Relevant bibliographies by topics / Diploma of Nursing

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

Academic literature on the topic 'Diploma of Nursing'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Diploma of Nursing"

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Mawarni, Elita. "Analisis Perbandingan Prestasi Belajar Mata Kuliah Ilmu Gizi Mahasiswa Kesehatan Berdasarkan Jalur Penerimaan Mahasiswa Baru." PROFESSIONAL HEALTH JOURNAL 1, no. 1 (December 11, 2019): 1–8. http://dx.doi.org/10.54832/phj.v1i1.89.

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This descriptive study examined (1) to obtained description learning achievement of students received through PMDK and Reguler pathways on Diploma of Nursing and Diploma of Midewifery for Nutrition of Sciences's subject at STIKES Banyuwangi; (2) to determine the differences between learning achievement of students received through PMDK and Reguler pathways on Diploma of Nursing and Diploma of Midewifery at STIKES Banyuwangi. A documentation technique of 82 students was recruited from diploma of nursing and diploma of midwifery with year entry on 2015 at STIKES Banyuwangi. Descriptive statistics and inferential statistics were utilized to analyse the data. Result of research analysis showed that the learning achievement of Diploma Nursing and Midewifery Department’s Students of STIKES Banyuwangi received in year 2015 through PMDK were averagely of 3,00 and dominated by students who have learning achievement with satisfactory category; learning achievement of Diploma Nursing and Midewifery Department’s students of STIKES Banyuwangi received through Reguler pathways were averagely 2.89 and dominated by students who have learning achievement with satisfactory categories. The study found that learning achievement throught PMDK Diploma of Nursing and diploma of Midewifery averagely of 3,00 and dominated by satisfactory category; while learning achievement by reguler averagely 2.89 and dominated by satisfactory category; based on the testing of hypothesis, this study there were not differences between learning achievement of students received through PMDK and Reguler pathways on Diploma of Nursing and Diploma of Midewifery for Nutrition of Sciences's subject at STIKES Banyuwangi.
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Talukder, Md Humayun Kabir, Md Zakir Hossain, Nasrin Akther, Rumana Nazneen, and Ismat Ara Perveen. "Evaluation of Implementing Status of Diploma Nursing Curriculum in Bangladesh." Bangladesh Journal of Medical Education 1, no. 1 (December 6, 2012): 25–28. http://dx.doi.org/10.3329/bjme.v1i1.12855.

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This descriptive type of cross-sectional study was conducted to evaluate the implementing status of diploma nursing curriculum in Bangladesh according to teachers' and students’ views along with four specific objectives. The study was conducted at different government diploma nursing institutes of Bangladesh within July 2009 to June 2010. Teachers & students of different diploma nursing institutes were the study population. Out of them as per the inclusion and exclusion criteria data were collected by simple random sampling. Self-administered structured questionnaire was used to collect data. Sample size was 1107 out of which 103 teachers and 1004 students. Study revealed that out of 1107, 626 (56.8%) respondents expressed that the present diploma nursing curriculum averagely will be able to fulfill the demand of the nursing profession. Most of the respondents 1001 (90.4%) expressed their opinion that the present diploma nursing curriculum should be changed. 1088 (98.3%) responded negatively that they do not get books as per need of the curriculum. 1084 (97.9%) respondents replied negatively that they do not have sufficient teaching staff for implementing present diploma nursing curriculum. Around 583 (52.7%) respondents replied negatively that examination are not conducted perfectly as per the present curriculum. 667 (60.6%) respondents expressed about library, 609 (55.3%) expressed about practical classes & 785 (71.3%) viewed about clinical training at hospital for better implementation of diploma nursing curriculum. Study recommended that the ongoing diploma nursing curriculum to be reviewed, updated considering the context of the country as well as need of the country, books to be developed/written as per the demand of present diploma nursing curriculum and should make those available. For better implementation of diploma nursing curriculum it was also recommended that number of the relevant teachers at different nursing institutes to be increased & they should be oriented on revised updated diploma nursing curriculum, teaching methodology and evaluation or assessment of the students. For the improvement of present diploma nursing course admission policy, syllabus /course materials, teaching methods, evaluation/assessment, library, practical class and clinical training at hospitals to be changed and redesigned for the better interest of the country as well as for the nursing profession. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12855 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.25-28
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Chigangaidze, Kudzanayi A. N. "A Call to Rethink Nursing Education in Zimbabwe." SAGE Open Nursing 8 (January 2022): 237796082210746. http://dx.doi.org/10.1177/23779608221074657.

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Nursing education is crucial in the achievement of The United Nations 2015 Sustainable Development Goal 3 that aims to “ensure healthy lives and promote wellbeing for all ages”. Zimbabwe produces diploma and degree graduates from the available education programs in the country. The differences in the diploma and degree education program include the curricula, program funding, quality assurance processes, personnel delivering the programs, student exchange programs and partnerships. Graduates from both programs are not required to have licensure examinations to test their competency before practising. The diploma program has failed to produce graduates who are critical thinkers due to the shallow nature of the learning curriculum. Additionally, the graduates are not involved in strategic decision making in the profession. In the interest of quality and patient safety, it would be appropriate to phase out the diploma program and adopt the baccalaureate nursing degree.
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Rossel, Carol L. "Relationship of Field Dependence-Independence to Documentation of Nursing-Process Components by Registered Nurses in a Clinical Setting." Perceptual and Motor Skills 63, no. 1 (August 1986): 315–18. http://dx.doi.org/10.2466/pms.1986.63.1.315.

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Scores on the Group Embedded Figures Test of 56 registered staff nurses were correlated with percentage of components of nursing process documented on care plans and progress notes. Education, age, and work experience were control variables. The mean embedded figures scores for associate degree, diploma, and baccalaureate nurses were 11.47, 9.47, and 12.83, respectively. Baccalaureate nurses had the most success in documenting components and diploma nurses had the least. A significant correlation was observed between test scores and percentage of nursing process chains completed by diploma nurses. For associate-degree nurses, a significant inverse correlation was observed between test scores and percentage of components used and percentage of chains with a nursing diagnosis.
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Setyawati, Martyarini Budi, and Murniati Murniati. "Stres, Stresor dan Koping Stres Pada Mahasiswa Keperawatan dan Kebidanan Di STIKES Harapan Bangsa Purwokerto." Viva Medika: Jurnal Kesehatan, Kebidanan dan Keperawatan 10, no. 1 (March 8, 2018): 6–12. http://dx.doi.org/10.35960/vm.v10i1.397.

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Abstract Nursing and midwifery students during their education are often exposed to various stressors. The most common sources of stress experienced by students are assignments, exams, clinical practice workloads, and clinical/academic skills compliance. The presence of stress can affect their learning and performance. In addition, the excessive stress can be harmful to students academic performance, wellbeing, and can interfere with complex learning, psychomotor skills. The aim of this study to describe the level of stress, stressors and coping strategies of students who undergoing undergraduate nursing, nursing diploma and midwifery diploma. This cross sectional study conducted on Institute of Health Science Harapan Bangsa Purwokerto on Juni 2016. A total of 95 students of undergraduate nursing, diploma nursing, and diploma midwifery students were taken by proportionate random sampling. Research data were collected utilizing Nursing Student Stress Scale, Physio-Psycho-Social Scale, and Simplified Coping Style Questionnaire. The data analyzed by univariate analysis and presented in frequency’s distribution. Findings of this research indicated that nurse and midwifery students experienced moderate level of stress (71,5%) and moderate physio psycho social responses (54,7%). Stress from clinical environment was the most common stressor that identified (34,9%). In addition, nursing and midwifery students have an adaptive coping strategies (88,4%). The results indicated that stress is common in nursing and midwifery education and it may have an impact on their physio psycho social responses. Therefore, knowledge about stress level and its sources on nursing and midwifery students are important to identified the adaptive coping strategies.
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Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (October 11, 2016): 422–30. http://dx.doi.org/10.4102/hsag.v21i0.1001.

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Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.
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Kai, Li. "Factors Associated with Psychological Health Issues in Diploma Nursing Students: A Cross-sectional Study." South East Asia Nursing Research 2, no. 3 (September 30, 2020): 117. http://dx.doi.org/10.26714/seanr.2.3.2020.117-122.

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Psychological health is the expression of harmonic, expression of human personality, and is often disrupted by multiple factors. The aim of this study is to assess psychological health status and its associated factors among diploma nursing students. A cross-sectional study design was employed. The sample comprised 542 nursing students attending this anonymous survey by completed The Symptom Checklist 90 questionnaire. Descriptive statistics and logistic regression analysis were attempted to analyze overall data. The positive rate of psychological symptoms of diploma nursing students is 20.9%; the total score of SCL-90 and the scores of each factor are higher than the national norm; grade, personality, number of friends, parenting style, love experience. Whether single children and physical exercise are influential main factors of the mental health status of diploma nursing students. The contribution of Emotional Intelligence and Spirituality are crucial to the acquisition of well-being, happiness and meaning in life.
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azuine, Romey. "Diploma education makes nursing seem pre-historic." Nursing Standard 17, no. 37 (May 28, 2003): 31. http://dx.doi.org/10.7748/ns.17.37.31.s45.

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Page, Johanna. "CPD – the Diploma in Advanced Veterinary Nursing." Veterinary Nursing Journal 28, no. 5 (May 2013): 167–68. http://dx.doi.org/10.1111/vnj.12034.

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Hughes, Phil. "NEBDN National Diploma in Dental Nursing qualification." Dental Nursing 8, no. 4 (April 2012): 246–47. http://dx.doi.org/10.12968/denn.2012.8.4.246.

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Dissertations / Theses on the topic "Diploma of Nursing"

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Stanton, Angela. "Developing nurse teachers for diploma level." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/50600/.

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A strategic approach, utilising two sequential action research cycles over a two year period, was adopted to prepare teachers in one college for nursing and midwifery for diploma level courses. Ini tially, a link wi th higher education was developed, a policy for staff development implemented, and diploma level courses were planned. A survey of 63 teaching staff revealed their misconceptions about diploma level courses. During the second cycle, conjoint validation and subsequent implementation of diploma level courses were achieved. A staff development progammme was planned and implemented to prepare teachers for new roles and responsibili ties wi th diploma level courses. Five exploratory visits to other colleges of nursing were undertaken to valida te the approach adopted to staff development. Four were in England and one in Norway. Critical incident techniques and semistructured interviews of 7 education managers and a sample of 12 teachers were conducted to evalua te the programme's effectiveness. Teachers had an enhanced awareness of academic level in courses and were more confident to teach at diploma level. They were still inexperienced and uncertain about diploma level assessment and the integration of diploma level intellectual skills into practice settings. Theory has emerged from the research concerning the ongoing development of intellectual skills of nurses and midwives wi thin an academic framework incorpora ting a taxonomy of cognitive skills, self-directed learning and reflective practice. The central component of all these aspects is tha t of cri tical thinking which respondents identified as the characteristic which differentiated diploma level courses from previous training approaches. The eclectic staff development approach within a policy framework including individual performance review, achieved both individual and organisational development and contributed to the creation of corporate identity and cri tical awareness amongst staff. The programme also familiarised teachers with higher education approaches to course delivery prior to the impending merger of nurse education with higher education.
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West, Lindsay Judy. "Factors associated with attrition in the undergraduate diploma nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80260.

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Thesis (MCurr)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The issue of attrition of undergraduate participant nurses has remained a concern for an extremely long time. Attrition has been labelled as complex and in order to understand attrition it is important to pay attention to the rate, reasons and trends in South Africa. To understand attrition in South Africa, the trends internationally need to be taken into account to determine whether South Africa has a unique problem. Due to the enormous financial cost to the state and the students’ self-confidence, as well as their belief and understanding of why all the systems that have been put into place fail, it has become a concern. The reasons why students choose nursing and their academic progress throughout secondary schooling should give a clear indication to the educational authorities how successful the students could be. The aim of this study was to determine possible reasons for attrition in students who do the undergraduate diploma nursing course. The objective was to determine the attrition rate of students in the undergraduate course. Reasons for attrition involve a close investigation into age, home language, subjects taken in secondary school, family support, reasons for going into nursing, problems experienced, reasons for not completing the course and how these affected them. The objectives was met through a descriptive study with a quantitative approach. The target population (N=260/100%) consisted of all students that had not completed their undergraduate diploma nursing course over four years between the years 2007-2010, from a Nursing College in the Western Cape. The sample population (n=58/22%) voluntarily agreed to participate in the study. A telephonic questionnaire was administered with closed-ended questions and a small section which had a likert scale. Data was collected by the researcher and a trained field worker. Ethical approval was obtained from the Health Research Ethics Committee at the Faculty of Health Sciences, Stellenbosch University. Permission was also obtained from the Western Cape Provincial Administration to conduct the research. Informed consent was obtained from the students. Reliability and validity was supported by a pilot study conducted on (n=10/10%) of the students at the Western Cape College of Nursing to ensure feasibility of the study. The data was analysed by a statistician and presented in tables and graphs. Statistical analysis was determined by ordinal and nominal data. The results showed that there were numerous factors that contributed to the attrition of undergraduate nursing diploma students. The results showed that the majority of the students’ home language was Xhosa 43% (n=25/58) with the majority being female, single with one child. The main reasons for choosing nursing was because it was a vocation/calling. The recommendations were to ensure that all nursing colleges be integrated into institutions of higher education, thereby ensuring more stringent selection criteria. There needs to be a bridging year where the students are taught to improve their literacy and numeracy so that this will give the students a better understanding of the lectures being delivered in English. There needs to be systems in place to assist the students that are mediocre or struggling. The conclusion was that attrition is complex and requires more concrete systems to stem the rate. A total reformation of undergraduate diploma nursing programmes needs to be addressed.
AFRIKAANSE OPSOMMING: Die kwessie van attrisie by voorgraadse diploma student verpleegsters is al vir ’n geruime tyd kommerwekkend. Attrisie word as kompleks bestempel en om dit te begryp, is dit noodsaaklik om aandag te skenk aan die tempo waarteen dit vookom, asook die redes en tendense in Suid-Afrika te bepaal. Om attrisie in Suid-Afrika te kan begryp, moet die internasionale tendense in ag geneem word om te bepaal of Suid-Afrika ’n unieke probleem het. Weens die enorme finansiële onkoste wat die staat het ten opsigte hiervan en die student se selfvertroue, asook hulle geloof en begrip in al die sisteme wat in plek is wat gefaal het, word dit ’n bekommernis. Die redes waarom studente kies om verpleging te doen en hulle akademiese vordering gedurende hulle sekondêre skoolopleiding, behoort ’n duidelike aanduiding aan die onderwysowerhede te wees hoe suksesvol die studente kan wees. Die doel van hierdie studie is om die moontlike redes vir attrisie by studente wat die voorgraadse diploma kursus in verpleging volg, te bepaal. Die doelwit is om die attrisie-tempo by studente in die voorgraadse diploma kursus, te bepaal. Redes vir attrisie verg ’n indringende ondersoek van die ouderdom, huistaal, vakke geneem in die sekondêre skool, familie-ondersteuning, redes waarom verpleging as loopbaan gekies word, probleme wat ondervind word, redes waarom die kursus nie voltooi word nie en hoedat dit hulle geaffekteer het. Die doelwitte is behaal deur ’n beskrywende studie met ’n kwantitatiewe benadering te volg. Die teikenbevolking (N=260/100%) het bestaan uit alle studente wat nie hulle voorgraadse verpleegkursus binne vier jaar tussen die jare 2007-2010 aan ’n verpleegkollege in die Wes-Kaap voltooi het nie. Die steekproef bevolking (n=58/22%) het vrywillig ingestem om aan die studie deel te neem. ’n Telefoniese vraelys met geslote vrae is geadministreer en ’n klein gedeelte het ’n likertskaal bevat. Data is gekollekteer deur die navorser en ’n opgeleide veldwerker. Etiese goedkeuring is verkry van die Gesondheidsnavorsing se Etiese Komitee aan die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch. Toestemming is ook verkry van die Wes-Kaapse Provinsiale Administrasie om die navorsing te doen. Ingeligte toestemming is van die deelnemers verkry. Betroubaarheid en geldigheid is ondersteun deur ’n loodsondersoek wat uitgevoer is op (n=10/10%) van die deelnemers aan die Wes-Kaap Kollege vir Verpleging om die uitvoerbaarheid van die studie te verseker. Die data is geanaliseer deur ’n statistikus en in tabelle en grafieke aangebied. Statistiese analise is bepaal deur ordinale en nominale data. Die uitslae het bewys dat daar ’n aantal faktore is wat bygedra het tot die attrisie van voorgraadse studente wat die verpleegdiploma doen. Die uitslae het bewys dat die meerderheid van die studente se huistaal Xhosa 43% (n=25/58) is, waarvan die meerderheid vroulik en enkel met een kind is. Die hoofredes waarom verpleging gekies is as loopbaan, is omdat dit ’n beroep/roeping is. Die aanbevelings is om te verseker dat alle verpleegkolleges geïntegreer word by instellings vir hoër onderwys, daardeur word strenger seleksie-kriteria verseker. Daar behoort ’n oorbruggingsjaar vir participante te wees om hulle geletterdheid en syfervaardigheid in so ’n mate te verbeter dat hulle lesings in Engels verstaan wanneer dit aangebied word. Daar behoort sisteme in plek te wees om participante te help wat gemiddeld presteer of sukkel. Die gevolgtrekking is dat attrisie kompleks is wat meer konkrete sisteme verg om die tempo waarteen dit plaasvind, die hoof te bied. ’n totale transformasie van voorgraadse diploma verplegingsprogramme behoort aangeroer te word.
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Ouellet, Marie Louiselle Lise. "Perceptions of nursing as a profession of students graduating from college-based nursing diploma programs." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24419.

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This study examined the perceptions of nursing as a profession of students graduating from college-based nursing diploma programs. To answer the research question, the Concept of Nursing Scale designed and tested by Valiga (1982) was administered to 101 students in British Columbia Colleges approximately four weeks prior to graduation. Demographic data were also obtained. The responses were coded and scored by hand and the data entered into computer files. The statistical package used for analysis consisted of the SCSS Conversational System (Nie, et al., 1980). The concepts reflected in the Valiga Concept of Nursing Scale consist of: (a) boundaries of the profession, (b) recipient of the profession's service, (c) goals of the profession, (d) relationship of the profession to others, (e) independence of the practitioner, (f) responsibility of the practitioner, (g) scholarly component of the profession, (h) autonomy of the practitioner, (i) commitment of the practitioner, and (j) activities of the profession. Scores were high in the areas of definition, client, goals, and scholarship. These results indicated that: (a) the students surveyed had a clear definition of the scope of the profession, (b) they were able to identify the recipient of the profession's service and the goal of the profession, and (c) they recognized a scholarly component to the profession. The scores in the areas of independence and commitment were marginally lower than in the four areas mentioned above. These findings implied that the students graduating from college-based nursing diploma programs perceived nursing as functioning independently and that commitment was viewed as a characteristic of the nursing profession. Finally, the scores in the areas of autonomy, responsibility, relationships, and activities were low. These results indicated that the students surveyed perceived nursing as having minimal control over its practice and did not view the members of the profession as being responsible and accountable for their own actions. In addition, these students did not have a clear understanding of the nature of nursing's relationship with other members of the health care team and were uncertain as to the activities of the nurse.
Applied Science, Faculty of
Nursing, School of
Graduate
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Andrews, Dorothy Sturge. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors /." St. John's, NF : [s.n.], 2000.

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Chisholm, Elizabeth. "The social organisation of assessment in the Diploma in Nursing programme." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326656.

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Andrews, Dorothy. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0019/MQ54855.pdf.

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Irving, Sheila. "Achievement of understanding of clinical nursing practice by student nurses : an exploratory study." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369752.

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McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.

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Background: Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts.

Purpose: This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education.

Philosophical Underpinnings: A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study.

Method: Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level.

Results: Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically.

Conclusions: The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; The Theory of Professional Advancement.

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Essa, Ilhaam. "Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5158.

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Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.
Bibliography
ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.
AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.
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Donaldson, Jayne Helen. "A qualitative study investigating the similarities and differences of diploma and undergraduate nursing (adult) students." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/1208/.

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The aims of this study were to explore the preconceptions of pre-registration undergraduate and Diploma of Higher Education in Nursing (Dip.H.E.) (Adult) students have in relation to their programme and the nursing profession, and students' perceptions as their programmes progress. In addition the study aimed to explore how pre-registration undergraduate and Dip.H.E. (Adult) students perceive their preparation for the qualified role, and compare pre-registration undergraduate and diploma nursing students' actual performance in the clinical area near to qualification. The study used grounded theory methodology (Glaser and Strauss 1967). Undergraduate (n=20) and Dip.H.E. (n=22) nursing (Adult) students from two institutions in Scotland were used. Findings from the focus groups indicated that both groups were apprehensive about their first clinical placement, especially in relation to their own self-confidence and the uncertainty about their role within those placements. All students wanted to have the qualities of a 'good nurse' and expected to learn these qualities from clinical staff. Diploma level education was perceived as giving students better practical skills, while degree level education was perceived as giving students better theoretical skills. At the mid-point of the programmes, diploma participants were more confident in their practical ability, while undergraduate participants were more confident in their theoretical ability. The clinical learning environment had a major effect, both positive and negative, on both sets of students' practical abilities. Students had experienced good and bad mentors, which had affected the integration of theory and practice, had 'shaped' their learning experience, and had resulted in different degrees of supervision and feedback. Overall, both groups of participants expressed their anxiety about their lack of practical skills, and their opportunities to link theory to practice.
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Books on the topic "Diploma of Nursing"

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Gordon, Hughes, and Polytechnic of the South Bank. Distance Learning Centre., eds. Diploma in nursing (University of London). London: South Bank Polytechnic, Distance Learning Centre, 1987.

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Sheffield and North Trent College of Nursing and Midwifery. Pre-registration advanced diploma in nursing studies. [Sheffield]: Sheffield & North Trent College of Nursing & Midwifery, 1994.

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Midwifery, Sheffield and North Trent College of Nursing and. Pre-registration advanced diploma in nursing studies. [Sheffield]: Sheffield & North Trent College of Nursing and Midwifery, 1994.

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Studies, University of North London School of Health. Diploma in professional studies in nursing (district nursing): Supervised practice placements. [London]: University of North London, 1993.

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Kennedy, Shelley. An evaluation of advanced diploma in nursing courses. Wellington: Dept. of Education, 1987.

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Amuzu, Robert Yao. An evaluation of a diploma in nursing curriculum. Wolverhampton: Wolverhampton Polytechnic, 1991.

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Stockport, Tameside & Glossop College of Nursing. Diploma of higher education (primary nursing): ENB A20 certificate in primary nursing. [Stockport]: Stockport, Tameside & Glossop College of Nursing, 1992.

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London, Poytechnic of North. Diploma in Higher Education (Nursing), project 2000: Scheme regulations. [London]: [Polytechnic of North London?], 1992.

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London, Polytechnic of North. Project 2000 [Diploma in Higher Education (Nursing)]: Assessment strategy. [London]: [Polytechnic of North London?], 1992.

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National League for Nursing. Ad Hoc Committee to Revise the Role and Competencies of Graduates of Diploma Programs in Nursing. Role and competencies of graduates of diploma programs in nursing. 2nd ed. New York: National League for Nursing, 1989.

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Book chapters on the topic "Diploma of Nursing"

1

Schober, Madrean. "Politics: The Art of Diplomacy and Negotiation." In Strategic Planning for Advanced Nursing Practice, 57–63. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48526-3_5.

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Tyczkowski, Brenda, Eric Bauman, Susan Gallagher-Lepak, Christine Vandenhouten, and Janet Resop Reilly. "An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework." In User Interface Design for Virtual Environments, 285–304. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-516-8.ch018.

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Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.
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Hillermann, Lauren. "A Comparative of the Clinical Competence of Community Service Practitioners: Degree and Diploma Nursing Programmes." In Research Highlights in Language, Literature and Education Vol. 2, 77–83. B P International (a part of SCIENCEDOMAIN International), 2022. http://dx.doi.org/10.9734/bpi/rhlle/v2/7512f.

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Wright, Graham. "Organisational Change: Using Health Informatics Education as a Change Agent." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220942.

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This paper highlights some of the challenges, achievements and collaborations using health informatics education and research as a change agent in which I have been involved over the last 40 years. The Open Software Library (OSL) was a specialist publisher of Computer-Based Training materials (CBT) mainly authored by nurses and medics. The “Rainbow” series of distance learning materials, “Using Information in Managing the Nursing Resource” sold over 55,000 copies. It was utilized as the basis for seven Universities’ Certificate and Diploma programmes and in-house training by the NHS to encourage organisational change. Workshops at Manchester University’s HSMU focusing on evaluation studies highlighted that most NHS IT projects failed because of human and organisational issues rather than IT. This led to the development of a master’s degree in Health Informatics shared between four European Universities. IMIA conferences, Working Groups and the development of the IMIA approved Education Recommendations and the IMIA Knowledge Base are effectively used worldwide.
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"Diplopia." In Advanced Practice Nursing Guide to the Neurological Exam. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826126092.0019.

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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Conference papers on the topic "Diploma of Nursing"

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Qona'ah, Arina. "Experience of Nursing Diploma Student Learning NCLEX through Distance Learning." In International Conference on Learning Innovation (ICLI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icli-17.2018.2.

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Muftiyanto, Taufiq Nur, Sri Haryati, Muhammad Akhyar, and Munawir Yusuf. "The Effect of Work-Based Learning Model in Improving the Competence Students of Diploma III Nursing." In Universitas Lampung International Conference on Social Sciences (ULICoSS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220102.094.

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Macdonald, Christine, Carolyn Wolsey, Kathleen Benjamin, and Annie Topping. "The Transitional Experience of Post-Diploma Nurses Returning to Study for an Undergraduate Nursing Degree in Qatar." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.hbpp2785.

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

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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Manalu, S. Faisal, E. Kammelia, T. Ambarwati, C. Rahayu, T. Kartika Dewi, and H. Miko. "The Comparison of Salivary Ph Changes After Consuming Chicken Banana (Musa Acuminata Colla) Among the First Semester of Diploma Students of Dental Nursing of Poltekkes Kemenkes Tasikmalaya 2019." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.111.

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