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Dissertations / Theses on the topic 'Education in nursing practice'

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Published: 19 February 2023
Last updated: 31 July 2025

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1

Leufer, Therese. "Tackling evidence-based practice in nursing education." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702872.

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This study addresses the challenge of preparing undergraduate student nurses to be able to engage profitably in Evidence -based Practice. It focuses on the tension between learning about Evidence-based Practice within the Academy and the competencies and skills required to utilise it in clinical settings. Evidence-based Practice is a dynamic process which has core components and defined steps. Nurse education programmes are required by regulatory bodies to prepare nurses to utilise the best evidence to underpin their practice. However, they provide no specific guidance on how this should be or
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2

Weierbach, Florence M., and Sharon D. Loury. "Nursing Theory: Education to Practice in Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7388.

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3

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/.

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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
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4

Degen, Greta M. "A phenomenographic study exploring nursing education and practice." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403788.

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5

Francke, Anneke L. "Continuing pain education the impact on nursing practice /." [Maastricht : Maastricht : Rijksuniversiteit Limburg] ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=6323.

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6

Raisor, Jodi Renee. "Doctor of Nursing Practice Roles in Academia." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7063.

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Over 15,000 master’s and doctoral degree students in the United States were denied admission to nursing schools in 2014 because of insufficient nursing faculty. In 2016, over 64,000 undergraduate and graduate students were unable to gain admission to nursing school due to the effects of faculty shortages. This project explored the role of the Doctor of Nursing Practice (DNP)-prepared nurse in academic settings using a systematic review of the literature to determine the role of DNP-prepared nurses in academia. Souza’s systematic review model and Melnyk’s levels of evidence were used to guide t
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7

Christianson-Silva, Paula Frances. "The Influence of Doctor of Nursing Practice Education on Nurse Practitioner Practice." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556445.

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Nurse practitioners (NPs) have been undergoing a rapid transition in their entry-level degree, from Master of Science in Nursing (MSN) to Doctor of Nursing Practice (DNP). At this time, it is important to establish research evidence on the effects of doctoral education on NP practice. Therefore, a qualitative study of practicing NPs that have returned for the DNP degree was conducted. The purpose was to describe NPs' perceptions of their DNP education, and particularly its influence on their professionalism and patient care. A literature review and evidence synthesis process showed that the av
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8

Christianson-Silva, Paula. "The influence of doctor of nursing practice education on nurse practitioner practice." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702907.

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<p> Nurse practitioners (NPs) have been undergoing a rapid transition in their entry-level degree, from Master of Science in Nursing (MSN) to Doctor of Nursing Practice (DNP). At this time, it is important to establish research evidence on the effects of doctoral education on NP practice. Therefore, a qualitative study of practicing NPs that have returned for the DNP degree was conducted. The purpose was to describe NPs' perceptions of their DNP education, and particularly its influence on their professionalism and patient care. A literature review and evidence synthesis process showed that th
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9

McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.

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10

Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.

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The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001).<br>The clinica
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11

Sunter, Shirley Lindsey. "The impact of continuing education on professional nursing practice." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263023.

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12

Roxburgh, Claire Michelle. "Practice learning and nursing education : rethinking theory and design." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21403.

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The significant influence that practice learning plays within undergraduate nurse education cannot be overstated. By practice learning, I mean work-based learning immersed in the activities of nursing practice, typically involving learning undertaken in placements at hospitals and other clinical worksites. Practice learning is intended to achieve standards defined by professional regulatory bodies, and aims to enhance learners' capability and employability. Learning here refers to processes through which student nurses develop capabilities to practice effectively, critically, confidently and p
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13

Fukuyama, Katherine. "Negotiating the education and practice disjuncture in nursing clinical placements : nursing faculty’s perspectives." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46015.

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This qualitative research project is an exploration of how nursing faculty make meaning of their experiences in the disjuncture between what is taught about best practice and what is found in many clinical practice sites. Nursing faculty members teach best practices, but when they take students into practice arenas, the students do not necessarily see those best practices. Instead, they may see caregivers substituting “supposed efficiencies” for best practice. As guests in a hospital, faculty members have no clear-cut entry point to make changes. As both nurses and educators, they face quandar
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14

Benson, Johnett. "Evaluation of a Clinical Practicum Evaluation Tool to Address the Education to Practice Gap in Nursing." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368114147.

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15

Hemphill, Jean Croce. "Trends in Nursing Education: Integration of Education, Research, and Practice: When Mission Meets Reality." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7561.

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16

Scott, Sharon Jean. "Doctor of Nursing Practice." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2102.

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Evidence demonstrates the health benefits of early breastfeeding for mothers as well as infants. The World Health Organization states, "Breast milk should be given within the first hour of life." This purpose of this project was to develop a breastfeeding educational toolkit to promote breastfeeding in the hospital environment. The question that guided this project was, "Will the development of a breastfeeding education toolkit, designed to serve as a learning tool to support the breastfeeding mothers, be found to be useful and valid by professional staff and lay end-users?" The goals of the p
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17

Aboiralor, Ruth Airiohuomo. "Developing Staff Education Regarding Colorectal Cancer Screening Practice Guidelines." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7578.

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Colorectal rectal cancer (CRC) is the 3rd most common cancer in men, the 2nd most common cancer in women, and the 4th leading cause of cancer death. Lack of screening or delayed screening for CRC is the major cause of undiagnosed cancers that become malignant and eventually become fatal. Nurses at the project site are not in compliance with CRC screening guidelines due to inadequate knowledge of the screening guidelines recommended by the American Cancer Society, which creates a gap in practice. The purpose of this project was to develop staff education on CRC screening guidelines. The practic
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18

Batch-Wilson, Wendy L. "Practice Preparedness in New Graduates: Exploring the Education-Practice Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2341.

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As newly licensed registered nurses enter their first nursing role, their perceived preparation for practice may vary. This descriptive study addressed the education-practice gap that exists as nurses transition into nursing practice. The use of Benner's skill acquisition model offers a structure for connecting theory to practice. New graduate nurses responded to the Casey-Fink Graduate Nurse Experience Survey-© to identify gaps in preparedness for novice practice. A convenience sample of nurses within the first 12 months of hire (n = 35) was sent the survey link by educators from the chosen s
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19

Mullins, Christine M., and N. Eichorn. "Tennessee Interprofessional Practice and Education Consortium Classroom-based Working Group Update." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7352.

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20

Darby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.

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The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of
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21

Morton, Jea, Mary Kay Goldschmidt, Rebecca Sutter, et al. "Preparing Graduates for Roles in Community-based Nursing Practice." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7381.

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22

Marriott, Rhonda. "Clinical nursing education: Constructing a teaching model from processes and practice." Thesis, Marriott, Rhonda ORCID: 0000-0002-6037-2565 (2005) Clinical nursing education: Constructing a teaching model from processes and practice. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/58023/.

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The current complexity of client care can only benefit from teaching approaches that foster critical reflection and independence of learning in nursing students in actual health care settings. There is value to the nursing profession in understanding the balance between intellectual, strategic and moral acts of teaching within a humanistic, authoritarian or liberal teaching style that stimulates, supports and develops clinical competence and self-direction of learning in students within a nurturing learning environment. In order to further understand the concept of clinical education, a na
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23

Abalihi, Ogechi. "Effect of Multiple Entry Levels Into Nursing Practice and Professionalism." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7780.

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Entry into professional nursing practice in the United States occurs at varied education levels including a diploma, an associate degree, and a baccalaureate degree. These multiple entry levels into practice create a situation where academic preparedness for nursing practice varies, which may influence the professional behavior of nurses and, consequently, patient care and outcomes. The purpose of this quantitative comparative study, guided by Miller's wheel of professionalism in nursing, was to determine if there is a difference in the professional behaviors of associate degree prepared regis
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24

Backus, Annette L. "Development of Couplet-Care Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4590.

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The facility under study has had a traditional postpartum and nursery, with different nurses for the mother and baby. A decision was made to change the care model to couplet-care (CC). CC is an evidence-based care model that promotes newborn care at the mother's bedside. Establishing an education and implementation plan is important to the success of the transition. The purpose of this project was to develop an evidence-based education and implementation plan for CC implementation and to provide for staff barriers and pushback to change. The goals of the study were to identify an approach to i
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25

Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 res
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26

Cameron, Nancy G. "Best Practices in Online Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7042.

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Cameron, Nancy G. "Best Practices in Online Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7048.

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28

Maggio, Nancy J. "THE EFFECT OF HEART FAILURE EDUCATION ON NURSING STAFFS KNOWLEDGE AND CONFIDENCE IN A SKILLED NURSING FACILITY." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492024614598638.

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29

Rahman, Anna N. "Bridging the Chasm: Translating Evidence-based Practice into Daily Practice in Nursing Homes." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303241789.

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30

Weierbach, Florence M., Mary Kay Goldschmidt, E. Cha, Rebecca Sutter, and C. Sutter. "Merging Education and Practice Program Grants with Community Based Participatory Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7382.

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31

Comer, Moya. "Deconstructing reflective practice as a model of professional knowledge in nursing education." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020738/.

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The knowledge needed for nursing practice has long been a contested and divisive issue among nursing scholars and nurse practitioners. Professional knowledge in nursing is recognised as complex and multifaceted, drawing on many different sources. Throughout the history of modern nursing, as the profession attempted to establish itself as a discipline in its own right, various movements in the development of nursing knowledge may be identified. From an earlier era of grand theories to evidence-based practice in more recent times, the nature, origins and scope of nursing knowledge remains a sour
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Smith-Keys, Sherri L. "Education and Mentoring of Staff Nurses in Evidence Based Practice." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3123.

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Current gaps in nursing practice can decrease by the translation, implementation, and dissemination of evidence-based practice (EBP). The purpose of this project was to provide staff nurses with EBP education and mentoring in identifying and addressing nursing practice issues using EBP to manage patient care. The Advancing Research & Clinical Practice through Close Collaboration (ARCC) and the social cognitive theory were used as a framework to guide this project development, which addressed if medical surgical nurses receiving education in EBP practice led to improved use, implementation, and
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33

Ostlind, Wendy Wright. "An examination of bioscience content in nursing education and implications for nursing practice in the 21st century." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1203574211&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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34

Gobbi, Mary Olivia. "Searching for intuition : discovering the unsayable within discourses of nursing practice." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/406849/.

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This study outlines a hermeneutical journey which investigated the contested concepts of intuition, reflection, thinking and knowing-in-action. Situated within the 'world' of nurses and their patients, participant observation enabled the lived experiences and narrative accounts of four registered nurses to be explored and analysed. When the traditional methodological frameworks associated with ethnography and participant observation proved inadequate, the author drew upon insights from postmodernism, discourse analysis. Nightingale and Foucault to develop and evaluate the study. Three signific
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35

Latter, Susan Marianne. "Health education and health promotion : perceptions and practice of nurses in acute care settings." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/health-education-and-health-promotion--perceptions-and-practice-of-nurses-in-acute-care-settings(ad41c917-a4f4-4db4-9e02-2f20555f91b5).html.

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The aim of this study was to examine nurses' perceptions and practice of health education and health promotion in the acute care setting. Ward sisters (n=132) working on acute wards in nine District Health Authorities were interviewed using a semi-stuctured schedule. Data were collected on perceptions of health education and health promotion, nurses' role in these activities, and factors influencing nurses' health education and promotion practice on the ward. Data were analyzed using a combination of qualitative and quantitative methods. In the second phase of the study, three wards were selec
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36

Goldin, Deana Shevit. "Factors that Predit Levels of Sleepiness of Advanced Practice Nursing Students." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/hpd_con_stuetd/43.

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Background: Due to arduous demands of graduate education, advanced practice nursing (APN) students who are classified as adult learners are at risk for suffering sleep deprivation. Factors contributing to sleep deprivation include stress, expected academic challenges, and everyday life stressors. Purpose: This study investigated if APN students’ grade-point average (GPA), gender, and employment status predicted levels of daytime sleepiness. Theoretical Framework. The psychological well-being model selected for this study was consistent with the theory that sleep is a resource essential to well
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37

Scammell, Stephanie. "Tobacco Cessation Education for Primary Care Nurses and Advanced Practice Providers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6113.

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Tobacco use is the leading cause of premature and preventable death in the United States, yet millions of Americans continue to use tobacco. Nursing professionals comprise the largest health care provider group and can help improve tobacco cessation among their patients. The purpose of this doctoral project was to increase nursing staff and advanced practice providers knowledge, skills, and confidence related to tobacco cessation interventions. The project took place in a family medicine clinic in Central Texas. The nursing staff (which included 1 registered nurse and 3 licensed vocational nur
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38

Norman-Marzella, Nancy L. "Evidence-Based Practice Self-Study Education Program for Staff Nurses on Genomics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7416.

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Nurses routinely obtain genomic data when collecting family health histories. However, they report low confidence in their knowledge and understanding of genomics and the genetically engineered medications prescribed for their patients. The purpose of this project was the development and implementation of an evidence-based online education program about genetics and genomics to increase the nurses' understanding and ability to provide competent care for their patients receiving treatments based on the science of genomics. Knowles's principles of adult learning theory guided the development and
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39

Nye, Carla, Susan H. Hebert, Marie Thomas, Suzanne H. Campbell, and Candice Short. "The Use of Simulation In Advanced Practice Nursing Programs: A North American Perspective." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7362.

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Simulation is an effective pedagogy used extensively in prelicensure nursing education. Advanced practice nursing (APN) programs use simulation even though APN accreditation and certification organizations do not allow substitution of simulation hours for the minimum 500 clinical hours. There is a lack of rigorous research supporting the benefits or describing the outcomes of using simulation in APN programs. This presentation will present the results of a descriptive survey on the current use of simulation in APN programs. A descriptive survey was sent to all APN program Directors in the Unit
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40

Farrah, Shirley J. "Variables influencing the likelihood of practice change after continuing education participation /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924881.

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41

Morgan, Jennifer L., Florence M. Weierbach, Rebecca Sutter, et al. "New Education Models for Preparing Pre-licensure Nursing Students with Enhanced Skills upon Entering Community-based Nursing Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7364.

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

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Problem: Because of the complex nature and autonomy of school nursing practice, multiple professional organizations recommend a Bachelor of Science in Nursing as the minimum level of education for entry into this specialty. Despite research demonstrating benefits to patients and nurses with this level of education, school nurses across the U.S. vary widely in their educational and experiential preparation for this critical role. Benner's Novice-to-Expert Framework emphasizes the importance of experience in nursing or in a specialty practice to developing the skill needed to provide expert nurs
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Sevilla, Guerra Sonia. "The implementation of Advanced Practice Nursing in Catalonia." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/585925.

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INTRODUCTION: The expansion of professional roles has been proved to be an innovative solution across some countries in order to help address healthcare integration, coordination, continuity, access and health care sustainability. The development and implementation of different roles in advanced practice nursing has been considered one of those innovations in pioneering healthcare reforms. The need for nurses to adapt their practice in all settings has been a necessary step to meet the demands of our changing health care system and to contribute to address objectives and sustainable developmen
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Romano, Michelle McFee. "The Lived Experience of Female Nurse Graduates of Interprofessional Education Transitioning to Clinical Practice." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746603.

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<p> The need for nurses to be collaborative and practice-ready upon entering the profession has never been more important than it is today. The Institute of Medicine has identified that teamwork and collaboration should be essential parts of the nursing curriculum to prepare nurses to be ready to manage patient care with a team-based approach. The literature supports the idea that by learning out of silos and bringing students together from all different pre-professional programs, the professional working environment can be mirrored and the processes of collaboration and communication within t
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45

Whorley, Elizabeth. "Implementation of The Essential Competencies for Evidence-Based Practice in Baccalaureate Nursing Education." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_con_stuetd/46.

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Integrating evidence-based practice into healthcare education has been a recommendation for the past 16 years. Despite this, barriers still exist with the utilization of evidence-based practice. The purpose of this study was to describe the current state of EBP scholarship in the curriculum of baccalaureate pre-licensure nursing programs. Essential Competencies for Evidence-Based Practice in Nursing (Stevens, 2009) was utilized to measure the state of EBP scholarship. The research question stated: how is evidence-based practice scholarship addressed within baccalaureate pre-licensure nursing p
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46

Hung, Chi-chiu Stephen. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2037947X.

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47

Hall, Katherine C., Sandy K. Diffenderfer, April Stidham, and Christine M. Mullins. "Student and Preceptor Advancement in a Dedicated Education Site (SPADES): Innovation in Clinical Education for Advanced Practice Nurses." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7095.

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In the 1990s, dedicated education units transformed undergraduate preceptorships, but graduate preceptorships remain static. The dyadic nurse practitioner preceptorship model supports an environment where faculty, students, and preceptors may overlook nuances that affect the teaching-learning process. This article describes an innovative clinical education model, Student and Preceptor Advancement in a Dedicated Education Site, designed to improve preceptorships for advanced practice nurses. The focus is on adaptations made to facilitate use in advanced practice nursing programs.
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48

Hoffman, Laura. "Teach-Back Process as a Best Practice in Patient Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6580.

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Limited health literacy is a national problem. Nurses are in a position to address patients' limited health literacy skills using a universal precautions approach through the teach-back process. The purpose of this project was to plan a program to educate nurses on best practices in patient education. The theoretical framework informing this work was Bandura's social cognitive theory, which asserts that increases in knowledge and self-efficacy are precursors to affecting behavior change. The logic model was used to guide the project planning processes. Evidentiary sources included literature o
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49

Payne, Rachel Ann. "Expectations and realities : a critical analysis of the assessment of nursing practice." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298979.

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50

Corrin, Anne. "Surviving and thriving in practice placements : a qualitative exploration of student nurses' practice placement learning experiences." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/16833/.

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There are currently numerous concerns about the quality of pre-registration nurse training in the United Kingdom, particularly regarding the fifty per cent of that training spent in practice placement settings. If pre-registration nurse training is to be as effective as possible, it is essential to create practice placement learning environments where all student nurses are empowered to be caring, confident, competent and resilient, where students feel able to survive and thrive and, hence, where they can maximise their learning experiences. When undertaking nurse training in the United Kingdo
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