to explore and better understand students’ satisfaction with learning in undergraduate nursing programs. Constructivist grounded theory methodology, underpinned by symbolic interactionism, was used to identify how students determine satisfaction with learning. The setting for the study was two large, multi-campus nursing schools located within Australian universities. The campuses were city based, metropolitan, semi-rural and rural. One school of nursing offered a program that was designated as online. Seventeen demographically diverse undergraduate nursing students, studying different stages of a three-year program, participated in twenty-nine semi-structured interviews. Participants were asked to describe situations where they had been satisfied or dissatisfied with their learning. Analysis was conducted according to guidelines for constructivist grounded theory. The substantive theory developed suggests that students are satisfied with learning when they shape a valued learning journey that accommodates the social contexts of the self, the university and the nursing workplace. The basic psycho-social problem, therefore, is negotiating a valued learning journey that accommodates the self, the university and the nursing workplace. Students are diverse. They have diverse lifestyles, commitments, abilities and attitudes to their study. The university and the nursing workplace are experienced differently. Workplaces where nurses work are complex and unique. Students must create meaning across contexts if they are to experience learning of perceived value and be satisfied with their learning. The basic psycho-social process, ‘shaping a valued learning journey across the Bachelor of Nursing program’, has three phases. In phase 1 students orient themselves to valued learning in the pedagogical landscape. They identify knowledge requirements and expected standards, making judgments about the relative worth of what they are learning. When they identify they are studying knowledge of high perceived worth and can adjust their lives so that learning of perceived worth is possible they are positioned to become satisfied with their learning. In phase 2 students seek valued learning experiences across diverse pedagogical terrain. They seek learning experiences of value online, on campus and in the nursing workplace. Those students who are able to experience learning of their choosing are more satisfied with their learning than those who are less able to do so. In phase 3 students evaluate their learning as they progress through the program and judge the value of their knowledge acquisition. Where students acknowledge their learning achievements as worthwhile and timely they are satisfied with their learning. When their knowledge acquisition is valued less, or their understanding takes longer to acquire than they anticipate, they are less satisfied with their learning. Similarly, where students recognise a developing, valued, professional identity in the present and for the future, and the grades they receive meet their self-expectations, they are satisfied with their learning. Strategies for enhancing satisfaction with learning ensure all students have the necessary personal, social and economic resources to succeed and a realistic understanding of what the Bachelor of Nursing program entails both on enrolment and as they progress through the program. Programs that are sufficiently flexible to accommodate students’ individual situations, plans, hopes and dreams are required. In conclusion, when students experience a valued learning journey they are satisfied with their learning. When they struggle to do so they are less satisfied. A valued learning journey is an experience that is unique to the individual, changes over time, and may be transient or sustained, mild or intense. Findings from the research indicate how students, nurse academics and nurse clinicians can facilitate satisfaction with learning in undergraduate nursing programs while still being mindful of the learning requirements for professional nursing practice. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) School of Nursing & Midwifery Griffith Health Full Text

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Cruise, Erin Gooding. "The Relationship of Education, Years of Experience, and School Nursing Practice to the Importance of School Nursing Knowledge." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52870.

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Problem: Because of the complex nature and autonomy of school nursing practice, multiple professional organizations recommend a Bachelor of Science in Nursing as the minimum level of education for entry into this specialty. Despite research demonstrating benefits to patients and nurses with this level of education, school nurses across the U.S. vary widely in their educational and experiential preparation for this critical role. Benner's Novice-to-Expert Framework emphasizes the importance of experience in nursing or in a specialty practice to developing the skill needed to provide expert nursing care. This study investigated what knowledge school nurses considered important to competent practice when responding to the National Board for Certification of School Nurses 2007 Role Delineation Survey and whether there are differences in how school nurses responded to these questions based on their educational and experiential backgrounds. Methods: This was a quantitative, non-experimental exploratory study involving secondary analysis of the survey data. Demographics were analyzed using descriptive statistics. Non-parametric statistical procedures (Fisher's Exact Test) were used to see if the 399 subjects' answers to 32 knowledge questions on the survey differed based on education level, years of general nursing experience, and years of school nursing experience. Results: Most subjects indicated that 27 of the 32 knowledge areas were moderately or extremely important for competent school nursing practice. Results of Fisher's Exact Test indicated differences on two items based on the education level of the respondents and differences on two items based on years of experience in school nursing, but no significant differences were found based on years of overall nursing experience. Communication skills in counseling had a significant difference based on both education level and years of school nursing experience; but it was impossible to tell which was more significant. Conclusions: This study contributes to the body of knowledge about school nursing and what this sample of school nurses perceived as important knowledge for competent practice. However, this analysis of differences in answers given to the survey knowledge questions does not settle the debate of whether there are differences in nurse perceptions based on education level or experience. Ph. D.

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Montisano, Marchi Nadine. "FOSTERING PATIENT SAFETY KNOWLEDGE, SKILLS AND ATTITUDES WITH BACHELOR OF SCIENCE IN NURSING STUDENTS USING ACTIVE LEARNING STRATEGIES." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1406705647.

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Morton, Jea, Florence M. Weierbach, Rebecca Sutter, et al. "Transforming Community Health Nursing Education: Lessons Learned from Individual and Cross Grantee Program Evaluations from a Federal Bachelor of Science in Community Practicum Awards." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7379.

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Du, Plessis Carol Denise. "Experiences of student support in the distance mode bachelor of nursing science degree at the University of Namibia." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/3985.

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Magister Public Health - MPH An urgent need to rapidly increase the size and capacity of the health workforce to manage the health system in Namibia motivated the development of a Bachelor of Nursing Science degree which has been offered at a distance since 1997 at the University of Namibia. The programme is delivered from the University’s Central and Northern Campuses, enabling qualified nurses to develop management and educator capacity while continuing to work;throughput has however been low and slow. Since student support is posited as a vital ingredient of distance education success, this study sought to understand how students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and perceptions of administrative, social and academic support services provided by the University. The research design was qualitative, and exploratory, using focus groups and interviews for data collection. The sample comprised of forty Bachelor of Nursing Science students enrolled on both campuses between 2005 –2011 as well as seven staff involved in student support services. Documents and interviews of envisioned support services from the Centre for External Studies served as the basis for the evaluation of services. Data was analysed using thematic content analysis. A comparison was made of the findings from the two campuses.The findings reflected positive experiences of support from family and lecturers as well as institutional offerings such as video conferences. There were, however, some institutional weaknesses in the programme delivery such as the late delivery of study materials which impacted on students’ submission of assignments, and weak communication systems which affected delivery of support workshops. The libraries on both campuses were not adequately resourced and prescribed books were not always available at the local bookshops. Lecturer presence was missed by many students who were not used to distance learning, although the intensity of this experience differed between the students on the different Campuses.Personal challenges were sometimes responsible for student discontinuation of the programme, and work-related challenges affected attendance of vacation schools. These problems were experienced more by the students on the Northern Campus.Out of this study, recommendations were made on how to improve support services for advanced nursing students studying at a distance at the University of Namibia. Ethical clearance for the study was obtained from both the University of Namibia and the University of the Western Cape.

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Borek, Lois B. "Selected Bachelor of Science in nursing programs variables impacting graduate scores on the National Council Licensure Examination for Registered Nurses." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.

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Kennedy, Karen A. "The need for information technology (IT) in the Bachelor of Nursing (Collaborative) Program in Newfoundland and Labrador as perceived by nurse educators and students /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ36144.pdf.

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Blackard, Glynis D. "Examining Bachelor of Science in Nursing Accelerated (BSNA) Program Outcomes within a Traditional Faculty Workload Model versus a Clock Hour Faculty Workload Mod." Thesis, William Carey University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10192207.

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Literature evaluating the impact of faculty workload on student outcomes of graduation and first-time pass for the National Council on Licensure Examination (NCLEX-RN®) is limited. Current models of workload are not specific and do not define the number of hours the faculty spends doing the work. In this day of decreased funding and increased requirement for quality in academia, it is important for nurse educators to understand how quality program outcomes, finances, and faculty workload are connected and impact student involvement. The purpose of this study was to examine the relationship between the program outcomes of graduation and first-time pass on the National Council on Licensure Examination – Registered Nurse (NCLEX-RN®) for Bachelor of Science Nursing Accelerated (BSNA) student graduates in programs that used a traditional faculty workload model versus a clock hour faculty workload model. The study, though limited, did begin to evaluate the impact of faculty workload on program outcomes. The intent and goals of the study were to research traditional workload models and alternative models proposed to address the cost of education and establish a baseline of how the models may impact program outcomes. In addition, the intent included evaluating how future changes may ultimately impact the student. Implications of the study included the consideration by faculty, school of nursing administration, and university administration of how faculty workload impacts the classroom and practice environment. Recommendations for further research conclude the study.

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Musafiri, John James. "Perceptions of Bachelor of Nursing students at a university in the Western Cape about clinical learning opportunities and competence regarding the administration of oral medication." University of the Western Cape, 2015. http://hdl.handle.net/11394/4687.

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Magister Curationis - MCur Medication errors can result in harm and death, for which nurses are legally liable. The administration of medication by nurses can be improved through education and training to avoid medication errors in future. The study aimed to investigate fourth year Bachelor of Nursing students’ perceptions regarding the clinical learning opportunities and their competence in the administration of oral medication in a general hospital. A quantitative cross-sectional descriptive design was employed. The all-inclusive sample constituted 176 fourth year Bachelor of Nursing students. A total of 125 respondents completed the self- report questionnaires. Descriptive statistics were produced through data processing and univariate and bivariate analysis using of SPSS version 22. The study’s findings show that most of the 125 respondents were placed in a medical (92%, 115) and surgical ward (86.4%, 108). However, a total of 59.2% (74) of the 125 respondents did not practice administration of oral medication on a daily basis. The majority of the respondents perceived themselves as competent in the administration of oral medication. However, only a total of 19.2% (24) of the 125 respondents perceived themselves as competent in all 42 skills required for the correct procedure of administration of oral medication. A negative correlation was found between total self-assessment of competence scores and total clinical placement scores. An observation study, using the check list, of the competence of nursing students in the administration of medication is recommended to exclude bias associated with self-assessment. The use of simulation is recommended to enhance the opportunities and competence of the students in the administration of oral medication to many patients.

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Browne, Caroline Amy. "Development of a framework for successful international clinical placements: A case study of Australian Bachelor of Nursing students studying abroad in Asia." Thesis, Browne, Caroline Amy ORCID: 0000-0003-4793-1454 (2020) Development of a framework for successful international clinical placements: A case study of Australian Bachelor of Nursing students studying abroad in Asia. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/58998/.

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International clinical placements (ICP) in undergraduate nursing programs are often offered to facilitate the integration of nursing students’ knowledge and clinical skills in complex and culturally diverse healthcare settings. This study aimed to better understand how key stakeholders’ value and attribute meaning to successful short-term placements undertaken in the Asia region within Australian Bachelor of Nursing programs. A mixed-methods case study design was used to provide a holistic view of ICPs and incorporated four phases of data collection and analysis. Phase one consisted of a qualitative systematic review, and was completed in late 2014; Phase two was an online mapping survey of higher education providers in Australia (n=18) to collect descriptive data of current ICP practices (conducted August to September 2015); Phase three and four were conducted concurrently and included semi-structured interviews with key stakeholders (university, student, program administrators and local community) (n=19) and a reflective photo journal by the researcher. Six themes spanning the continuum of the ICP experience emerged from interpretive analysis of semi-structured interviews with stakeholders in Phase 3. They included: ‘Developing successful placements’, ‘Preparing for the unknown’, ‘Putting the focus on learning’, ‘Recognising difference’, and ‘Building relationships’ to ‘Growing from the experience’. Alongside the findings from the other data collection phases, these themes informed the development of a framework to assist education providers to prepare for and critically evaluate placements. The International Clinical Placement Planning and Evaluation (ICliPPE) framework reflects the multifaceted nature of international clinical placements, through a focus on factors that enhance clinical learning within three pillars that contribute to a successful placement experience: ‘Maximising learning’, ‘Exploring difference’ and ‘Motivations and Intentions’. The ICliPPE framework, whilst created within the Australian nursing context provides an identifiable structure that can potentially have applicability for all higher education providers wishing to maximise learning opportunities and develop sustainable international clinical placements.

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Mthimunye, 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.

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Philosophiae Doctor - PhD Academic 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.

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Cook, Jennifer D. M. "The relationship between reading comprehension skill assessment methods and academic success for first semester students in a selected Bachelor of Science in Nursing program in Texas." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4728.

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This retrospective descriptive study addressed the relationship between reading comprehension skills as measured by the Nelson-Denny Reading Test and the Nurse Entrance Test and indices of academic success (i.e., grade point average of prerequisite science courses and overall grade point average) prior to admission for students in a Bachelor of Science in Nursing program with student success in the first semester of nursing coursework. Overall, there has been a continual decline in average reading ability of college-aged students. Reading is a basic skill for learning and academic success. To successfully complete an academic program of study in preparation to become professional nurses, students must be able to read and apply material from textbooks and journals. With the well-documented nursing shortage, any attrition from a nursing program contributes to the professional dilemma. Correlational and descriptive methods were used to determine the relationships among the variables for 179 students in this selected Bachelor of Science in Nursing (BSN) program. A comparative approach was used to investigate possible cause and effect relationships between measures of academic success of students and reading comprehension abilities. Data were obtained from official academic records and test results for the Nelson-Denny Reading Test and the Nurse Entrance Test. Statistical procedures used to understand and interpret the interactions among and between the variables and included frequency distributions, descriptive statistics, correlational analysis, and a regression model. Results of the study, limited to the students in this BSN program, indicated that reading comprehension, as measured by the Nelson-Denny Reading Test, was better in identifying student risk for academic failure. There was a positive relationship between the grade point average (GPA) for prerequisite science courses, overall cumulative GPA, and GPA for the first semester nursing courses. Early determination of reading comprehension ability provides needed information to direct intervention activities to improve individual reading comprehension abilities and, thus, promote successful academic performance in the first semester of this nursing program and thereafter.

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Limeira, Polyana de Castro. "Qualidade da educação superior em enfermagem: desvelando a percepção de egressos." Universidade Federal de São Paulo, 2015. http://repositorio.unifesp.br/11600/45773.

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Made available in DSpace on 2018-06-18T13:12:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2015 A educação superior em Enfermagem vem sendo alvo de inúmeras reformulações, que são reflexos do contexto histórico e político de nossa sociedade. Com vistas a assegurar que a expansão de cursos nesta área tenha critérios de qualidade, torna-se premente a avaliação do processo de formação. Diante disso, objetivou-se conhecer a literatura científica acerca da qualidade da educação superior em Enfermagem e da percepção de egressos acerca desta qualidade; compreender os parâmetros de qualidade que embasaram a elaboração dos Projetos Político- Pedagógicos (PPP) de cursos de graduação em Enfermagem; analisar a percepção dos egressos destes cursos sobre a qualidade do ensino ofertado. Métodos: pesquisa bibliográfica; pesquisa documental: análise dos PPP dos cursos de graduação em Enfermagem do município de São Paulo que disponibilizam o documento para consulta pública nos sites de suas respectivas instituições de ensino superior (IES); pesquisa empírica: 60 egressos dos diversos cursos de graduação em Enfermagem responderam ao instrumento do tipo Likert, contendo 41 assertivas, organizadas em cinco dimensões: 1. competências técnico-científicas; 2.competências atitudinais; 3. práticas docentes; 4. organização didático-pedagógica/infraestrutura da IES e 5. cenários de prática) e 3 questões abertas. Resultados: a pesquisa bibliográfica permitiu conhecer os principais parâmetros de qualidade que subsidiaram a análise dos PPP, revelando que a maior parte das competências preconizadas nas DCN de Enfermagem esteve presente nos documentos analisados. O índice de confiabilidade do instrumento Likert foi de 0,94, garantindo excelente sustentação estatística para os dados encontrados. As dimensões 1, 2 e 3 situaram-se na zona de conforto, não necessitando de ações de intervenção imediata por não prejudicarem o processo de formação. As dimensões 4 e 5 situaram-se na zona de alerta, o que requer intervenções para melhorias. Os egressos realizam uma avaliação satisfatória dos cursos, porém sinalizam aspectos a serem aprimorados, que dizem respeito ao desenvolvimento das competências gerenciais e da liderança; ao reconhecimento dos perfis epidemiológicos das populações; ao trabalho multiprofissional; à infraestrutura das IES; à postura dos docentes, com marcas do modelo tradicional de detenção do conhecimento e com adoção da avaliação somativa; à escassa participação dos discentes na elaboração dos PPP; à articulação ensino/serviço. Os aspectos positivos foram: desenvolvimento das competências para atuar na promoção, prevenção, assistência, recuperação e reabilitação da saúde, avaliação, sistematização e decisão da conduta mais adequada na assistência à saúde; compromisso com os princípios do Sistema Único de Saúde (SUS) e compreensão da saúde em todas as dimensões humanas; equilíbrio entre os aspectos técnico-científicos e humanistas; incentivo à educação permanente, à postura crítico-reflexiva, ao senso de cidadania, à responsabilidade social e à capacidade de mudança da realidade; corpo docente qualificado tecnicamente e com bom relacionamento interpessoal; articulação entre saber, saber fazer e saber conviver; compreensão dos níveis primário, secundário e terciário da assistência. A adequação dos cursos de Enfermagem para atender às necessidades do SUS demanda ações constantes. Nesta pesquisa evidenciam-se aspectos relevantes que sinalizam movimentos de mudança, mas apontam-se aspectos que precisam ser aprimorados, requerendo a participação de todos os atores envolvidos. The higher education in Nursing has been the target of numerous reformulations, which are a reflection of the historical and political context of our society. Seeking to ensure that the expansion of courses in this area be accompanied by the quality, it’s urgent to review this academic learning process. Given this, was aimed to know the scientific literature about the quality of higher education in Nursing and the perception of graduates about quality; comprehend the quality parameters that supported the development of Political-Pedagogical Projects (PPP) of the graduation courses in Nursing; know the perception of the graduates of these courses about the quality of offered education. Methods: A literature review; documentary research: analysis of the PPP of graduation courses in Nursing in São Paulo city, that provide the document for public consultation on the websites of their higher education institutions (HEIs); empirical research: 60 egresses of various graduation courses in Nursing that responded to a Likert-type instrument, containing 41 assertions, organized in 5 dimensions (1. technical and scientific skills; 2. attitudinal skills 3. teaching practices; 4. didactic-pedagogical organization/infrastructure of the HEIs; 5. practice scenarios) and 3 open questions. The literature research allowed knowing the main parameters of quality, which, in turn, subsidized the analysis of the PPP, revealing that most of the skill provided by National Curriculum Guidelines of the Nursing Graduation Courses was present in the analyzed documents. The confiability index of the Likert instrument was 0.94, ensuring excellent statistical support for the found dates, The dimensions 1, 2 and 3 were in the confort zone, not requiring immediate intervention actions, because don't harm the training process. The dimensions 4 and 5 stood in the alert zone, which requires interventions for improvements. The graduates participate in a satisfactory evaluation of the courses, but have signaled aspects to be improved, related to the development of managerial skills and leadership; the recognition of epidemiological profiles of the populations; the multidisciplinary work; the infrastructure of HEIs; the attitude of teachers, with marks of the traditional model of detention of knowledge and with the adoption of the summative evaluation; the exclusion of students in the development of the PPP; the need for linking the teaching/service relation. The positive aspects were: development of the skills to work in promotion, prevention, assistance, recovery and rehabilitation, to assess, systematize e decide the proper conduct in health care; the commitment to the principles of our National Health System (NHS) and the comprehension of health in all human dimensions; the balance between technical-scientific and humanistic aspects; the incentive to the permanent education, critical-reflexive attitude, sense of citizenship, social responsibility and to the capacity to change the reality; technically qualified teaching staff and good interpersonal relationship; articulation between knowledge, know-how and knowing how to live together; comprehension of the primary, secondary and tertiary levels of assistance. The adaptation of the Nursing courses to attend the NHS needs demand constant actions. In this research, were evidenced relevant aspects that demonstrate change movements, but were pointed other aspects that need improvement, requiring the participation of all involved.

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Thomas, Sarah. "Addressing Need for Research-Focused Nurses By Increasing Interest and Socialization at the Undergraduate Level." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1645.

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The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential. B.S.N. Bachelors Nursing Nursing

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Zuspan, Rebecca E. "Online RN to BSN Education: Characteristics of Student Success." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou149070446994361.

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Dahl, Susan. "Advantages of Re-Establishing Hospital Based Schools of Nursing." Kennedy-Western University, 2006. http://hdl.handle.net/10919/71584.

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This study examined perceptions of hospital-based nursing schools among nursing professionals to determine whether this type of nursing education model is viable in the modern nursing context. Nursing education is faced with the twin problems of insufficient nurses, which creates a demand for rapid education of nurses, and ensuring adequate clinical quality of nurses, which creates a demand for more extensive undergraduate clinical training. Hospital-based nursing schools are three-year programs that provide more intensive clinical training than the two-year university-based programs. The study developed and disseminated a questionnaire to assess the perception of nursing professionals and nursing students on the issues related to hospital-based nursing schools including clinical quality and the shortage of nurses. Secondary research was conducted based on the available literature regarding nursing education and the historical development of the current nursing educational system. The study found that there was a generally favorable opinion of hospital-based nursing schools among the surveyed population, particularly in the area of the level of clinical training received at these types of schools. The study also found that there were significant attitudinal and financial barriers to increasing the number of hospital based nursing schools. The findings of this study are exploratory in nature and serve to define the problems and alternatives associated with nursing education and hospital-based nursing schools.

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Christie, M. Lee Kennedy Larry DeWitt. "Teacher receptivity and commitment to critical teaching in bachelor's degree nursing programs." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227163.

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Thesis (Ed. D.)--Illinois State University, 1992. Title from title page screen, viewed January 10, 2006. Dissertation Committee: Larry D. Kennedy (chair), Eugene R. Irving, John R. McCarthy, Kenneth H. Strand. Includes bibliographical references (leaves 150-158) and abstract. Also available in print.

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Wang, Hsiu-Yen, and 王秀艷. "Efficacy of the innovative teaching strategy among Bachelor Nursing Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73684873837158671356.

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碩士 國立臺北護理健康大學 護理研究所 99 This study examines the influence an innovative teaching strategy with joyful learning as a precondition has on baccalaureate nursing students’ enthusiasm for learning and their subject grades. This study used a quasi-experimental two-group pre-and-post test design. A class studying Maternal-Newborn Nursing Care at a two-year senior college was invited during the first semester to participate in this study to facilitate easy sampling; eventually forming a control group of 38 people. The experimental group comprised another class of nursing students studying Maternal-Newborn Nursing Care at the same two-year senior college. The experimental group contained 46 people, who all underwent the innovative teaching strategy test. The control group received traditional teaching and the experimental group received teaching with innovative teaching strategies as a precondition. Before and after the start of the course, respondent data was collected using the “Measurement Questionnaire for Baccalaureate Nursing Students.” This study uses SPSS 18.0 software to conduct the statistical analysis. The methods adopted in this study include descriptive statistics, Independent t-test and Pearson's correlation coefficient. The results of this study show that: (1) After using innovative teaching strategies, a difference was observed for the feeling of joy during learning between the pre- and post-test results of the two nursing student groups. Regarding classroom teaching, the difference reached a statistically significant level; however, the difference regarding internships was insignificant. (2) A positive correlation existed between a joyful learning experience in the classroom and classroom achievement, while no correlation existed between a joyful learning experience during an internship and internship grades. The joy felt while learning by nursing students during internships deserves more attention from educators, who should encourage students to express their inner feelings. Additionally, further design of innovative teaching strategies promoting a joyful learning experience among nursing students may be conducted in the future.

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Brown, Diane M. "Preparation for practice: an evaluation of a pre-registration Bachelor of Nursing program." Thesis, 1997. http://handle.uws.edu.au:8081/1959.7/35.

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The purpose of this research was to evaluate the extent to which graduates from the Bachelor of Nursing (BN) program at the University of Technology, Sydney were adequately prepared for the nursing role in the current Australian health care system. This question was examined by adapting the illuminative evaluation method developed by Parlett and Hamilton (1977), and a meta-evaluation is provided of the model that was developed. Data were gathered from academic staff, clinical facilitators, curriculum and clinical experts and students. Course mileau and documentation were also assessed. The results indicate that graduates from the BN were adequately prepared to fulfil the nursing role. However, during the research a number of critical issues emerged which led to the development of an alternative model of curriculum. Although the conclusions support the continuance of a generic preparatory course, a number of changes to the course are recommended and two areas of future research identified. The first relates to exploring the depth, breadth and extent of knowledge that is required of a beginning registered nurse. The second involves evaluating the curriculum changes proposed here to assess whether this model is able to achieve improved outcomes in graduates

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Pitt, Victoria. "Factors impacting on Bachelor of Nursing students clinical and academic performance and progression." Thesis, 2014. http://hdl.handle.net/1959.13/1045367.

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Research Doctorate - Doctor of Philosophy (PhD) Nursing is experiencing an international workforce shortage driven in part by an aging population and escalating health care demand. One strategy to combat this workforce shortage has been to increase the number of students entering pre-registration nursing programs. However, the effectiveness of this strategy is dependent on the extent to which nursing students successfully progress to graduation. Driven by the need to improve student success in nursing programs, this longitudinal, descriptive correlational study conducted in an Australian university, sought to examine the factors that influence Bachelor of Nursing (BN) students’ ( n = 139) academic performance, clinical performance and progression. Factors identified as significantly influencing students’ overall academic performance included: first year academic performance, critical thinking skills, personal qualities such as aloofness, involvement with others and self-control, part-time enrolment and class attendance. Only the personal quality traits (self) confidence and to a lesser extent resilience were found to significantly predict students’ clinical performance. Student progress was significantly influenced by the following factors: first year academic performance, critical thinking ability, entry pathway, resilience, part-time enrolment and engagement (with the program). Study results indicate the need for structured support services for first year students, students experiencing course failure and those returning from a leave of absence. Consideration should also be given to the inclusion of pre-existing bioscience knowledge, critical thinking skill and personal qualities measures into student selection procedures. It is considered that these strategies will have a positive influence on student success.

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Koch, DJ. "Experiences of nursing students undertaking clinical placement in a bachelor degree : a perspective of diversity." Thesis, 2013. http://hdl.handle.net/10453/29231.

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University of Technology, Sydney. Faculty of Health. Evidence suggests that nursing students’ diverse cultures and backgrounds may have a less positive experience than mainstream students during their clinical placement and leave their nursing courses at higher rates, but whether their clinical experiences play a role is unclear. Further, little is known about which socio-demographic characteristics or attributes if any, may lead to nursing students feeling different to their peers during their clinical placements and how this may affect the quality of their clinical experiences. There is therefore a need to better understand these effects not only from the student’s perspective but from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. This study, ‘Exploring Diversity Among Nursing students (EDAN) on clinical placement’, used a mixed methods approach involving an anonymous web-based survey. A broad-based definition of diversity described by Loden and Rosener (1991) was modified and used to include age, gender, ethnicity (including language and religious belief), sexual orientation, educational background, income, marital status, parental status, work experience and disability. First, second and third year students undertaking any Bachelor of Nursing course (N=704) and university staff involved in the clinical learning environment (N = 165) were recruited from seven Australian universities. Both quantitative and qualitative data indicated that diversity attributes affect students’ experience on clinical placement. When comparing the sociodemographic characteristics of those who felt different with those who did not, students who were older, male, International, had previous nursing experience, had lesser English language skills, a previous degree, non - Australian born and not in paid employment were more likely to report feeling different (p <0.001 for all characteristics except not in paid employment p <0.05). Analysis of the open-ended comments refined three themes under the construct of diversity, Difference, Difficulties and Discrimination. Subthemes within the theme of Difference were “being and feeling” and “experience, exposure and expectation”. Within the theme of Difficulty were the subthemes “not prepared for diversity” encountered during the placements, “speaking up” about the challenges, and “surviving financially”, the financial impact of a reduction or absence of part-time employment. The subthemes within Discrimination were “prejudices do prevail”, “send them home” and “walked away”. The finding that students and workforce staff for whom English is a second language affected the clinical and learning experiences of students who spoke English as a first language has not been previously reported. The model proposed used in this study, based on diversity theories was supported by the findings and also helped to identify where further research is required. The findings are important to enable the provision of appropriate support for nursing students who feel different because of socio-demographic characteristics and will also provide guidance for universities developing curricula and the clinical placement facilities where students obtain their experience. More importantly, there is an urgent need for Australia to develop a national profile of nursing students. Changes in the socio-demographic characteristics of the nursing student population have occurred and will continue. These must be acknowledged and strategies developed both locally and nationally to manage these changes.

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Huang, Su-Fei, and 黃素妃. "Practicing Competencies of Psychiatric In-Patient Acute Ward Excepted for Graduates of Bachelor''s Nursing Programs." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/44319296855034779411.

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碩士 國立台北護理學院 醫護教育研究所 91 The study was to explore the practicing competencies of psychiatric in-patient ward (PIPW) expected for graduates of nursing bachelor programs with the questionnaire of modified Delphi technique. Nineteen psychiatric nursing experts (nine clinical nurse practitioners and ten Nurse faculties of bachelor’s nursing (BSN) programs in technical and occupational educational system) participated in activities of 3-round questionnaires. The results included the situations frequently occurred in PIAW and expected practicing competencies of PIPW for graduates of BSN programs. The former includes 20 categories and 96 items; the latter includes 20 categories and 265 items. Of 265 practicing competencies, 220 items got consensus(83.0%). Of 220 items, 165 items (9 categories) were expected to have for BSN graduates and 55 items (17 categories) were expected to be strengthened while BSN graduates working in PIPW . In addition, a 7-point scale was used to check the opinions among 19 experts in terms of the degree of the frequent occurrence and the importance of the nursing situations identified, and the degree of the importance of expected practicing competencies for BSN graduates (7: the most frequently occurred, the most important; 1:the lest occurred, the lest important) . The situations frequently occurred were grouped into three: the most frequently occurred (scores of 6 and above), the frequently occurred (scores between3 and 6), and the lest frequently occurred (scores of 3 and under ). The importance of practicing competencies was also grouped into three: the most important (scores of 6 and above), the important (scores between 3 and6), and the lest important (scores of 3 and under). Analyzed data showed that (1) there are 44 situations (17 categories) occurred the most frequently, 31items (12 categories) occurred frequently and 3 items (3 categories) occurred the lest frequently, and (2) All of 220 practicing competencies expected were the most important. This study discussed the Delphi techniques used and the results found, and further proposed suggestions for further researchers.

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"Analysis of cognitive levels of examination questions set in the Bachelor of Nursing programme at the University of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/244.

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Background: 'The literature reveals that a large percentage of teachers ask questions aimed at lower cognitive levels irrespective of the underpinning philosophy. They fail to set challenging questions at higher order levels when setting examination papers. Purpose of the Study: This study is aimed at describing and analysing the examination questions set over a four year academic period, at the University of KwaZulu-Natal School of Nursing, in terms of Bloom's levels of cognitive domains. Research Methodology: A quantitative approach and content analysis was used. A total of 1319 questions were examined, SOUTCed from 39 examination papers, from 2003-2007. These questions were independently reviewed by two coders according to Bloom's taxonomy's template. Research Results: The findings revealed that all six categories of the cognitive domains in Bloom's taxonomy were used across the four levels in the Bachelor of Nursing (BN) programme. Overall about 57 % of the questions were aimed at lower level (knowledge, recall and comprehension) whilst only 43.4% were aimed at higher levels (application, analysis, synthesis and evaluation). In the first year lower order questions averaged at 62% with higher order questions at 51 %. In second year the lower order questions took up 51% of the paper \\~th higher order questions at 49%. During third year there was an equal (50/50) split between higher order and lower order questions. In fourth year there was the highest percentage of lower level questions (66%) was seen, with only 34% of questions being of the higher order. Regarding the increase in the complexity of questions within the programme, a change of 13% was seen between first and second year. Whilst there was an increase of 1% reported between second and third year. However, there was a significant drop (16%) in the complexity ofquestions in the fourth year, with lower order questions clearly dominating. Recommendations: The nursing education curriculum, and staff development progranune, should pay special attention towards developing educators in the setting of questions ensuring appropriate examination criteria are met. Exercises during the capacity building initiatives should cover aspects such as how to plan an assessment for the whole programme ensuring the appropriate increases in complexity as the programme progresses, as well as setting, or critiquing, of examination papers and coming up with recommendations to improve the quality of questions. Special attention should be given to how to align teaching and assessment in such a way that the level ofcomplexity increases as the students' progress through the programme. Lastly, further research should be conducted, using mixed methods, to explore the assessment of learning and in order to address certain questions which could not be answered quantitatively; for example questions regarding the construction of questions, because it impacts the nature of the question Also it should be noted that there was a disjuncture between the scenario and the questions in some cases. Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

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(9823931), Lorraine Oliveri. "Student perceptions of a blended learning approach to paramedic education." Thesis, 2020. https://figshare.com/articles/thesis/Student_perceptions_of_a_blended_learning_approach_to_paramedic_education/13406084.

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Distance education has been used in various forms since the 1800s. The progression of distance education has seen the paper-based system replaced by modern computing technology for a more effective approach. CQUniversity has a long history of offering distance education across a wide range of disciplines. The Bachelor of Paramedic Science is one of the health-related undergraduate courses offered by distance since 2011. At the time, CQUniversity was the only Australian university that offered an entire pre-employment undergraduate course in paramedicine in a distance mode. Currently, there remain only two universities offering a distance course. Rather than using a standard approach of on-campus lectures and tutorials, CQUniversity uses a blended learning mode which incorporates online (distance) and face-to-face components to the unit. A student enrolled in the blended mode of study views all lectures and resources through a learning management system in an online environment at a time and in a place that suits the student’s personal circumstances. In addition to the online management system, blended learning students travel to a university campus to attend an intensive teaching block known as a residential school for several days during the study term. The residential school activities include tutorials to learn and practise clinical skills, simulated paramedic scenarios and practical assessments. This research is concerned with the perceptions of the end user of this non-traditional blended learning approach to paramedic education, the students undertaking the ‘Foundations of Paramedic Clinical Practice’ unit. The unit is the first of the clinical units in the undergraduate course and teaches basic patient care assessments and life-saving skills and procedures. It is essential students can gain the knowledge and skills in this unit as it provides an integral foundation for more advanced skills and procedures later in the course.

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Giguère, Lucie. "Première validation d'une situation clinique de soins infirmiers en vue d'une intervention éducative de type "think aloud"." Thèse, 2008. http://hdl.handle.net/1866/7782.

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Lafleur, Martine. "L’étendue effective de pratique des infirmières oeuvrant en santé mentale et le niveau de formation." Thèse, 2016. http://hdl.handle.net/1866/16292.

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L’importance du rôle de l’infirmière dans le système de santé autant au niveau de l’accessibilité que la qualité et la sécurité des soins et services donnés à la population est reconnue. Pour être en mesure d’exercer pleinement ce rôle, les infirmières doivent être en mesure d’exercer à leur pleine étendue de pratique. Les infirmières œuvrant dans le domaine de la santé mentale n’y font pas exception. Or, les recherches démontrent que les infirmières ne parviennent pas à mettre en oeuvre l’ensemble des activités pour lesquelles elles détiennent la formation et l’expérience. Cette recherche vise à mesurer l’étendue de pratique effective des infirmières oeuvrant en santé mentale ainsi qu’à identifier l’influence du niveau de formation sur cette étendue de pratique. Cette étude prend appui sur le SCOP model de Déry et al. (2015) qui mentionne que certaines caractéristiques de l’environnement et individuelles, telles que le niveau de formation, peuvent influencer l’étendue effective de la pratique des infirmières. Le déploiement de cette étendue de pratique a le potentiel d’influencer à son tour la satisfaction professionnelle des infirmières (Déry et al., 2013), la qualité des soins aux patients ainsi que d’autres variables organisationnelles telles que l’accessibilité, les durées moyennes de séjours et les coûts. Un devis corrélationnel descriptif a été retenu pour cette étude. Un questionnaire de type Likert a été complété par les infirmières (n=80) d’un Institut universitaire en santé mentale du Québec. Des analyses de la variance ont été utilisées pour comparer les moyennes d’étendue de pratique selon les ni-veaux de formation. Les résultats démontrent un déploiement sous-optimal de l’étendue de la pratique des infirmières (4,24/6; E.T.= 0,63). Cette étendue de pratique est tout de même supérieure à l’étendue de pratique des infirmières d’autres milieux qui a été mesurée à l’aide du questionnaire de l’étendue de la pratique infirmière (QÉPI). Les analyses effectuées concernant l’influence du niveau de formation sur l’étendue de pratique n’ont révélées aucune différence significative entre les niveaux de formation F (3, 77) = 0,707, p = 0,551. Le niveau de formation des infirmières, la présence d’un biais de représentation, le manque de puissance statistique et certaines caractéristiques de l’emploi peuvent expliquer ces résultats. Les résultats de cette étude semblent constituer une recherche empirique initiale puisqu'il s’agit à ce jour de l’unique recherche à avoir mesuré l’étendue de pratique des infirmières œuvrant en santé mentale à l’aide du QÉPI et à avoir tenté de connaître l’influence que pouvait avoir le niveau de formation sur l’étendue de leur pratique. The importance of nursing in the health care system, both in terms of accessibility and quality and safety of patient care is well documented. In order to be able to fully exercise their role, nurses must be able to accomplish their full scope of practice. This applies to all nurses, including mental health nurses. However, research shows that nurses are unable to implement all the activities for which they have the training and experience. The aim of this study is to measure the actual scope of mental health nursing practice and to identify the influence of the level of training on this scope of practice. This study is based on the SCOP Model, from Déry et al. (2015), which states that certain job and individual characteristics, such as the level of training, can determine the actual nursing scope of practice. The deployment of this scope of practice can potentially influence professional satisfaction, quality of care and organizational factors such as accessibility, average lengths of stays and costs (Déry et al. 2015). A descriptive correlational design was used for this study. A questionnaire using a Likert scale was completed by nurses (n = 80) from a Quebec mental health Institute. Analysis of variance tests were used. The results show a sub-optimal deployment of the scope of nursing practice (4.24/6; E.T. = 0.63). The scope of practice results is the highest that has been measure with the ASCOP questionnaire. No significant differences were found between nurses with different levels of training F (3, 77) = 0.707, p = 0.551. These results can be explain by the nurses education level, the presence of a representation bias, a lack of statistical power or certain of the work characteristics. The results obtained in this study constitute initial empirical data on the subject. It is the only research measuring mental health nurses’ scope of practice with the ASCOP questionnaire and attempting to know the potential influence of level of training on scope of practice.

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HONG, SHU-JIUN, and 洪淑君. "A Study on the Creativity and Its Development Factors among Nursing Faculty of Bachelor’s Programs in Vocational-and-Technical Colleges and Universities." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/70641538254550011014.

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碩士 國立台北護理學院 醫護教育研究所 91 The purpose of this study is to describe and explore the relationship between the creativity and its facilitating factors among nursing faculty of bachelor’s programs in the vocational and technical education system (VTES). Subjects of this study are 280 nursing teachers, of the school year 2002 in Taiwan, who were teaching in the public and private colleges and universities with the educational level of bachelor’s programs in the VTES. Using the convenient sampling method, there are 68 nursing teachers who were willing to be the sample of this research. The creativity was measured using a New Creative Thinking Test edited by Wu and his colleagues (1998). As for the facilitating factors of creativity, Wang and Cheng’s (2000) Creativity Facilitating Inventory was used. Three are four major results of this study as follows: 1. In the aspect of creativity, the score for the linguistic creativity of nursing teachers is over 9.04 in average, and the score for the fluency, originality, and flexibility of graphic creativity is over 10.59 in average. 2. Nursing teachers’ possessing extent of 5 personal factors among creativity facilitating factors has positively correlated with the fluency, originality of the linguistic creativity, and the fluency, flexibility of graphic creativity respectively. The similarity extent of 12 family factors has negatively correlated with linguistic creativity and graphic creativity respectively. The possessing extent of nine organization factors has positively correlated with the fluency, originality, and flexibility of the linguistic creativity and graphic creativity respectively. 3. Assisting extent of two personal factors among the assisting extent of nursing teachers’ creativity facilitating has positively correlated with linguistic creativity and graphic creativity respectively. The assisting extent of two family factors has positively correlated with the fluency, flexibility of linguistic creativity and the flexibility of graphic creativity respectively. Assisting extent of one organization factor has positively correlated with the flexibility of the linguistic creativity. 4. Nursing teachers’ possessing extent and assisting extent of creativity facilitating factors to the explanation of the creativity are as follows. There is at least one factor has provided with the statistical explanation to linguistic creativity and graphic creativity. In addition, this study has found that the older the nursing teachers, the lower fluency and progress on their linguistic creativity; the higher education level, the better unique ingenuity of their linguistic creativity but the lower flexibility on their graphic creativity. The length has negatively correlated with the fluency and progress of their graphic creativity respectively.

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