To see the other types of publications on this topic, follow the link: Colleges and schools of nursing.
Dissertations / Theses on the topic 'Colleges and schools of nursing'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Colleges and schools of nursing.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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/.
Full textAbstract:
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.
3
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/.
Full textAbstract:
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.
4
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.
Full textAbstract:
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
5
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.
Full textAbstract:
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
6
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.
Full text
7
Thomas, Nanci Terese. "Burnout among Nursing Faculty in Texas." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278474/.
Full textAbstract:
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.
8
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/.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Venezia, Andrea. "The communication and interpretation of undergraduate admissions policies in central Texas high schools and middle schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full text
12
Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.
Full textAbstract:
The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
13
Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.
Full textAbstract:
The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
14
Yates, Shari. "California Community Colleges Child Development Laboratory Schools." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670462.
Full textAbstract:
Community colleges in California are the primary source for preparing the early childhood care and education (ECE) workforce. The California child development lab school mission is to prepare ECE practitioners, provide a laboratory where college students can study and research child development/education, and offer a service to children and families. There are many benefits that are derived from laboratory schools but many community college lab schools have been reduced and/or closed over the past three years. The purposes of this Delphi study were (a) to examine the most pressing issues, problems and barriers facing California community colleges child development labs schools; (b) rate the importance of the issues, problems, and barriers identified; and (c) elicit experts' recommendations for the most viable solutions to help California child development laboratory programs maintain viability. A Delphi method was utilized procuring a panel of ECE experts that identified and rated the most pressing issues, problems and barriers, and generated viable solutions for California child development laboratory schools' viability. The key statistical processes used in this Delphi research were measures of central tendency and measures of dispersion. The ECE experts recommended solutions to increase a greater understanding of early childhood care and education, allow more support, and secure more financial assistance for the lab schools. A comprehensive infrastructure approach of government, policymakers, and community college leaders is required for California community college child development lab schools' viability. The data gathered from this study develops five potential benefits for laboratory schools including: (1) providing rationale for policy construction regarding statewide community college lab programs; (2) deciphering the most pressing problems and barriers that California community college child development laboratories are facing; (3) soliciting solutions to maintain viability for child development lab programs; (4) contributing to the development of statewide recognition and possibly legislation on funding sources for California community college child development laboratories; and (5) ensuring the survival of California community college child development laboratory schools.
15
Loury, Sharon D. "History of Knoxville General Hospital’s School of Nursing 1902-1956." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8189.
Full text
16
Nehring, Wendy, and Lisa Ousley. "School Nursing for Children with Disabilities: Case Studies: Special Needs Healthcare Plans." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7163.
Full text
17
Walls, J., Patricia M. Vanhook, and L. Odom. "School-Based Health: A University and Board of Education Partnership." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.
Full text
18
Garrett, Rebecca, and Christine M. Mullins. "Evaluation of a Depression Screening Initiative in a Rural Virginia School System." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7124.
Full textAbstract:
PROBLEM STATEMENT: An estimated 3.1 million adolescents in the United States experience depression episode each year. Adolescents experiencing depression are prone to poor academic performance, impaired social functioning, increased incidence of substance abuse, and increased risk for suicide. Primary care providers often do not conduct depression screenings during healthcare visits for various reasons. Southwest Virginia school system does not have a depression screening protocol making depression symptoms often unidentified. SUMMARY OF EVIDENCE: Depression screenings should be conducted during well child exams. Missed screenings place adolescents at risk for poor healthcare outcomes. DESCRIPTION OF PRACTICE OR PROTOCOL: The pediatric nurse practitioner health services coordinator for southwest Virginia schools conducts well-child exams for adolescents. Depression screening was an area for practice improvement. VALIDATION OF EVIDENCE: The Patient Health Questionnaire (PHQ)-2 was administered during the health service coordinators’ well child visit and aggregate data was collected on a handwritten form relaying the PHQ-2 score, PHQ 9 score, and referral to parent. RELEVANCE OF PMH NURSING: All students receiving a well child visit over 8 weeks were screened for depression (n=44). There were 16 (35.5%) of students who screened positive on the PHQ-2 and were administered the PHQ-9. There were 13 (81.3%) (n=16) students who were administered the PHQ-9 and scored greater than 4. The number of referrals to parents generated were 10 (76.9%) (n=13). FUTURE IMPLICATIONS: Southwest Virginia schools need a policy and procedure describing the administration of the PHQ-2 and PHQ-9 screening instrument.
19
Holmes, Susuan Posey Witte James E. "Student and faculty perceptions of clinical teaching effectiveness of full-time and part-time baccalaureate degree clinical nursing faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/HOLMES_SUSAN_9.pdf.
Full text
20
Corbett, Shirley Ann. "Factors that motivate RNs to return to school for the BSN and to remain in school to complete the degree." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/2519.
Full textAbstract:
This exploratory descriptive study examined the factors that influence Registered Nurses (RNs) to return to school to pursue a Baccalaureate of Science in Nursing degree (BSN) and the factors that contribute to the decision to remain in school to complete the degree. Students (N=226) enrolled in RN-BSN programs in three different universities in southeast Florida participated in the study by completing researcher developed questionnaires. The study group included 140 students who were newly enrolled in an RN-BSN program and 86 students who were preparing to graduate from an RN-BSN program. The instruments used in this study were two researcher developed questionnaires, the Corbett Nursing Educational Motivational Inventory - Form A (CNEMI-A), administered to the newly enrolled students, and the Corbett Nursing Educational Motivational Inventory - Form B (CNEMI-B), administered to the graduating students. The questionnaires included researcher-developed items in addition to items derived from a modified form of the Educational Participation Scale used by other researchers. Demographic data were also collected. Findings indicated that changes in health care, career goals, personal satisfaction, and flexible curriculum patterns are the major reasons why RNs return to school for the BSN. Less significant factors were social support, salary increase, and employer expectations. The factors considered most significant in the decision to remain in school to complete the degree were ranked in the following order: personal achievement, changes in health care, career change/advancement, enrollment options, faculty support, social support, and employer support. Implications for nurse educators related to the changing roles of RNs and the need to continue to assist RNs to adapt to new roles in health care. Recommendations for future research on RN-BSN nursing education included studies to identify the courses considered most useful by RN-BSN students as compared to courses considered repetitive of basic nursing programs. Studies were also recommended to examine the differences between the needs of RNs related to experience as an RN and recency of education. Additional studies were recommended to determine the feasibility of dual-enrollment ADN/BSN programs for last semester ADN students.
21
Roberts, Cristine Ann Ward-Smith Peggy. "Instrument development the nursing career search questionnaire /." Diss., UMK access, 2008.
Find full textAbstract:
Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2008."A dissertation in nursing." Advisor: Peggy Ward-Smith. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 111-125). Online version of the print edition.
22
Nguyen, Danielle, and Jeannie Lee. "Medication Adherence Education in U.S. Schools and Colleges of Pharmacy." The University of Arizona, 2014. http://hdl.handle.net/10150/614222.
Full textAbstract:
Class of 2014 AbstractSpecific Aims: Medication adherence is the extent to which patients take their medications correctly and consistently as prescribed.1 The objective of this study was to assess Accreditation Council for Pharmacy Education (ACPE)- preaccredited and accredited schools and colleges of pharmacy for adherence course content in their curricula. Methods: The survey link was sent via email to the Department of Pharmacy Practice Chair, or equivalent, at each institution. The data collected via the online survey included information regarding the details of medication adherence curriculum present at the program. All data remained confidential. Chi-square statistical test was used for analysis to compare hours of adherence education taught in older (in existence ≥ 20 years) versus newer (< 20 years) programs. Main Results: Twenty-eight programs responded among 130 inquiries (22% response rate). Of the respondents, only two colleges of pharmacy offered a course on medication adherence, one as an elective and one as required. Common adherence principles were incorporated into other pharmacy courses with the most common topics being counseling, patient education and communication skills. Older programs taught more hours (> 20 hours) focused on adherence compared to the newer programs, but they did not differ significantly (p = 0.39). Conclusion: Despite the low response rate, the findings show a lack of curricular focus on medication adherence, particularly as an individual course. Further studies are needed to identify adherence training received by student pharmacists, and to evaluate the impact of adherence-focused curriculum components on provision of patient care centered on medication adherence by pharmacy practitioners.
23
Jackson, Mona M. "Competency-based computer applications for secondary schools and community colleges." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1048.
Full text
24
Daniels, Ray Education Faculty of Arts & Social Sciences UNSW. "The management of change in six Victorian secondary colleges." Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.
Full textAbstract:
This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.
25
Rice, Judy A. "Typical or Troubled: A Program to Prevent School Violence." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7622.
Full text
26
Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.
Full textAbstract:
This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system.
Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were.
Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.
27
Wirtz, Ellen Frances. "The Moral Integrity Development on Nursing Students in Two-Year Colleges." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/wirtz/WirtzE0507.pdf.
Full textAbstract:
Moral integrity development and professional decision making ability is a vital characteristic in nurses. A review of the literature revealed that while the moral development of baccalaureate nursing students had been investigated, there was little data investigating the variables affecting the moral development of nursing students in two-year colleges. Therefore, the purpose of this study was to investigate if age, gender, prior work experience in the health care field, prior college experience and grade point average made a difference in the moral development of nursing students in two-year colleges at the beginning and at the end of their nursing programs. The cognitive development theory of Piaget, the moral development theory of Kohlberg, Gilligan's theory of the moral development in women and Parse's nursing theory of human becoming formed the framework for this research. A cross sectional cluster sample of first term and final term nursing students enrolled at two year colleges were tested using Rest's Defining Issues Test - 2 (DIT - 2) to measure moral development. The sample included 156 first term nursing students and 144 final term nursing students currently enrolled at eight, two-year colleges in the Pacific northwest region of the United States. Descriptive statistics and analysis of variance were used to investigate the difference in moral development when considering these independent variables: term in program, age, gender, prior work experience in the health care setting, prior college experience and grade point average. Results indicated moral development was different in first term nursing students compared with final term nursing students at two-year colleges. Age and prior college experience were significant independent variables in moral development while gender, prior work experience in the health care setting and grade point average were not found to be significant variables.
28
Reid, Mary Beth. "Rural Community Colleges and the Nursing Shortage in Severely Distressed Counties." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4838/.
Full textAbstract:
The United States is in the middle of a gripping nursing shortage; a shortage that is putting patients' lives in danger. This study determined the impact community and tribal colleges in severely economically distressed counties of the United States have on the nursing shortage faced by health care facilities serving these areas. The initial sample of 24 institutions selected in the Ford Foundation's Rural Community College Initiative (RCCI) (1995-2000). Data were collected from the Fall 1998 National Study of Post Secondary Faculty to obtain characteristics of faculty and from the 2003 Integrated Postsecondary Education Data System (IPEDS) to obtain characteristics of students, both at all publicly-controlled community colleges, all tribal colleges, and the 24 RCCI colleges that included 18 community and six tribal colleges. A survey was sent to the directors/deans/chairs of the nursing programs to ascertain issues related to the nursing program, nursing faculty, and nursing students. Respondents were asked to identify the healthcare facilities used for students' clinical experiences. A survey was then sent to each of these facilities asking about rural health, and source of nursing staff. Findings: 1) 87% of these these rural healthcare facilities are experiencing a significant shortage of nurses, and they are challenged to recruit and retain nursing staff; 2) Nursing programs, including both Licensed Practical Nursing and Associate's Degree Nursing are important to these rural community and tribal colleges, have seen growth over the past 5 years and expect to continue growth (86%); 3) Financial aid for nursing students is critically important; 4) Students are predominantly white and female; minorities are significantly under-represented; 5) Lack of subsidized public transportation and child care for nursing students even at tribal colleges are barriers that impact program completion; and 6) A shortage of nursing faculty exists at rural community and tribal colleges that negatively impacts student enrollment in these programs, thus reducing the rural nursing workforce pipeline. It is the rural community and tribal college nursing programs help provide severely economically distressed counties of the United States with the nursing workforce needed to decrease the nurse to patient ratio.
29
Melton, Bruce. "The benefits to the small Bible College of achieving accreditation through the Transnational Association of Christian Colleges and Schools." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Full text
30
Hershey, Kristen. "Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3317.
Full textAbstract:
Safety culture has been demonstrated to be a key factor in high-reliability organizations (HROs), yet healthcare has not achieved a safety culture as seen in HROs despite decades of effort. Student nurses are enculturated into their profession during their pre-licensure education. This period offers an excellent opportunity to teach students the values, norms, and practices of safety culture. However, little is known about the state of safety culture in schools of nursing.
The purpose of this study was to examine the state of patient safety culture as perceived by students in pre-licensure nursing programs in the US using a modified version of the Hospital Survey on Patient Safety Culture (HSOPSC). The School of Nursing Culture of Safety Survey (SON-COSS), the modified instrument created for this study, was administered electronically to a sample of pre-licensure nursing students (N=539) drawn from membership in the National Student Nurses Association (NSNA).
The SON-COSS was found to maintain its reliability and validity for use in pre-licensure nursing students. Perceptions of patient safety culture ranged from 81.6% to 23% positive for the 10 dimensions of patient safety culture measured by the SON-COSS. The highest percent positive dimensions for this study were Faculty Support for Patient Safety (81.6%), Teamwork Within Groups (78.3%), and Faculty Expectations and Actions Promoting Patient Safety (68.6%). The lowest percent positive dimensions for this study were Frequency of Events Reported (47.3%), Communication Openness (34%), and Nonpunitive Response to Error (23%). Participants in this study perceived patient safety culture significantly lower for eight of the 10 dimensions measured by the SON-COSS compared to aggregate national data from the HSOPSC (AHRQ, 2016). Only Faculty Support for Patient Safety (81.6%) was significantly higher than the corresponding dimension in the HSOPSC.
The results of this survey indicate that students recognize the importance of safety to their faculty, but they do not perceive the presence of a just culture, an essential prerequisite for a culture of safety. This study provides a reliable and valid instrument to measure safety culture in schools of nursing and baseline data to understand the state of safety culture in this population.
31
Bruhn, David D. "The costs/benefits of opening a skilled nursing facility at Naval Hospital, San Diego." Thesis, Monterey, Calif. : Naval Postgraduate School, 1992. http://handle.dtic.mil/100.2/ADA256727.
Full textAbstract:
Thesis (M.S. in Management)--Naval Postgraduate School, June 1992.Thesis Advisor: San Miguel, Joseph G. "June 1992." Description based on title screen as viewed on March 10, 2009. Includes bibliographical references (p. 116). Also available in print.
32
Fogle, Elizabeth M. "Understanding instructor onboarding practices at career colleges." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton154187749441259.
Full text
33
Dzimnenani, Mbirimtengerenji Noel. "Developing an effective classroom and clinical teaching strategy in Malawi nursing colleges." University of the Western Cape, 2018. http://hdl.handle.net/11394/5842.
Full textAbstract:
Philosophiae Doctor - PhD (Nursing)Nursing is the largest healthcare profession in Malawi with more than 11,000 registered Nurses (RNs) and Nurse Technicians and Midwives (NTM) practicing in hospitals and other settings like nursing colleges nationwide. Nursing tutors in all the nursing colleges use numerous types of teaching aids in student preparation. There are numerous teaching strategies that suit pedagogical learning, however not all can yield the desired outcome and are properly applied in both classroom and clinical areas. Therefore, identifying the new teaching strategies for nurse tutors is very critical in nursing education hence this study concentrates on teaching competence, interaction and performance on the use of the strategies. Nurse tutors must encourage teaching and learning discovery through deliberate interactive teaching actions. However, some outcome actions, competences and performance or interactive behaviour of the nurse tutor are much to be desired in most nursing colleges in Malawi. Nurses need to possess classroom and clinical teaching competences to perform the role of a tutor properly.
34
Basco, Prado Luis. "Autopercepción de las competencias en Pensamiento Crítico en estudiantes de Grado de Enfermería." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/404881.
Full textAbstract:
Los periodos de práctica clínica o periodos prácticos son calificados de gran relevancia por parte de los estudiantes, puesto que, son considerados como espacios de transición y construcción de la identidad profesional y que se han de asumir con un pensamiento crítico-reflexivo. Al pensar de forma crítica, no solamente se evalúa el resultado de los procesos de pensamiento sino también cómo ha sido la toma de decisiones o la resolución ante un problema. Es aquí donde confluyen las necesidades de nuestros futuros profesionales con las competencias que deben adquirir y con la necesidad de compaginar éstas con un sistema de valores y conocimientos que fomente el desarrollo de un pensamiento crítico, la creación de actitudes profesionales y las capacidades para un aprendizaje autónomo. Por tanto, se puede inferir que estos dos elementos, confluyen en los períodos de prácticas clínicas, siendo en éstos, donde los estudiantes deberían de explotarlos.
El entorno clínico y la relación que se pueda establecer entre este y el estudiante, determinarán en gran medida el proceso de aprendizaje que se pueda generar durante el periodo de prácticas. Tomando como punto de partida esta necesidad y con la concepción de explorar el constructo perceptivo del pensamiento crítico en los periodos de práctica clínica, la presente investigación tuvo por objeto diseñar y validar un instrumento autoperceptivo en estudiantes de Grado de Enfermería y poder determinar los factores que pueden mejorar sus habilidades y capacidades cognitivas, tomando como referencia el modelo conceptual de Pensamiento Crítico para Enfermería de Scheffer & Rubenfeld (2000). Este instrumento recibió el nombre de Cuestionario de Autopercepción del Pensamiento Crítico en el Grado de Enfermería (CuAPCGE). El mismo, se administró a 983 estudiantes del grado de Enfermería de la Universidad de Barcelona en sus periodos prácticos durante los meses de septiembre de 2015 a Junio de 2016.
Una vez obtenida toda la información de los estudiantes, se realizaron los análisis de datos pertinentes para la validación de la herramienta mediante pruebas descriptivas, métricas y de correlación. Los resultados obtenidos fueron acordes con el modelo teórico estudiado, evidenciando que el pensamiento crítico es un concepto multidimensional, y confirmando que puede ser recodificado y explicado por dos grandes componentes. Por otra parte, el CuAPCGE demostró ser un instrumento fiable (α = .852) para medir el constructo autoperceptivo del pensamiento crítico, además de presentar buena estabilidad temporal mediante el pase del test-retest (Coeficiente de de correlación Intraclase CCI 0.899=).
Globalmente se observó que los estudiantes de Enfermería presentaban niveles moderados de percepción de pensamiento crítico.
Los resultados permitieron concluir que el modelo teórico planteado por Scheffer & Rubenfeld (2000) son válidos para la medición de la autopercepción del pensamiento crítico establecido en los periodos de práctica clínica del Grado de Enfermería. También se concluyó que la autopercepción del pensamiento crítico está relacionada con determinadas variables socio demográficas y académicas.
El estudio métrico del CuAPCGE confirma su utilidad en el ámbito práctico y en futuras investigaciones relacionadas con la exploración del pensamiento crítico.Periods of clinical practice or practical periods are considered highly relevant by students, since they are considered as spaces of transition and construction of professional identity and that have to be assumed with a critical-reflective thinking. Taking this need as a starting point, the present research aimed to design and validate a self-perceptive instrument of critical thinking in Nursing Degree students in periods of clinical practice, taking as reference the conceptual model of Critical Thinking for Nursing by Scheffer & Rubenfeld (2000). The questionnaire was administered to 983 students of the degree of Infirmary of the University of Barcelona in its practical periods during the months of September of 2015 to June of 2016. After obtaining all the information of the students, the analysis of data pertinent to the validation of the tool was made through descriptive, metric and correlation tests. The results obtained were in accordance with the theoretical model studied, evidencing that critical thinking is a multidimensional concept, and confirming that it can be recoded and explained by two major components. On the other hand, the questionnaire proved to be a reliable instrument (α = .852) to measure the self-perceptive construct of critical thinking, in addition to presenting good temporal stability by means of the test-retest pass (ICI Intraclase Coefficient 0.899 =). Overall it was observed that Nursing students had moderate levels of critical thinking perception. The results allowed to conclude that the theoretical model proposed by Scheffer & Rubenfeld (2000) are valid for the measurement of the self-perception of the critical thinking established in the periods of clinical practice of the Nursing Degree. It was also concluded that self-perception of critical thinking is related to certain socio-demographic and academic variables. The metric study of the questionnaire confirms its usefulness in the practical field and in future investigations related to the exploration of critical thinking.
35
Brewer, Angela. "Faculty perceptions of teaching online." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/697.
Full text
36
Kohtz, Cindy Rhodes Dent Crumpler Thomas P. "Alternative pedagogies and non-conventional teaching methods in nursing education unplanned and limited change /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251836291&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178889759&clientId=43838.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Dent Rhodes, Thomas Crumpler (co-chairs), Sara L. Campbell. Includes bibliographical references (leaves 182-191) and abstract. Also available in print.
37
Skally, Mary Helen. "An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/337.
Full text
38
Kyle, Shelia Marie. "The usefulness of admission data as a predictor of completion of an associate degree nursing program." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1691.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vi, 94 p. Vita. Includes abstract. Includes bibliographical references (p. 77-83).
39
Thornbury, Robert. "The teaching of philosophy and the pre-philosophical curriculum in schools and colleges." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019155/.
Full textAbstract:
Chapter 1 introduces the main issues including those of definition, within a history of ideas context, and explains how the argument will proceed in the succeeding chapters. Chapter 2 considers a wide range of claims and counter-claims concerning the teaching of philosophy and a pre-philosophical curriculum. The transcendental claim that pre-philosophical and higher order thinking are de facto taught in all schools, is combined with other strong claims to make the case for developing a philosophy and pre-philosophical curriculum. Chapter 3 argues the claim from transcendental realism, following Kant and Bhaskar, that philosophical concerns are pervasively present in the curriculum, pedagogy and organisation of schools. Chapter 4 shows how a philosophically-driven pedagogy can be informed by philosophical theory concerning conditionals, counter-factual and possible worlds thinking. Chapter 5 demonstrates the importance of the claims for benefits from thinking and phiosophising in relation to the intellectual and moral dispositions, and the virtues. Chapter 6 examines discussion and practice of the canonical in philosophy and prephilosophy, through a series of comparative case studies. The extent to which the National Curriculum for England and Wales might present a canonical form of the prephilosophical curriculum is examined. Chapter 7 recommends, in practical and theoretical ways, how a strategy for a whole school or college approach to the philosophy and pre-philosophical curriculum can be devised and implemented. Chapter 8 considers particular issues of personal, professional and pedagogic ethics which teachers will need to address. The importance of narrative and philosophical auto-biography is argued. It is claimed that a teacher should be a transformative professional and public intellectual. A concluding over-view envisages prospects for further philosophical and scholarly enquiry, and empirical and public policy research. Thirty-eight Appendices of reference and teaching materials, together with a Bibliography of works referred to in the text and notes, illustrate the argument of the thesis and provide teaching material for teacher education.
40
Myers, Robert Cornelius. "Predictors of local current expenditures for North Carolina public schools and community colleges." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53594.
Full textAbstract:
The purposes of this study were twofold: 1) to determine the predictability of the amount of county current expenditures for the North Carolina Public School System by using nineteen county characteristics, and 2) to determine the predictability of the amount of county current expenditures for the North Carolina Community College System by using these same nineteen county characteristics. All data were collected from the year 1985 with the exception of general population data, which were secured from the Census of 1980.
Factor analysis was performed on the nineteen predictor variables in order to remove multicollinearity between the variables and to reduce the data to a manageable size for subsequent multiple regression I analysis. Stepwise regression was then utilized to determine which factors best predicted the amount of local revenues spent for educational current expenditures.
Factors 2, 3, and 5 were significant predictors for per pupil local current expenditure for the public schools. Factor 2 included median years of education completed by the general population, high employment, and high income variables. Factor 3 described the relationship with per capita property value and per capita property tax. It also included the migration rate in the general population. Factor 5 included per pupil state current expenditure for the public schools, percent of high school juniors passing the North Carolina Competency Test, and percent of labor force in new and expanded industry.
Factors 2 and 4 were significant predictors for per pupil local current expenditure for the community college. Factor 4 represented per pupil state expenditure for the community college and percent of white pupils in the community college.Ed. D.
41
Snyder, Margie E., Caitlin K. Frail, Stephanie A. Gernant, Jennifer L. Bacci, Kim C. Coley, Lauren M. Colip, Stefanie P. Ferreri, et al. "Fellowships in Community Pharmacy Research: Experiences of Five Schools and Colleges of Pharmacy." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1479.
Full textAbstract:
Objective To describe common facilitators, challenges, and lessons learned in 5 schools and colleges of pharmacy in establishing community pharmacy research fellowships.
Setting: Five schools and colleges of pharmacy in the United States.
Practice description: Schools and colleges of pharmacy with existing community partnerships identified a need and ability to develop opportunities for pharmacists to engage in advanced research training.
Practice innovation: Community pharmacy fellowships, each structured as 2 years long and in combination with graduate coursework, have been established at the University of Pittsburgh, Purdue University, East Tennessee State University, University of North Carolina at Chapel Hill, and The Ohio State University.
Evaluation: Program directors from each of the 5 community pharmacy research fellowships identified common themes pertaining to program structure, outcomes, and lessons learned to assist others planning similar programs.
Results: Common characteristics across the programs include length of training, prerequisites, graduate coursework, mentoring structure, and immersion into a pharmacist patient care practice. Common facilitators have been the existence of strong community pharmacy partnerships, creating a fellowship advisory team, and networking. A common challenge has been recruitment, with many programs experiencing at least one year without filling the fellowship position. All program graduates (n = 4) have been successful in securing pharmacy faculty positions.
Conclusion: Five schools and colleges of pharmacy share similar experiences in implementing community pharmacy research fellowships. Early outcomes show promise for this training pathway in growing future pharmacist-scientists focused on community pharmacy practice.
42
Dahl, Susan. "Advantages of Re-Establishing Hospital Based Schools of Nursing." Kennedy-Western University, 2006. http://hdl.handle.net/10919/71584.
Full textAbstract:
This study examined perceptions of hospital-based nursing schools among nursing professionals to determine whether this type of nursing education model is viable in the modern nursing context. Nursing education is faced with the twin problems of insufficient nurses, which creates a demand for rapid education of nurses, and ensuring adequate clinical quality of nurses, which creates a demand for more extensive undergraduate clinical training. Hospital-based nursing schools are three-year programs that provide more intensive clinical training than the two-year university-based programs. The study developed and disseminated a questionnaire to assess the perception of nursing professionals and nursing students on the issues related to hospital-based nursing schools including clinical quality and the shortage of nurses. Secondary research was conducted based on the available literature regarding nursing education and the historical development of the current nursing educational system. The study found that there was a generally favorable opinion of hospital-based nursing schools among the surveyed population, particularly in the area of the level of clinical training received at these types of schools. The study also found that there were significant attitudinal and financial barriers to increasing the number of hospital based nursing schools. The findings of this study are exploratory in nature and serve to define the problems and alternatives associated with nursing education and hospital-based nursing schools.
43
Phuma, Ellemes Everret. "Development of neonatal nursing care clinical competency-based assessment tool for Nurse-midwife technicians in CHAM nursing colleges, Malawi." University of the Western Cape, 2015. http://hdl.handle.net/11394/5079.
Full textAbstract:
Philosophiae Doctor - PhDLiterature has shown that Malawi is experiencing a shortage of qualified healthcare providers, with the greatest burden on maternal and neonatal health. The majority of health service providers are Nurse-Midwife Technicians (NMT), contributing to 87% of the nursing and midwifery workforce. However, research has shown that the NMTs lack the ability to transfer skills into different clinical settings. It was not known what competencies were taught in Christian Health Association of Malawi colleges to equip the NMTs with clinical competence in neonatal nursing practice and how the clinical teachers assisted these NMTs to acquire the competencies. Furthermore, there was no documentation on the availability of a clinical competency-based assessment tool to validate the NMTs’ achievement of clinical competence in neonatal nursing. The purpose of this study was to develop a neonatal nursing care clinical competency-based assessment tool to validate NMTs’ achievement of clinical competence in CHAM nursing colleges. The competency, outcomes and performance assessment (COPA) model and the skills acquisition model were the conceptual frameworks used as the foundation of the study. The study adopted a sequential mixed method approach in which both qualitative and quantitative methods were utilized. Data collection was conducted using focus group discussions, document review and cross-sectional survey. The design and development model developed by Reeves (2006) and steps to development of assessment tools identified by the Department of Training and Workforce Development (2012) guided the study and development of the competency-based assessment tool. The study was conducted in eight CHAM nursing colleges. The researcher employed purposive, convenient and proportional stratified sampling to select the participants. Ethics clearance was obtained from the University of Western Cape and the National Health Sciences Ethical Research Committee in Malawi, prior to data collection. The data collection involved 31 midwifery clinical teachers and 140 third year students for the FGD and 48 midwifery clinical teachers and 195 third year students for the cross section survey. Document analysis was conducted at all the eight nursing colleges. The qualitative data was analysed using content analysis with Atlas.ti 7 and the quantitative data was analysed using descriptive analysis with SPSS 22. The research findings showed that the NMTs were taught basic nursing skills to enable them provide basic care to the health newborn baby. However, there were inadequate clinical assessments done to validate the NMT’s achievement of clinical competence in this setting. In addition, the clinical teachers used skills checklists to evaluate the NMTs clinical performance on specific procedures. The outcome of this study was the establishment of neonatal nursing clinical competencies, and development of a neonatal nursing care clinical competency-based assessment tool for the validation of NMT’s achievement of clinical competence. The tool provides a framework for neonatal nursing clinical teaching and assessments as well as tracking of the NMT’s clinical performance in this setting. It is recommended that training institutions should reinforce mechanisms to track the students’ clinical experience and performance assessments using this tool to ensure quality student outcomes. Furthermore, the clinical teachers should be oriented on the use of the developed assessment tool for familiarisation; thereby enhancing consistency and objectivity in the students’ performance assessments.
ICAP-NEPI Project Malawi
44
Lee, Sin-Myoung. "An evaluation of Missouri's A+ schools program /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3100060.
Full text
45
McNamee, Mary Josephine McCarthy John R. "Essential student clinical behaviors for satisfactory completion of initial medical-surgical nursing experiences as perceived by baccalaureate nursing faculty." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907677.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1988.Title from title page screen, viewed September 23, 2005. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinksi, Mary Ann Lynn, Rodney P. Riegle, David L. Tucker. Includes bibliographical references (leaves 153-166) and abstract. Also available in print.
46
Wright, Sue. "Bilingualism and educational achievement a study of young bilinguals in Birmingham schools and colleges /." Thesis, Online version, 1992. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.332287.
Full text
47
Hogan, Kathleen Durkin Piland William E. "Preparation for NLN accreditation in baccalaureate programs in nursing." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514772.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed June 7, 2005. Dissertation Committee: William Piland (chair), David Chow, Ronald Halinski, Larry Kennedy, Normand Madore. Includes bibliographical references (leaves 174-178) and abstract. Also available in print.
48
Konrad, Cathy J. Palmer James C. "The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064516.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 23, 2006. Dissertation Committee: James C. Palmer (chair), Albert T. Azinger, Phyllis McCluskey-Titus, Jo Ellen Sharer. Includes bibliographical references (leaves 96-99) and abstract. Also available in print.
49
Jennings, Sheba. "Student and faculty perceptions of accelerated nursing programs on the nursing shortage in the Mississippi Delta." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10312008-151941.
Full text
50
Mafani, Mzilindile Claudius. "A profile for a successful MBA candidate at the NMMU Business School." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009509.
Full textAbstract:
The objective of the study is to investigate and compare the 2010 first year intake students’ profile, for the NMMU Business School MBA programme with their module success rate against success indicators derived from previous literature and the SHL tests results in order to compile a conceptual framework as a guide to analyse the database used. The MBA success indicators, as provided in previous literature, were analysed by addressing the following: The psychometric tests as predictors of success; Age as a predictor of success; Cultural background as a predictor of success; Work experience as a predictor of success; and, Educational background as a predictor of success. The NMMU Business School MBA students’ historical data were used as a database for this study. The module pass rates were collated as part of the database, which included the students’ biographical information. The results of the SHL test battery used as the entrance test for admission could not be obtained as the information is regarded as confidential given that the nature of the assessment data requires certain training qualifications from users; and SHL South Africa was approached to collaborate on this study. SHL South Africa performed the statistical analysis and provided these for interpretation and use in the study. The study revealed that more than half of the NMMU MBA candidates did not complete the programme in the minimum prescribed period, as only 40.5 percent of the candidates completed successfully all modules in this period, and 52 percent of them were in the 30 -39 years-age category. It also revealed that 78.1 percent of those that had successfully completed the programme were males compared with the 21.9 percent of females that completed the course. The study showed that in the 59.5 percent of those that were not successful, 40.4 percent were females compared to 59.6 percent of unsuccessful males in the same sample. Although the pass rates ranged above 75 percent, only one module had the full sample writing the examination, and the lowest core module had 67percent candidates writing the examination. The current entrance process is recommended with improvements to increase the pass rates, throughputs, and to allow for a stricter analysis of the entrance test results.