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Dissertations / Theses on the topic 'College of Nurses of Ontario'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

McMurchy, Blair A. "Managerial roles of Ontario college presidents." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/75851/.

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This study examined the managerial roles of presidents at the tertiary level within the province of Ontario, Canada in an effort to understand the importance of their position at the apex of their educational institutions, as well as, reveal and substantiate the challenges faced by them within the context of the twenty-first century. In particular, the study aimed to identify the extent to which the new public management ideologies, that impacted over the past decade the area of higher education, influenced their managerial roles. Determining how college Presidents understand their role, particularly how they act in that role, is extremely important since there is evidence that they contribute significantly to the achievement of strategic goals of the colleges. Moreover, there are reasons to believe that the findings of this study will help the Board of Governors in making hiring decisions in the future, as well as, determine if particular training is required for the candidates chosen for such position. Central to this study was the Role Theory. The research model used was based on Mintzberg’s taxonomy of managerial roles. The study used a mixed research methodology for providing answers to the proposed research questions. According to the findings of this study, it can be concluded that the job of postsecondary college presidents has changed in the past two decades or so, to become more managerial in nature.

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2

Andrews, Noelle. "Leadership competencies for elected leaders of the Ontario Nurses' Association." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59419.pdf.

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3

Hols, Marijke. "Rethinking subjectivity, identity construction among ICU nurses in southwestern Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ42071.pdf.

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4

Van, Nuland Shirley. "The development of the Ontario College of Teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/NQ35351.pdf.

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5

Shecter, Marna A. "Network, discipline and income : the social mobility of Ontario university graduates." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61063.

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This thesis examines the link between background factors to educational attainment, discipline choice, how first job was found and income at that first job. Findings are based on results of a panel study of Ontario high school students. Using human capital theory and comparing and contrasting it with the radical and credentialist arguments, I create a model to further specify the contributing factors to the already well established link between education and jobs. The results produced from the interactive causal model indicate that past research has neglected certain variables while confounding others. Specifically, while the findings are generally consistent with other empirical work, they suggest that (i) education should be treated as a more differentiated variable, (ii) the role of networks in job search behaviour should be included, (iii) gender differences should be considered and, (iv) that non additive models will often provide a better description of the data. Finally, it is also suggested that future work explore the possibility that the relationship between job search behaviour and discipline choice can best be described using a non-recursive causal model.

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6

Wolff, Debra A. "Registered nurses return to college| Lessons learned from hindsight." Thesis, Sage Graduate School, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620195.

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The recent impetus to increase the number of baccalaureate-prepared nurses comes from within and outside the profession, prompting increased numbers of registered nurses (RN-BSN) to return to college. Yet little is known about what these adult, non-traditional students do to prepare for the challenges ahead. Therefore, the purpose of this mixed-methods case study was to learn how RN-BSNs prepare for their return to college, why they go about doing so, and what resources they utilize. Secondly, what are the gaps, how do they overcome them, and what is their advice to potential RN-BSN students so they could be better prepared. The Transtheoretical Model and the Epidemiological Model were used to guide the study. The eight participants interviewed ranged in age (32-57). Each had contemplated the return to school since their initial nursing program. Six were enrolled at a rural satellite site at their place of employment. While participants prepared in a variety of ways, findings showed they also did not know what to expect and thus felt unprepared in many respects. The most common type of preparation was mental; whereas the most frequent gap in preparation was academic, including writing papers, presentation skills, computer literacy, citations, obtaining books, information literacy, and study skills. Overall, five themes summarized their advice to future students: (a) obtain academic skills early on, (b) find balance, (c) make connections, (d) embrace the difference, and (e) don't wait; make the decision. Based on the findings, examples of recommendations that are both practical and affordable are outlined.

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7

Lamarche-Schmalz, Jennifer. "The Ontario College of Teachers, self-regulation or control of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28599.pdf.

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8

Behdin, Nowrouzi. "Quality of Work Life: Investigation of Occupational Stressors among Obstetric Nurses in Northeastern Ontario." Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2107.

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Nursing is a stressful occupation with various physical and psychosocial stressors inherent in its practice. While the physical stressors of nursing are generally understood, less understood are the psychological and social stressors of the profession. With the many changes in healthcare facilities and structures that are occurring today and, in turn, affecting nurses, it is increasingly important to better understand the psychosocial stress experiences of nurses. Grounded in the Job Demand-Control-Support Framework, the objectives of this study were to: 1) examine factors associated with quality of work life (QWL) of Registered Nurses working in four small urban hospital-based obstetric programs, 2) determine if nursing occupational stress, QWL, and various factors (e.g., demographic, locations with and without cross-training) are associated with nurses’ work ability, where work ability is the worker’s capacity to perform their work, as was measured by the work ability index, and 3) review and evaluate some workplace interventions targeting occupational stress management and burnout for nurses.

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9

Loury, Sharon D. "Oral Histories of Early Practice Nurses." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8190.

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10

Nehring, Wendy M. "Educating Nurses – Examples of Change at ETSU." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6731.

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11

Loury, Sharon D., and Florence M. Weierbach. "Oral Histories of Early Practice Nurses in Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7390.

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12

Connell, Mary. "The Work of Nurses in the Fever Unit at the Ontario Hospital Toronto: A Qualitative Descriptive Case Study." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39513.

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The aim of this study was to describe the process and practices that informed fever therapy treatment at the Ontario Hospital, Toronto, and to describe the work of mental health nurses providing fever therapy at the Ontario Hospital, Toronto from 1941 to 1950. For almost a decade (1941 to 1950) the Ontario Hospital, Toronto operated a fever therapy unit for the treatment of neurosyphilis, an advanced stage of syphilis. This unit, the only one of its kind in Ontario, used specially designed cabinets to elevate patient temperatures in an attempt to kill the bacterium known to cause neurosyphilis. These treatments, lasting 8 to 10 hours, was taxing on patients, both mentally and physically, and often left the patient in a compromised medical state. The fever unit at the Ontario Hospital, Toronto was managed entirely by mental health nurses with next to no oversight from physicians, even in times of adverse medical reaction. This image of the mental health nurse as a highly skilled and competent practitioner is not one that has been historically assigned to this area of nursing. This thesis contributes to the history of mental health nursing in Ontario and nursing overall.

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13

Boundy, Janice F. Riegle Rodney P. "Comparison of perceptions of college experiences of baccalaureate nursing students at single-purpose, joint degree-granting, and multipurpose institutions." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918605.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 27, 2005. Dissertation Committee: Rodney P. Riegle (chair), Sharon E. Bolin, Edwin R. Hines, Patricia H. Klass, George Padavil. Includes bibliographical references (leaves 115-119) and abstract. Also available in print.

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Marek, Greta I., and A. McGann. "Understanding of Delegation Practices Held 2018 by Registered Nurses." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8389.

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15

Wallner, John P. (John Paul) Carleton University Dissertation Canadian Studies. "Athletics and academics: St. Michael's College withdrawal from Ontario Hockey Association junior A competition." Ottawa, 1990.

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16

Sargsyan, Alex, Jean Croce Hemphill, and Lee Ridner. "Single Fathers and Health Disparities: Will Nurses Address Inequities?" Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7559.

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Single parents face many challenges when accessing healthcare for their children and themselves, and have health issues that may go unrecognized, particularly for single fathers. The number of single father households has increased dramatically over the past few decades. There were fewer than 300,000 single father households in 1960, but in 2011 that number increased to more than 2.6 million—a 8.6-fold increase from baseline. Despite this jump in numbers, the literature addressing health-related issues of single fathers is rather scant. In this blog, we disseminate the limited number of studies on the subject and make recommendations for nurses to address the health disparities for this unique segment of population.

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17

Weber, Renae E. "A case study of data decisions at one community college /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1288646581&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 95-102). Also available for download via the World Wide Web; free to University of Oregon users.

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18

Malik, Alana Jayne. "Institutional Resource Allocation, Student Engagement, and Student Satisfaction at Ontario Universities." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288452556.

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19

(ACNEP), Appalachian Consortium for Nursing Education and Practice, and Wendy M. Nehring. "Nurses in Northeast Tennessee Working toward IOM Recommendations for Many Years." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/6705.

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Excerpt: The Institute of Medicine’s (IOM) seminal report, The Future of Nursing: Leading Change, Advancing Health in 2010, addressed recommendations that included increasing the number of baccalaureate and doctoral nursing graduates; allowing advanced practice nurses to practice to the upper limit of their education; allowing nurses to be interprofessional, collaborative leaders; implementing nurse residency programs; providing opportunities for life-long learning; and enabling nurses to assume leadership positions in which the outcome is advancing health and healthcare. In October 2011, prior to the annual Tennessee Nurses Association convention, a preconference was held to discuss this report, the implications of the recommendations for Tennessee, the preliminary findings of a statewide survey on the educational recommendations (results to be published shortly), and the activities in place and/or planned to occur across the state. The nurses of northeast Tennessee have been working on these recommendations prior to this report and continue to do so since the report. This article will review these efforts.

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20

Ramsey, Priscilla W., P. McConnell, B. H. Palmer, and Loyd Lee Glenn. "Nurses' Compliance With Universal Precautions Before and After Implementation of OSHA Regulations." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/7541.

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The principal objective of this study was to investigate whether or not nurses' compliance with universal precautions procedures improved after the mandatory Occupational Safety and Health Administration regulations were implemented in 1992. Two random samples of registered nurses and licensed practical nurses registered in Tennessee responded to survey questionnaires measuring universal precautions compliance and practice barriers to compliance in 1991 and 1993 (n = 306). The 1993 sample of nurses reported significantly greater compliance with universal precautions (p < 0.001) than the 1991 sample. The most noteworthy improvement between the 1991 and the 1993 groups was a significant increase in compliance for patients described as HIV/HBV-status unknown and HIV/HBV-negative (p < 0.001). Practice barriers hindering compliance with universal precautions decreased significantly (p < 0.001) in the 1991-1993 time frame. Problematic practice barriers identified in both groups were needle recapping, preference for isolation door signs, and concerns about offending patients and visitors.

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21

Stephens, Valerie. "The implementation of profiles of ministry at Eastern Pentecostal Bible College." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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22

Dalton, Linda Louise. "Developing a protocol for campus health service professional nurses to manage students with mental distress." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1303.

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Professional nurses working at a campus health service have to cope with challenges such as staff shortages and budgetary constraints associated with working in a complex environment providing primary health care. The aim of primary health care includes promoting health, preventing disease and the early detection and treatment of illness. Mental health services form an integral part of the integrated primary health care package as implemented in the campus health service. Students attend the Campus Health Service for help related to their health. Health care is provided by professional nurses and counsellors through a comprehensive primary health care service which serves students as well as staff. Some students may state that they experience feelings of being stressed or depressed. Other students may complain of physical symptoms such as headache or upper backache. Upon further investigation emotional problems may be identified as the cause of the psychosomatic symptoms. The professional nurses working in the campus health service verbalised that it is sometimes difficult to identify a mental illness or mental distress as there is no effective assessment tool that they can use. Management of conditions is also problematic as there are no protocols indicating the therapeutic interventions that can be taken. The research question in this study was therefore: What information should be included in a protocol to assess and manage a student experiencing mental distress that can be used by professional nurses working in a Campus Health Service? The aim of this study is to develop a mental health care protocol for campus health service professional nurses to assess and manage university students who are experiencing mental distress. The research design of this study was qualitative, explorative, descriptive, explanatory and contextual. In this study the Delphi research technique was used to create an instrument to standardise mental health care in a campus health service. The Delphi technique is a series of sequential questionnaires or “rounds” interspersed with controlled feedback that seeks to gain the most reliable consensus of opinion of a group of experts. A questionnaire was developed based on an extensive literature review. The research population of this study consisted of two groups: professional nurses with knowledge of student health care needs and expert psychiatric nurses. The study was conducted at the Campus Health Service at a university in the Eastern Cape. The data collection and analysis was done utilising the Delphi technique. Trustworthiness was ensured by using the Lincoln and Guba Model utilising the criteria of credibility, applicability, dependability and conformability. In this study the ethical principles of beneficence, non-maleficence, justice and self determination were applied to ensure that participants are treated with respect and consideration and ensured high ethical standards. Informed consent was obtained from the participants in this study. The findings of this research were utilised to assist the researcher in developing a protocol for mental health care of students in campus health service settings.

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23

Foreman, Meagan. "Public Interest, Patient Engagement and the Transparency Initiative of the College of Physicians and Surgeons of Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37975.

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In recent years, patient-centredness has become a central focus in improving health care quality. In 2010, the Canadian Medical Association (CMA) launched a four-year action plan aimed at transforming Canada’s health care through a framework aimed at creating a culture of patient-centred care, accountability and responsibility. Several of Canada’s provincial governments proceeded to launch patient-centred action plans, including the Government of Ontario’s “Patients First” framework, which prioritizes patient engagement and increased transparency. As an example of how organizations are putting these values into practice, the College of Physicians and Surgeons of Ontario (CPSO)’s transparency initiative, which aims to make more physician-specific information available to the public in order to help patients make informed decisions about their health care, was examined. This thesis asks how physicians and members of the public feel that the transparency initiative aligns with the CPSO’s public interest mandate. Using discourse analysis, 226 responses by physicians, members of the public and organizations on a discussion forum in the Policy Consultations section of the CPSO’s website were analyzed in order to identify the main themes in arguments for or against increased transparency. The results show that physicians and members of the public tended to differ in their views on the purposes and probable outcomes of the CPSO’s transparency initiative. The majority of physicians worried about patients’ ability to accurately understand and utilize the information being provided to them, and the negative impact that this might have on individual physicians and on the physician-patient relationship more broadly. Most members of the public had a more positive outlook on the potential for transparency to build public trust, help patients become informed and engaged decision-makers and improve patient safety.

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Tyanti, Mandisa. "Clinical experiences of third-year student nurses in a public college in the Eastern Cape." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016097.

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Clinical experience has always been an important part of nursing education. Nursing colleges require students to be placed in clinical areas in order to acquire new knowledge and skills. The purpose of the study was to explore and describe the clinical experiences during their clinical placement of the third-year student nurses at a public college in the Eastern Cape. The objectives of this study were: to explore and describe the experiences of the third-year student of a public nursing college in the Eastern Cape, and to describe strategies for the improvement of student learning during clinical practice. A qualitative, explorative and descriptive research design was used to describe the clinical experiences of these student nurses and the strategies for the improvement of student learning during clinical practice. Data were collected from focus group interviews, using a purposive and convenience sample from one college campus in the Eastern Cape. Tesch’s method of data analysis (in Creswell, 2003) was used to analyse data. Trustworthiness was ensured in this research by using Guba’s model (in Lincoln & Guba, 1985) of qualitative research. Ethical approval was obtained from the University of Fort Hare Research Ethics Committee, the Department of Health, Eastern Cape, the Head of the Nursing College, the Campus Head and the participants and ethical consideration was ensured throughout the research process. Themes and sub-themes emerged from data collected about the clinical experiences of the nurses. The study brought to light the experiences of third-year student nurses during allocation to clinical areas. The findings from this study revealed the need for proper clinical accompaniment by college staff to ensure that clinical learning is taking place. Strategies to improve learning in the clinical areas are described. and recommendations for nursing education and nursing practice are made. If this is applied, it will help the student nurses to be better professionals.

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Alley, Nancy M., Jo-Ann Marrs, and Beth Schreiner. "Nurses’ Promise to Safeguard the Public: Is It Time for Nationally Mandated Background Checks?" Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/7103.

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A historical perspective on healthcare regulation is provided along with the details of the process of fingerprinting and background checks. Issues are raised concerning the validity and reliability of background checks. Information on the status of the individual states is provided by means of a chart and a discussion ensues regarding the rationalization for requiring background checks and fingerprinting. Finally, questions and recommendations are posed regarding making background checks a requirement for licensure and/or entry into nursing schools.

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Alley, Nancy, Jo A. Marrs, and Terri B. Schreiner. "Nurses’ Promise to Safeguard the Public: Is It Time for Nationally Mandated Background Checks?" Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/8510.

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A historical perspective on healthcare regulation is provided along with the details of the process of fingerprinting and background checks. Issues are raised concerning the validity and reliability of background checks. Information on the status of the individual states is provided by means of a chart and a discussion ensues regarding the rationalization for requiring background checks and fingerprinting. Finally, questions and recommendations are posed regarding making background checks a requirement for licensure and/or entry into nursing schools.

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27

Goldschmidt, Mary Kay, Sandy Halford, Florence M. Weierbach, Jea Morton, T. Zurakwski, Kae Livsey, R. Sutter, and W. Anderson. "Advancing the Role of Primary Care Registered Nurses in Population Health Management." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7383.

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Hemphill, Jean Croce, and Florence M. Weierbach. "Educating Nurses for Delivering Care That Embraces the Diverse Populations in Appalachia." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7393.

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29

Christen, Henry Tiffany. "Community college educators' perceptions of the instructional infrastructure needed for high-fidelity paramedic training simulations." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000150.

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Nentrup, Randall. "A Study of Perceived Leader Interaction Style & Job Satisfaction of Master's Prepared Nurses at Hospitals in the State of Tennessee." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etsu-works/8563.

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31

Kaddoura, Mahmoud. "New graduate nurses' perception of critical thinking development in critical care nursing training programs /." Access online resource, 2009. http://scholar.simmons.edu/bitstream/handle/10090/9655/Mahmoud%20Dissertation%207%20%20JULY.pdf?sequence=1.

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Vanhook, Patricia M. "Nurses forming Legal Partnerships to Meet the Needs of the Underserved in Rural America." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7423.

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33

Santandrea, Mark John. "The best of both worlds, a history of King's College as a Catholic, post-secondary institution in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32505.pdf.

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Sineke, Nqatyiswa. "Perceived academic support of student nurses at a public nursing college in the Eastern Cape Province." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016158.

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Academic support is critical in promoting success among student nurses. Support for student learning is a key element in optimizing student learning experiences, in any learning environment, and its importance has been widely discussed. Student academic support is closely related to motivation for learning, and helping students achieve their learning goals and objectives. Student nurses continue to struggle during their training, to the point of failing a year or being excluded from the course, in spite of the academic support provided through classroom facilitation, and remedial teaching provided by academic staff. They frequently complain that the course is difficult, the workload is heavy, and they are unable to integrate theory with practice. As a result they are too stressed, throughout their training. The purpose of this study is to explore and describe the perceptions of student nurses about the academic support provided to them at a public nursing college in the Eastern Cape Province. This study was guided by the Caring Curriculum Model, based on Watson‟s Theory of Caring. The core of this theory is the implementation of ten carative factors to promote health and equilibrium. Caring was endorsed as a core value in nursing education and practice, by the National League of Nursing and the American Association of Colleges of Nursing, while the centrality of a caring-healing relationship was recognized as a basis for all health professional education by the Pew Health Professions Commission. A quantitative approach, using a descriptive and explanatory design, was used to determine the perceptions of student nurses on the academic support they received from the public nursing college. Participants were selected by a simple random sampling method. A total of 189 student nurses, who registered for the 4-year diploma programme at the East London Campus of the Lilitha College of Nursing, participated in the study. Self-report data was collected by means of the Academic Support questionnaire, using a Likert scale which addressed both the performance and importance of academic support. Data were analysed using Statistical Analysis Systems version 9.3, using mean tables and graphical data analysis. The findings revealed high performance ratings for aspects relating to academic advising and teaching-learning process, indicating that there is satisfaction among students on these service attributes. Poor performance ratings were identified, relative to campus support services, indicating that student nurses were not happy with the availability and accessibility of library resources, and computer and internet services. Student nurses, at the college under study, were also not happy with aspects of service excellence relating to campus-based health care facilities, and personal student counselling services. The study identified a gap between the perceived performance and the importance of academic support at the nursing college, as the general performance was rated lower than the importance of academic support. The findings suggest the necessity for improved library facilities and resources, healthcare and counselling services and the establishment of student support programmes, to build the capacity of students and to enhance their chances of success.

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Mia, Shahnaaz. "Self-leadership in male learner nurses during their four-year programme at a college in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4196.

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Magister Curationis - MCur
Male learners in the nursing profession could face self-leadership challenges. Self-leadership is an enabling process whereby a person learns to know him/herself better and, through this improved self-awareness, is better able to steer his/her work life. It involves personal and professional growth and maturity. This leads to empowerment of the individual and to fulfillment of goals and desires. The purpose of this study was to describe guidelines for male learner nurses on self-leadership during a four-year nursing programme at a nursing college in the Western Cape. The objectives of this study were to explore and describe the best experiences of self-leadership in male learner nurses during their four-year training programme at a nursing college in the Western Cape. An exploratory, descriptive, contextual and qualitative research design incorporating the philosophy of the Appreciative Inquiry paradigm was used. The research questions were framed from an AI perspective: ‘What are the best experiences of male learner nurses on their self-leadership during their four-year programme?’ ‘How can male learner nurses lead themselves during their four-year programme?’ The target population consisted of all the male student nurses from 1st to 4th year (n=151) in the R425 undergraduate diploma programme at a nursing college in the Western Cape. Data was collected by means of individual, semi-structured interviews with 12 male learner nurses until saturation occurred. The interviews were audio-taped and transcribed verbatim. Data analysis consisted of thematic analysis using Tesch’s eight-step method to generate themes, categories and sub-categories. The findings consisted of five themes: Theme 1 – The peak experiences of the male student nurses relating to self-leadership occurred on multiple levels – academic, interpersonal, personally associated and practice-linked. Theme 2 – Self-leadership was a process (at times difficult) of growth, adaptation and developing attitudes that culminated in building character. Theme 3 – Future aspirations included professional and educational aspects and interpersonal leadership. Theme 4 – This revealed the qualities needed for attainment of future aspirations. Theme 5 – The value of the programme was enhanced through educational, fellow student and practice support. The conclusion of this study was that male student nurses have the ability to lead themselves; they display characteristics such as maturity, responsibility, advocacy, strong resolve, hard work, endurance, a willingness to sacrifice; they used self-talk; they made firm decisions; but they needed guidance and active support from family, friends and nurse educators as well as management. The value of their training programme was enhanced by educational support from lecturers and mentors, fellow students and practice support in the wards and simulation laboratory. Guidelines for self-leadership for male learner nurses were described from the findings of the study. Ethical considerations included obtaining informed consent from the participants, while ensuring confidentiality and anonymity. Ethical clearance to conduct this study was obtained from the Ethics Committee at the University of the Western Cape, Western Cape College of Nursing (WCCN) and Cape Peninsula University of Technology (CPUT). Trustworthiness was ensured throughout the research process through credibility, transferability, confirmability and dependability.

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King, Alyson E. "The experience of the second generation of women students at Ontario universities, 1900-1930." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ41191.pdf.

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Surendra, Saketaram Sam. "Acceptance of Web technology based education by professors and administrators of a college of applied arts and technology in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58603.pdf.

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Bosse, Jordon, Katherine Simmonds, Charlene Hanson, Lynne Dunphy, Patricia M. Vanhook, and Lusine Poghosyan. "Position Statement: Full Practice Authority for Advanced Practice Registered Nurses Is Necessary to Transform Primary Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7415.

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Lack of full practice authority (FPA) for advanced practice registered nurses (APRNs) is a barrier to the provision of efficient, cost-effective, high-quality, and comprehensive health care services for some of our most vulnerable citizens ( Agency for Healthcare Research and Quality, 2014 , Buerhaus et al., 2015 , Pohl et al., 2010a , Seibert et al., 2004 ). APRNs have the education, knowledge, skills, and experience necessary to provide basic and comprehensive primary care services; they are a ready workforce, ideally positioned to improve access to care, contribute to health disparities reduction efforts, and lower the cost of providing such care ( National Center for Workforce Analysis 2013 , Perloff et al., 2016 ). However, barriers at the state and national levels continue to prevent these highly qualified health care providers from practicing to the full extent to which their education and training have prepared them. It is the position of the American Academy of Nursing (academy) that FPA of APRNs is essential to achieving health equity.

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Vanhook, Patricia M., Jordon Bosse, Margaret Flinter, Lusine Poghosyan, Lynne Dunphy, and Debra Barksdale. "The American Academy of Nursing on Policy Emerging Role of Baccalaureate Registered Nurses in Primary Care." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7413.

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Increased access to health insurance and health care, increased complexity of patients in our aging society, and challenges in primary care team staffing are among many current challenges to providing high quality, effective, and satisfying care to all patients. At the same time, the team is expected to attend to the equally important need for prevention, health promotion, and care coordination and management of the population at large. The demand to manage multiple, comorbid complex chronic illnesses are overwhelming the primary care system and causing waits, delays, and a shifts toward receiving primary care in inappropriate settings such as the emergency room (ER). Solutions cannot be limited to producing more physicians, nurse practitioners (NPs), and physician's assistants (PAs) as primary care providers, but rather in looking at all members of the primary care team and ensuring that each member is contributing at their highest level based on education, training, and licensure/certification. One professional, the registered nurse with a Bachelor of Science in Nursing (BSN-RN), has traditionally been underutilized as a core member of the primary care team. Supporting BSN-RN practice as a key member of the primary care interprofessional team is a strategy that will help meet the needs of our patients. BSN-RNs have the knowledge, skills, and abilities to assume critical roles in prevention, health promotion, management of acute and episodic illness, chronic illness management, transition management, and complex care management and coordination, as well as supporting the work of the entire interprofessional team (Josiah Macy, Jr. Foundation, 2016; American Academy of Ambulatory Care Nursing ([AAACN], 201). Transforming the role of the BSN-RN in primary care requires the coordinated responses of policy makers, academic institutions, accrediting bodies, primary health care providers and other primary care team members. In 2015, the Health Resources and Services Administration (HRSA) provided financial support (HRSA-16-066) to nine universities to develop educational models that provide BSN students to gain more clinical experience in community settings (HRSA, 2015). In late 2017, building on those successes, HRSA initiated a new funding initiative (HRSA-18-012) and called for proposals addressing strategies focused on recruiting both current and future nurses to practice careers in primary care, utilizing their full scope of practice as a member of primary care teams (HRSA, 2017). Fundamental learning from these projects demonstrated that BSN-RNs are an essential component for quality care. Therefore, policies which impede primary care organizations from investing in the BSN-RN as a core member of the primary care team must be addressed.

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Krakauer, Renate. "A Learning College for health care, the applicability of learning-centred education to The Michener Institute for Applied Health Sciences (Ontario)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58901.pdf.

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Gregory, Josephine M. "A grounded theory study of the education of hospital nurses : how education for interpersonal relating influences the way nurses relate to each other in the college and on the ward." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/844361/.

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This study was initiated as a result of a concern that the philosophy and practice of facilitative interpersonal relating espoused in pre-registration nurse education was not transferring with ease into educational interactive teaching and learning processes nor to the practice of nursing, particularly between nurses themselves. Working from one of the premises of humanistic education which is that people will integrate professional and personal learning so that they can be 'enabling' for others in professional practice, and combining this with the definition of nursing which nurses themselves gave in this study, which centred on the quality of their interpersonal relationships with patients, this research focused on:a) what constituted interpersonal relationships for the nurses studied, b) how the education of nurses addressed interpersonal relationships in teaching and nursing practice, c) how the development of interpersonal relationships as therapeutic enabling behaviour was practised among nurses themselves in educational and hospital ward practice. A Grounded Theory approach (after Glaser and Strauss 1967) was used to discover what were the sociopsychological processes guiding how nurses related to each other. A total of 176 nurses were sampled in this research. There was an initial purposive sample of 31 nurses from student nurses to tutors in the School of Nursing and trained nurses on some of the wards of a general hospital engaged in the study. This was followed by theoretical sampling with those same nurses and with other nurses outside the research site. The main method used was unstructured intensive interviews, many informal interviews, group discussions with some non-participant observations and use of curriculum documents. The main findings were that nurses felt emotionally and behaviourally ill equipped to form enabling (socio-psychological) relationships with each other, and for the most part unwilling to be 'enabling' to each other. In nurse education socio-psychological training was given, little priority over the 'clinical' curriculum and most tutors felt unable to teach the interpersonal curriculum experientially. Students recognised the need to develop interpersonal "enabling" skills; however, most did not demonstrate an investment in learning 'how to be enabling' in experiential education. The possible reasons for the lack of ability or lack of investment in developing "enabling" interpersonal relating were identified as core processes of personal vulnerability and fear of intimacy. These fears were shielded by the basic sociopsychological process of With-holding Self as a Strategy for Selfmanagement in which nurses seemed to be engaged. This was 'a holding back' from intimacy; that is being honest, spontaneous and creative as defined by Berne (1972) (Appendix H) Aligned with the 'With-holding' and in some cases a manifestation of 'with-holding' was the other basic sociopsychological process identified, which was: the 'Professional shield' as a self-protective sociopsychological mechanism protecting against personal rejection, (real or imagined) and its auxiliary category: 'Conformity to try to belong to the ward team' as a strategy to counteract the perceived overuse of hierarchical power and control mainly within the ward team. Fear of rejection and fear of intimacy were core categories which gave rise to the defensive strategies which nurses used in their interpersonal relationships with each other. As a result of these findings, some more definite questions could be asked which would form the bases of further research. One question addressing the sociopsychological relationships among nurses could be: What is the investment for nurses (as a profession) in maintaining unsatisfactory interpersonal relations which maintain a state of dis-empowerment? There is a recommendation for nurse educators generally to work within an educational psychological learning contracting for interpersonal skills training, and that such training be called psychosocial education to give it more prominence and status in the curriculum.

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Caka, Ernestina Masebina. "The South African Military Nursing College pupil enrolled nurses experiences of the clinical learning environment / by Ernestina M. Caka." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4723.

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Earlier studies depicted the experiences of students in certain clinical learning areas, and particularly highlighted their experiences with regard to the factors that facilitated and obstructed their learning (Lofmark 2001: 43; Papp, Markanen and von Bondorff 2003: 263). However, less is known about these experiences in the military health fraternity. The study aimed at exploring and describing the military health nursing students' clinical learning experiences within both the military health and the public health setting. The South African Nursing Council,( R2175), stipulates the required time that students should complete in the clinical area to promote a learning climate that will avail opportunities and foster support to build confident and competent professionals on completion of training. An explorative, descriptive, contextual design, which is qualitative in nature, was employed to conduct the study. Focus groups were used as a measure of data collection. An experienced moderator facilitated the interviews in order to yield rich data with regard to these experiences. Four themes and twelve sub–themes emerged as both contributing positively and negatively to the learning experiences of students in the clinical area. The researcher engaged an independent co–coder in the analysis of data. After reaching consensus, data was analysed using Henning's method of analysis, thus bringing greater clarity to the study. Conclusions drawn from this study by the researcher were that students needed an environment that will yield positive experiences with regard to their learning. More opportunities should be created for them to develop their expertise and competence in the profession, and, above that, a feeling of acceptance and belonging from the staff members should be cultivated.
Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

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Peter, Zingiwe Patricia. "An evaluation of clinical facilitation in the Nursing College of the Eastern Cape province." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/889.

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Loury, Sharon D. "Collecting and Disseminating Information About White, African American and Cherokee Nurses in Knoxville, TN 1900-1965." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8186.

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The experiences of minority nurses in Appalachia as across the country, from 1900-1964, varied by ethnicity. African American nurses were denied admission to "White" schools of nursing and were banned from employment in White hospitals. African American patients were admitted to small, inadequate "Negro" or "Colored" wards in Knoxville area hospital basements, which were often described a dark, cold and damp, if they were admitted at all. In response to these dire conditions, the first African American hospital in Appalachia, the Eliza B. Wallace Hospital was founded on the Knoxville College campus in 1907. The school added a nurse training program which was the first and for many years the only nurses training available to Appalachian African American women. The Helen Mae Lennon Hospital, a second hospital for African Americans was founded in the 1920s in Knoxville and also had a nurse training program. During this era,the U S government had an "assimilation policy" of "Americanizing" or "civilizing" Native Americans. Eastern Band Cherokee Indian women could be and were admitted to White schools of nursing including Knoxville General Hospital's program. they could and did join the US Army Nurse corps in WWII. The experiences of both groups will be examined along side the White nurses experiences.

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Vanhook, Patricia M. "Cost-Utility Analysis: A Method of Quantifying the Value of Registered Nurses." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7454.

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Cost-utility analysis is one method of determining the cost effectiveness of nursing interventions. It is heralded by the World Health Organization as the measure to determine allocation of resources. This method of measurement includes calculation of both the cost of quality-adjusted life years (QALY) and the cost of disability-adjusted life years (DALY). The purpose of this article is to present cost-utility analysis as a relevant measure for describing the value of registered nurses. First the article will present a short overview of cost effectiveness, along with a discussion of two cost-effectiveness measures, cost-effective analysis and cost-utility analysis. Then the measurement of quality-adjusted life years and disability-adjusted life years will be presented. The article will conclude by challenging nurses to develop cost-utility analyses into a meaningful and useful methodology that can provide nursing with a process to measure the economic outcomes of our nursing interventions.

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Vanhook, Patricia M., Trish Aniol, John Orzechowski, and Grace Titilayo Babalola. "Nurses Forming Legal Partnerships to Meet the Needs of the Underserved in Rural America." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7414.

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The impetus for the recognition of the need for legal partners in healthcare came from Boston City Hospital in 1993. The hospital provided care to the largest uninsured and underinsured population in the New England states. The pediatric patients were noted by Dr. Barry Zuckerman to have difficulty in recovering from medical illnesses. He linked their inability to improve their health to poor housing, food insecurity, and basic social determinants of health. His hiring of a part-time lawyer led to a national movement for the development of medical-legal partnerships. The American Bar Association, the National Center for Medical-Legal Partnerships at George Washington University in Washington, DC and the American Academy of Pediatrics formed the first national medical-legal partnership in 2007. Joint resolutions were passed for members to become partners with the other professional colleagues to “address the legal and social issues affecting patient health and well-being.” The American Bar Association resolution led to the creation of the Medical-Legal Partnership Pro Bono Project. In 2015, the East Tennessee State University College of Nursing nurse-led community health center was awarded a small grant from the National Nurse Centers Consortium to participate in the development of a medical-legal partnership. The health center is staffed by Nurse Practitioners who provide health care for the underserved in northeast Tennessee. The patients are diverse and include homeless, migrants, residents of public housing, uninsured, and underinsured. Partnering with the Tennessee Justice Center in Nashville, Tennessee, the nurse-led medical legal partnership improved lives of pediatric patients, adults, pregnant women across the state, and advocacy rights for those who cannot speak for themselves.

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Hall, Katherine C. "Role Functions of Staff Nurse Preceptors for Undergraduate, Pre-Licensure Nursing Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8286.

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Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN’s perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

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Hall, Katherine C. "Exploring Perceptions of Staff Registered Nurse Preceptors for Undergraduate Pre-licensure Nursing Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8295.

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Ramsey, Priscilla W., and L. Lee Glenn. "Nurses' Body Fluid Exposure Reporting, HIV Testing, and Hepatitis B Vaccination Rates: Before and After Implementing Universal Precautions Regulations." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/7543.

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The purpose of this study was to investigate whether mandatory universal precautions changed nurses' body fluid exposure and reporting rates, hepatitis B vaccination rates, and human immunodeficiency virus (HIV) testing rates. Random cross-sectional surveys of nurses in Tennessee were conducted in 1991 and 1993 (n = 145 in 1991; n = 143 in 1993). The questionnaire in both surveys included frequency of body fluid exposures and reporting in the past year, and whether or not the respondent had received the hepatitis B vaccine or had been HIV tested. Findings indicated that self reported needlestick injuries decreased by 69%, and other sharps injuries decreased by 81%. Only 4.1% of all exposure incidents reported on this anonymous survey were reported to employee health officials, as required. Body fluid exposure incidents were the most common form of exposure (81%) and the most underreported. Hepatitis B vaccinations significantly increased (61.4% to 82.5%), with a nonsignificant increase in HIV testing (47.2% to 55.6%) from 1991 to 1993. Findings of this study suggest that the universal precautions regulatory mandate has been effective in increasing nurses' compliance to universal precautions. Body fluid contacts were significantly underreported and showed no decrease between 1991 and 1993.

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Forsyth, Patricia Eileen. "Investigating the reproductive health knowledge, attitudes and practices among student nurses at a selected private nursing college in South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6865.

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Magister Curationis - MCur
Background: The changes in sexual and reproductive behaviour of young people as they become students, has been widely documented. International and local studies promote the development of student-centred, comprehensive and accessible reproductive health services. In order to establish effective reproductive health care within education institutions, it is strongly recommended that one should understand the local context well. Aim: This study aimed to describe the reproductive health knowledge, attitudes and practices of student nurses at a select private nursing college in South Africa.

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