Relevant bibliographies by topics / Colleges and schools of nursing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Colleges and schools of nursing'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Colleges and schools of nursing"

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Schaffer, Susan, and Carolyn B. Yucha. "Physiological Wet Laboratory Facilities in Colleges of Nursing." Biological Research For Nursing 7, no. 2 (October 2005): 130–34. http://dx.doi.org/10.1177/1099800405280937.

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The purpose of this study was to describe physiological wet laboratories as they exist within colleges of nursing with doctoral programs. Surveys were sent to the current deans and directors of all 96 nursing colleges/schools with doctoral programs as of January 2004, obtained from the American Association of Colleges of Nursing Web site. Only 26 (37%) of 71 responding schools operate their own wet laboratory, either singly or with another college. The most common analyses done are hormone levels, immune proteins, and cell counts, followed by catecholamines, chemistries, and bacterial cultures. Approximate annual costs of running wet laboratories range from $1,500 to $320,000 per school. Schools based in an academic health center were more likely to operate a wet laboratory ( 2 = .003). There were no differences based on source of university funding (public vs. private) or Carnegie classification.
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Yang, Seung-Hyeon, Euiyoung Cho, Jin Sook Kim, and Hyejung Lee. "Accelerated second-degree bachelor of science in nursing program in South Korea: Current status and future directions." Journal of Korean Academic Society of Nursing Education 26, no. 2 (May 31, 2020): 123–31. http://dx.doi.org/10.5977/jkasne.2020.26.2.123.

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Purpose: The purpose of this study was to describe characteristics of colleges implementing the accelerated second-degree bachelor of science in nursing program in South Korea and provide insight into strategies to improve the program outcomes.Methods: An on-line questionnaire developed for this study was emailed to deans of nursing colleges who were members of the Korean Association of College of Nursing. Questions included items related to nursing college, students, curriculum, and anticipated difficulty in relation to an increase of the number of second-degree students.Results: Out of 117 nursing schools, 33 schools (28.2%) participated in the on-line survey. The actual number of second-degree students and their ratio (about 10%) to regular students significantly increased in 2019. Male students were enrolled nearly twice as many times as regular students. Among the anticipated difficulties, clinical practice institutions (3.94) and clinical practice instructors (3.73) showed relatively higher scores than other difficulties such as teaching (3.58) and education facilities (3.30).Conclusion: In order to improve the quality of nursing education for second-degree students, more nursing faculties and innovative clinical practice support systems are needed. Future study is warranted to investigate the educational experience of second-degree students and graduates.
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Shinyashiki, Gilberto Tadeu, Isabel Amélia Costa Mendes, Maria Auxiliadora Trevizan, and René A. Day. "Professional socialization: students becoming nurses." Revista Latino-Americana de Enfermagem 14, no. 4 (August 2006): 601–7. http://dx.doi.org/10.1590/s0104-11692006000400019.

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Usually colleges are evaluated by the quality of the knowledge and technical training offered to the students. Little attention is given to the acquisition of the values, behaviors and attitudes necessary to assume their professional role. This exploratory study aims to increase understanding of the professional socialization process that occurs at nursing schools and the results obtained through the socialization of professional values and standards. The educational experience of nursing students involves more than a body of scientific knowledge and the acquisition of abilities to provide care to patients. Questionnaires were filled out by 278 students of two public Nursing Schools in São Paulo state, 164 in school A and 114 in school B. The results indicated that some professional values, norms and behaviors are influenced by College years, studying at a College of Nursing during four years leads to a difference in values, norms and professional behavior.
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Yoon, Saun-Joo Lee, Sandra Wolfe, Carolyn B. Yucha, and Peishan Tsai. "Research support by doctoral-granting colleges/schools of nursing." Journal of Professional Nursing 18, no. 1 (January 2002): 16–21. http://dx.doi.org/10.1053/jpnu.2002.30897.

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Lewenson, Sandra B. "“Nurses’ Training May Be Shifted”: The Story of Bellevue and Hunter College, 1942–1969." Nursing History Review 21, no. 1 (2013): 14–32. http://dx.doi.org/10.1891/1062-8061.21.14.

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During the mid-20th century, nursing leaders advocated moving nursing education out of hospital-based programs and into colleges and universities for the purpose of preparing nurses to meet the demands of increasingly complex health care situations. Nursing leaders in New York City’s municipal hospitals recognized the value of this change and sought to increase the number of baccalaureate-prepared nurses to fill the many vacancies within city hospitals. This article examines the political support New York gave to the expansion of Hunter College’s baccalaureate program in nursing (a college within the City University of New York system) while closing the almost 100-year-old Bellevue and Mills Schools of Nursing diploma program. The efforts to change nursing at Bellevue started in the 1940s, but the transfer to Hunter College was not realized until 1967. Although the decision to close the diploma school met resistance among various stakeholders, the expansion ultimately succeeded. It was supported by the New York City Department of Hospitals and received approval from the Board of Estimates and Board of Higher Education. Both Bellevue and Hunter’s leadership was ready to make this change and participated in this transformation.
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Ballena, Naressia Seludo. "Leadership behavior of deans as a determinant of faculty job satisfaction and job commitment." Journal of Nursing Education and Practice 12, no. 3 (November 9, 2021): 58. http://dx.doi.org/10.5430/jnep.v12n3p58.

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Background: Faculty job satisfaction and commitment contribute to the success of academic programs of a college. The main purpose of the study was to determine the relationship of leadership behavior of the deans of nursing colleges to the job satisfaction and job commitment of the faculty members.Methods: The study used a descriptive correlational design. Twenty deans and 100 faculty members from 20 nursing colleges in the National Capital Region, Philippines participated. Survey instruments used were the (1) modified Leader Behavior Description Questionnaire, (2) modified Minnesota Job Satisfaction Questionnaire, and (3) Job Commitment Questionnaire. Leadership behavior was measured based on the “initiating structure” and “consideration” dimensions.Results: Deans of nursing schools viewed their leadership behavior as “highly initiating” (M = 44.0, SD = 5.61) and “very highly considerate” (M = 50.1, SD = 4.99). Assessment of faculty members revealed congruent findings for the leadership dimensions of initiating structure (M = 46.6, SD = 3.83) and consideration (M = 49.9, SD = 2.66). Faculty members were generally “satisfied” (M = 4.20, SD = .25) and “committed” (M = 4.00, SD = .23) to their teaching job. Among the recently established colleges, the “initiating structure” dimension was highly positively correlated with job commitment of faculty members, r = .82, p < .05. There were no statistically significant relationships between the school classification, and the job satisfaction and job commitment of nursing faculty members.Conclusions: Measures must be instituted to improve the “initiating structure” behavior of deans of recently established nursing schools to increase job commitment of faculty members. Other factors associated with job satisfaction and job commitment should be explored.
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DeWitty, Vernell P., and David A. Byrd. "Recruiting Underrepresented Students for Nursing Schools." Creative Nursing 27, no. 1 (February 1, 2021): 40–45. http://dx.doi.org/10.1891/crnr-d-20-00069.

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Preparing a richly diverse nursing student population is essential to improving health outcomes for the nation and achieving a robust supply of health-care providers who better reflect the society we serve. As the U.S. population becomes more diverse, cultural competence is necessary among health-care professionals in order to practice with cultural humility. Cultural humility refers to a commitment and active engagement in a lifelong learning process that allows individuals to better meet the complex health-care needs of patients, communities, and colleagues. The design of an effective recruitment strategy should be driven by the mission of the educational institution and aligned to reflect the targeted population of potential students. Recruitment efforts and activities should be designed to improve the ability to attract a diverse population and more firmly establish a continuing pipeline of possible students. This article presents strategies such as building relationships and partnerships with 2-year community colleges with upper division nursing programs, and employing technology solutions to enhance recruitment and admissions of a diverse pool of applicants. Technology solutions can help manage large applicant pools, help staff coordinate a communication campaign so there is frequent contact with prospects, and capture notes throughout the recruitment process that can be utilized in a holistic admission strategy. Recruitment is the first step; to address retention, students must be welcomed into an inclusive learning environment where they can successfully advance, in order to achieve the goal of a more diverse nursing workforce.
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Liu, Zhiping, and Menglin Yue. "Effects of Presentation- Assimilation- Discussion (PAD) Class Teaching Model on Learning Attitudes of Nursing Students --- Taking the “Nursing Psychology” Course as an Example." Journal of Educational Theory and Management 2, no. 2 (April 16, 2018): 33. http://dx.doi.org/10.26549/jetm.v2i2.734.

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Purpose: to explore and discuss the effects of PAD Class Teaching Model on nursing students who are expected to enter undergraduate schools from junior colleges. Method: Randomly select 112 students from two classes (2016) who are expected to enter undergraduate schools from junior colleges in a medical school in Pingdingshan, and divide them into a control group and an experimental group using a method of cluster randomization. In the teaching process of “Nursing Psychology”, the control group and the experimental group respectively adopted the traditional teaching mode and the PAD class teaching mode. After the implementation of one semester, compare the nursing students’ learning attitudes change before and after the implementation. Results: The scores of the nursing students in the experimental group at the three latitudes of learning interests, learning habits, and professional cognition were significantly higher than those of the control group, and the differences have statistical significance (P<0.05). Conclusions: PAD class teaching mode helps improve nursing students’ learning attitudes.
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Shelley,, Rebecca, and Robyn Gilden,. "Expanding Our Green Horizons: Sustainability in Schools of Nursing." International Journal of Human Caring 18, no. 2 (March 2014): 38–39. http://dx.doi.org/10.20467/1091-5710.18.2.38.

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Leading nursing and healthcare organizations across the nation are adopting a shared vision of a more environmentally sustainable healthcare sector that does not harm, but instead works to promote human and environmental health. In 2011, the American Association of Colleges of Nursing Task Force on Environmental Sustainability produced a report, Toward an Environmentally Sustainable Academic Enterprise: An AACN Guide for Nursing Education. The University of Maryland School of Nursing (UMSON) is implementing the recommendations of the AACN Task Force. The Sustainability Initiative will strive to educate all at UMSON to address the environment within the school, workplace, and profession.
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Makhanya, Nonhlanhla J., Vhothusa E. Matahela, and Gcinile Buthelezi. "Responding to Post-School Education Policy Reforms: A Case Study on the Incorporation of Nursing Colleges into the Post-School Education and Training System of South Africa." Global Journal of Health Science 14, no. 9 (August 24, 2022): 29. http://dx.doi.org/10.5539/gjhs.v14n9p29.

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Amongst the diverse providers of nursing education in South Africa, public nursing colleges have over the years produced 80% of pipeline nursing professionals. The demand imposed by the reorganisation of health services toward universal health coverage, together with the recent changes to the post-school legislation introduced by the Department of Higher Education and Training has required a repositioning of nursing colleges within the new milieu. If public nursing colleges did not comply with post-school education prescripts, they would not be eligible to offer programmes that are aligned to the Higher Education Qualification Sub-framework. The purpose of this article is to provide an account on progress and lessons learnt towards repositioning public nursing colleges within the new higher education milieu as a legal requirement for offering new nursing programmes leading to registration in any of the new nursing categories prescribed in the Nursing Act. The National Department of Health has, through the stewardship of its Chief Nursing Officer facilitated an intense process from 2016 to 2019 of preparing public nursing colleges to meet the requirements for accreditation as higher education institutions. Chief among these activities was the development of a national policy for nursing education informed by and designed around health service demands and underpinned by higher education principles to direct provisioning of nursing education and training. Parallel to the policy, the state of readiness of public nursing colleges was measured against the Council for Higher Education determined criteria for programme accreditation. Lessons emanating from this process are being used to accelerate preparation for accreditation of programmes leading to professional qualifications in nursing and other related health sciences programmes offered at college level to ensure sustained production of nurses with requisite skills mix required for a responsive health care system.
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Dissertations / Theses on the topic "Colleges and schools of nursing"

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Lamb, Gail A. Hines Edward R. "Organizational effectiveness in specialized colleges of nursing and health sciences." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819893.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 14, 2006. Dissertation Committee: Edward R. Hines (chair), Ronald Halinski, Kathleen Hogan, Anita Lupo. Includes bibliographical references (leaves 187-200) and abstract. Also available in print.
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Thongchant, Pitr. "A Study of Job Satisfaction Among Faculty Members of Nursing Colleges in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331086/.

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The purpose of this study was to investigate job satisfaction among full-time faculty members of nursing colleges in Thailand, by using the Faculty Job Satisfaction /Dissatisfaction Scale developed by Olin R. Wood. The investigation was based on the ten factors of job satisfaction selected from the Herzberg Motivation-Hygiene theory as follows: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, work itself, and working conditions. The questionnaire consisted of 68 items, using a six-point rating scale for ten factors of job satisfaction. The population consisted of 621 full-time nursing faculty members in twenty-one nursing colleges across the country of Thailand. A total of 408 nursing faculty members or 65.70 percent of the population participated in this study. Frequencies, percentage, one-way ANOVA, two-way ANOVA, regression analysis, and coefficience of concordance W. were used in the follow-up investigation, with the level of significance at .05.
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Bruner, Jeanne K. "Moving toward the 21st Century: American Association of Colleges of Nursing Guidelines and Baccalaureate Nursing Education." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278423/.

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This study investigated current use of American Association of Colleges of Nursing guidelines in preparing the baccalaureate nurse graduate to practice nursing in the community health sector of the healthcare delivery system and use of community based healthcare delivery sites by baccalaureate programs located in non-urbanized and urbanized areas. The extent of guidelines adoption, plans by colleges not currently using them to do so in the future, and impact of accreditation visits on the adoption of the guidelines were also explored. A qualitative survey design was used to describe the use of AACN guidelines in the development of baccalaureate nursing education.
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Scott, Marcia L. "A descriptive correlational study of perceived stress and perceived health problems in baccalaureate nursing students in small private colleges." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1014845.

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The purposes of this study were to describe perceived health problems and perceived stress and examine the relationship between perceived health problems and perceived stress in nursing students in five small religiously affiliated colleges with schools of nursing in Indiana.The Neuman Systems Model (Neuman, 1989) was the theoretical framework for the study. Health problems were examined using the Health Problems Inventory (Jones, L. H., 1988) and stress was measured by the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983).Findings included a moderate level of perceived health problems and a moderate level of perceived stress for the 150 study participants. The relationship between perceived health problems and perceived stress was strongly positive at a significant level (r= .69, p< .001). These findings were consistent with other studies that showed a relationship between stress and health problems in college students. These findings support Neuman's model of the effect of stressors on the system (disrupting the stability).Conclusions were that there is a level of stress that is unmanaged and perceived health problems which may be interfering with the students' education. The study findings have implications for students, nursing faculty, and those who provide health care to college students. Implications are organized into Neuman's three modes of prevention: primary, secondary, and tertiary. Implications included assessment of students to determine the presence of stress, stress management education for students, alerting nursing faculty and health care providers to the health problems identified by students, and increasing faculty awareness concerning the stressful nature of nursing school.
School of Nursing
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Hamilton, Helen. "Patricia Violet Slater : a remarkable leader in the nursing profession in changing times." Thesis, Federation University Australia, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/183621.

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Patricia Slater opposed the entrenched traditional system of educating nurses in hospital programs and, in the years 1960-1983, she was an advocate and activist for tertiary level ducation for nurses in the general education system. Ms Slater’s educational expertise and unique position in nursing affairs, positioned her to progress nursing education at both undergraduate (basic) and graduate (post basic) levels and to take a leading role in the reform of nursing education. In this biographical account of Ms Slater’s professional life, her contribution as a pioneer and key player in the late twentieth century radical reform of nursing education, is distinguished from the collective activity of the nursing profession. The 1950s-1970s, highlighted many shortcomings in nursing practice drawing attention to the inadequacy of the contemporary preparation of nursing students. The traditional nursing education system, couched as it was in the cultural ethos of nineteenth century and rule driven, is identified as a major contributing factor to the apparent stasis in educational growth and development in Nursing. Social, cultural and political ideologies, to which the nursing profession was subject, worked to constrain and contain the profession, contributing to the apparent powerlessness of the profession to readily adjust and rectify its position. Chief among these influences was firstly, the domination and control of the medical profession over the health system and all health matters. Secondly, paternalism, that kept women in society and in the workforce subordinate to men. Thus nurses, being mostly female, were also professionally subordinated in the workplace being subject to medical control and direction. Thirdly, the Nightingale legacy of discipline and obedience in combination with the apprenticeship model of nurse education and the hierarchical organisation of nursing work, combined to encourage passive and conservative traits in nursing students that persisted over time. Ms Slater returned from nursing studies in America in 1960 with a vision as to how the nursing profession in Australia could advance and prepare nurses able to carry the profession forward, to determine the role and function of the nurse and the education required to develop nursing students at all levels. It would not be until the 1970s that sufficient numbers of nurses were ready to support the radical solution that Slater advocated, the transfer of nursing education into the general education system. Achieving this aim drew support from leading nursing organisations and the profession’s collective effort, sustained for over a decade, ultimately proved successful. Ms Slater’s thinking on nursing education, her vision for the nursing profession’s future, her philosophy and values in respect of Nursing, are drawn from her published work and some unpublished papers. Finding little to give insight into her personal reactions to events in her professional life, I approached individuals who had worked with Ms Slater ranging in time from approximately 2-12 years. Sixteen individuals were interviewed to gain their perspectives on events and their views and perceptions of Ms Slater: all but four were former employees. Interviews were taped verbatim, transcribed and reviewed by participants, all of whom agreed to be identified in the study. The official records of the College of Nursing, Australia and the then Royal Australian Nursing Federation, provided further primary source material together with the many reports of inquiries into nursing education. A diverse range of material was used to place Ms Slater’s life and the Nursing profession as a whole, in the social, cultural and political context of the times. Nursing in Australia was compared with like countries in the same time period. It was established that all were facing similar problems for much the same reasons. Patricia Slater’s leadership and expertise, were essential components in the successful achievement of tertiary level education for nurses. As a result, in the years 1984-1994, the nursing profession moved from a skilled craft towards becoming a knowledge based discipline, the equal of other health professions. The change in nurse education at that time, was as radical as that introduced to Australia by the Nightingale nurses in 1860s, in that the position and status of nurses and Nursing was radically changed on both occasions. The story of one of the most important Australian nurse leaders of the twentieth century is related for the first time in this work.
Doctor of Philosophy
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Campbell, William T. "Improving nursing student progression to RN at Salisbury University (Maryland)." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.05 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220626.

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Thomas, Nanci Terese. "Burnout among Nursing Faculty in Texas." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278474/.

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The study analyzed burnout of nursing faculty to determine the frequency, intensity, and predictors of burnout. Christian Maslach's burnout questionnaire, Maslach Burnout Inventory (MBI), and a demographic data survey were used to measure burnout. A random selection of 250 nursing faculty was mailed both a burnout questionnaire and a demographic data survey. There were 192 useable responses that were used in the study. Each questionnaire and demographic data survey were reviewed for completeness and rechecked for accurate data entry. The results were presented in summary tables. Data analysis included frequency, means, Pearson r, and downward, stepwise regression analyses. There was a high frequency and intensity of burnout in all nursing faculty, as measured in the three MBI subscales (depersonalization, emotional exhaustion, and personal accomplishment). There was a significant relationship between the number of hours nursing faculty spend with academic advising and the intensity of emotional exhaustion. None of the demographic data, except hours spent in academic advising, were a predictor of burnout.
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Catalano, Joseph T. "A National Study of Retention Efforts at Institutions of Higher Education with Baccalaureate Degree Nursing Programs." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331858/.

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This study is concerned with the problem of determining the status of.specific student retention efforts at the departmental and institutional levels in institutions of higher education offering baccalaureate degrees in nursing. The purposes of the study include (1) the determination of the percentages of those institutions which have specific programs to increase student retention in place and functioning at the various administrative levels, (2) the determination of those aspects of the many possible retention efforts that are being utilized, (3) identification of those retention efforts which may be most effective, and (4) comparison of retention rates between those institutions with organized retention programs and those without these programs. The population of the study is composed of all 430 of the National League for Nursing (NLN) accredited, Registered Nurse Baccalaureate Degree programs in the United States. The specially designed survey instrument produced a 62 percent response return. Response frequencies and percentages were calculated to show the relative success rates of various retention efforts. In addition, the data were subjected to several statistical procedures to determine if there were statistically significant differences between the various types and levels of retention efforts. The findings indicate that the presence of an organized and functioning program to increase student retention does produce a statistically significant increase in the mean retention rate for those institutions with such programs as compared with those institutions without organized retention programs. This significant increase was constant across the three types or levels of retention programs surveyed (departmental level only, university level only, both university and departmental levels). The majority of the respondents (55.5 percent) do have retention programs in place and functioning at some level in their institutions. Of the six major areas of retention efforts listed on the questionnaire, the area dealing the "Administrative Activities" to increase student retention was present most often among that group of respondents with the highest retention rates.
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Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.

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Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.
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Maxwell, Karen Elizabeth. "Designing the Plane While Flying It: A Case Study on Nursing Faculty Development during Academic Electronic Health Records Integration in a Small Liberal Arts College." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1930.

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The expectation of graduating nurses today is to be knowledgeable and responsive to rapidly changing technology in the health care environment. Although federal mandates, Institute of Medicine (IOM) recommendations, and nursing program accreditation initiatives are pushing an "informatics" healthcare agenda by promoting the implementation of electronic health record (EHR) systems by 2014 in all healthcare facilities, very few US nursing schools provide students with access and training in, EHR systems. In addition, nursing faculty may not have a clear understanding of healthcare informatics; the use of information and technology to communicate, manage knowledge, mitigate error, and support decision-making. Nursing education must address faculty issues related to this innovative paradigm in order to keep pace and participate as co-creators of relevant informatics technology curriculum that prepares graduates for real life workforce. Understanding the challenges, concerns, and successes in implementing informatics may help nurse educators as they develop curriculum and teach in this environment. This case study explores and describes, with nursing faculty of a small liberal arts college, faculty knowledge, skills, and attitudes (KSAs) as they participate in an action research framed curriculum development program for informatics academic EHR (AEHR) integration. The research question:What is the experience of nursing educators and nursing faculty members involved in the integration of an AEHR project framed in the Learning by Developing model at a small liberal arts college school of nursing? Significant insights as participants in the study influenced nurse educators' ideas regarding collaborative curricular design, meaningful assignments, and the importance of feedback.
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Books on the topic "Colleges and schools of nursing"

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Redman, Barbara Klug. Report on nursing faculty salaries in colleges and universities. Washington, DC (1 Dupont Cir., NW, Suite 530, Washington 20036): American Association of Colleges of Nursing, 1987.

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Grayson, Fred N. Nursing school entrance exams. Hoboken, NJ: Wiley, 2004.

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Grayson, Fred N. CliffsTestPrep Nursing School Entrance Exam. New York: John Wiley & Sons, Ltd., 2004.

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Nursing, National League for, ed. Official guide to graduate nursing programs. 2nd ed. Sudbury, Mass: Jones and Bartlett, 2004.

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Best graduate schools: Law, business, education, engineering, medicine, nursing and more. 2nd ed. Washington, D.C: U.S. News & World Report, 2015.

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Skolnik, Michael L. Economic and financial considerations in the development of collaborative baccalaureate programs in nursing in Ontario: An exploratory study : a paper prepared for the Heads of Nursing, Colleges of Applied Arts and Technology & the Council of Ontario University Programs in Nursing. [S.l: s.n.], 1996.

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Practice, American Nurses Association Task Force to Develop Guidelines for College Health Nursing. Standards of college health nursing practice. Kansas City, Mo. (2420 Pershing Rd., Kansas City 64108): American Nurses' Association, 1986.

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Seago, Jean Ann. Admission policies and attrition rates in California community college nursing programs: Background and summary of findings and recommendations of the California Postsecondary Education Commission. Sacramento, Calif: California Postsecondary Education Commission, 2003.

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Greenhill, E. Dianne. From diploma to doctorate: 100 years of nursing : the University of Tennessee, Memphis College of Nursing. Memphis, Tenn: University of Tennessee, Memphis, 1998.

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Lee, Anderson. Complete in all its parts: Nursing education at the University of Iowa, 1898-1998. Ann Arbor: University of Michigan Press, 1998.

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Book chapters on the topic "Colleges and schools of nursing"

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Feuerlicht, R. "Teaching Nursing Law in Nursing Schools." In Medicolegal Library, 61–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-83301-4_10.

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Keenan, Siobhan. "Playing at Schools and University Colleges." In Travelling Players in Shakespeare’s England, 107–27. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230597549_6.

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Lo, Ping-cheung. "Scholastic universities, monastic schools, and Confucian colleges." In Whole Person Education in East Asian Universities, 31–60. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003137252-4.

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Morewitz, Stephen J. "Death Threats and Violence at Schools and Colleges." In Death Threats and Violence, 67–83. New York, NY: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-76663-8_7.

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Ramsey, Nicole B., and Julie Wang. "Anaphylaxis Education: For Patients, Daycares, Schools, and Colleges." In Anaphylaxis, 101–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43205-8_8.

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Mahajan, Shobhit. "Science and mathematics teaching in schools and colleges." In The Routledge Handbook of Education in India, 97–115. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003030362-9.

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Shannon, Robin Adair. "Emergency and Disaster Nursing in Schools." In Nursing Management of Pediatric Disaster, 315–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43428-1_14.

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Davis, Niki E., and Richard E. Ferdig. "Virtual Schools: A Global Perspective." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_46-1.

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Taylor, Ross. "Mathematics Programs in High Schools and Two-Year Colleges." In New Directions in Two-Year College Mathematics, 467–79. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5116-3_23.

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Weissenböck, Martin. "Informatics Education at Vocational Schools and Colleges in Austria." In From Computer Literacy to Informatics Fundamentals, 32–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31958-0_4.

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Conference papers on the topic "Colleges and schools of nursing"

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Ha, Ju Young, and Bo Yun Sim. "Needs Analysis of Posttraumatic Growth Program for College Student of School Bullying." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.01.

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Okpomeshine, Christine. "Introduction of Obstetric Simulations in Nigerian Nursing Schools." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.98.

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Flatland, Robin, Ira Goldstein, MaryAnne L. Egan, Scott Vandenberg, Meg Fryling, and Sharon Small. "Connecting Colleges/Universities and Local High Schools." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159570.

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Ülker, Türkan, and Fatoş Korkmaz. "Collaboration Between Health Care Institutions And Nursing Schools On Clinical Education." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.68.

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Jing, Bo, Qingrong Qin, and Dongming Sun. "Application of Mind Mapping in Emergency Nursing Teaching for Nursing Students in High Vocational Colleges." In Proceedings of the 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.108.

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Altshuler, Gregory B., Nickolai R. Belashenkov, Vladimir S. Ermolaev, Mickle V. Inochkin, and Vyatcheslav B. Karasev. "Application of portable optical laboratory in high schools and colleges." In SPIE's 1995 International Symposium on Optical Science, Engineering, and Instrumentation. SPIE, 1995. http://dx.doi.org/10.1117/12.224041.

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Liu, Chao. "On the Diversification of Running Schools in Higher Vocational Colleges." In 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.065.

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Kurent, Primoz. "Integration of the future technologies to high schools and colleges." In 2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2017. http://dx.doi.org/10.23919/mipro.2017.7973541.

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Grunewald Nichele, Aline, and Kênya Silva dos Santos Moraes. "3D-PRINTED POLARIMETER FOR EDUCATIONAL USE IN SCHOOLS AND COLLEGES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1719.

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Lv, Jing. "Research on Scientific Research Management in Isecondary Schools of Higher Vocational Colleges." In 2018 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/saeme-18.2018.120.

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Reports on the topic "Colleges and schools of nursing"

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Okereke, Ekechi, Godwin Unumeri, and Aisha Jibril. Strengthening Cross River state schools of nursing and midwifery by updating their training curricula, procedure manuals and student handbooks. Population Council, 2019. http://dx.doi.org/10.31899/rh6.1030.

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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, May 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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Badrinarayan, Aneesha. Performance assessments in college admission: Designing an effective and equitable process. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/150.937.

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At the same time that many colleges and universities are seeking new ways to more equitably admit and support students, a growing number of schools and districts are using performance assessments to prepare for and monitor deeper learning in high school. Performance assessments measure students’ knowledge, skills, and abilities by asking students to use them in the real-world contexts in which they are required. Student performance on well-designed assessments provides a reflection of deeper learning practices and offers rigorous and equitable ways to surface important academic and nonacademic knowledge and skills.
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Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.
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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
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Safe patient handling training for schools of nursing. Curricular materials. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, November 2009. http://dx.doi.org/10.26616/nioshpub2009127.

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The association of opening K-12 schools and colleges with the spread of COVID-19 in the United States: country-level panel data analysis. Cemmap, February 2021. http://dx.doi.org/10.47004/wp.cem.2021.0521.

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Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003341.

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The COVID-19 pandemic forced the closure of schools across the Caribbean, including tertiary institutions. Colleges and universities turned to digital solutions and modified their pedagogy in order to sustain continuity of learning. Other adaptations like flexible payment schemes were made to allow students to stay enrolled. The University of West Indies CCEP and CLRI and the IDB co-hosted a conversation titled “Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic,” which sought to explore how tertiary institutions were coping with the impact of the COVID-19 pandemic. The conversation focused on the most prominent challenges and what measures the institutions had taken to deal with them, what they felt they had done well in adapting, and how sustainable they deemed those measures in supporting their operations in the medium to long term. A follow-up meeting was held with several students from UWI to further explore how they had been impacted. This publication shares the responses to these questions, offers lessons learned and outlines next steps for the Caribbean Tertiary Institutions and the IDB.
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