Dissertations / Theses: 'Education, Nursing, Continuing'

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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 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.

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Robinson, Diana Janet. "Continuing education in a professional nursing association." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.

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Continuing education for health professionals is a field of adult education that has emerged since World War II. The need for continuing education for Registered Nurses (RNs) has arisen largely as a result of concern over competence. Because of the changes in the nature of nursing practice, the ever increasing amount of knowledge required, and the impact of technology, RNs are required to continue their learning if they are to remain competent. As a result of the increasing demand for continuing education, the number of providers and institutions offering continuing nursing education has expanded. Currently, the professional nursing association is the second largest provider of continuing education, second to educational institutions. This paper describes the development of the continuing education program within a professional association, the Registered Nurses' Association of British Columbia (RNABC). Four questions were used to guide the examination of the historical record of the RNABC from 1912 to the present. Three periods of development were identified, from 1912 to 1940, from 1941 to 1967, and from 1968 to the present. Within each period, three areas were identified, to assist in presentation of events or activities that occurred during each time period: major developments, policy development and governance, and educational activities and services. In Chapter IV, the study questions were used to analyze the development of the RNABC continuing education program in each of the three periods. In Chapter V, a summary of the paper is given, and conclusions and implications of the study are described. Conclusions reached were that the RNABC has always been actively involved in continuing nursing education, however the nature of its involvement has changed over time; that the RNABC has changed and adapted to internal and external events and trends that have influenced its educational program; that the Association has been both proactive and reactive in response to trends and events that affected its educational program; and that the RNABC views continuing education as an integral part of its activities and uses continuing education to achieve its primary purpose, to ensure safe nursing care to the people of British Columbia.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Davids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.

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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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Prater, Llewellyn Swan. "Mandatory Continuing Education in Nursing: a Texas Perspective." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277673/.

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This study investigated Texas nurses' attitudes toward mandatory continuing education, and their perceptions of skill improvement, knowledge enrichment and improvement of health care to the public as a result of participation in twenty contact hours of continuing education programs as required by the Board of Nurse Examiners for the State of Texas. This sample of Texas nurses felt that the goals set forth by the Board of Nurse Examiners for the State of Texas had been met by participation in mandatory continuing education. However, given the small return rate, the attitudes of these nurses may not represent the attitudes of the majority of Texas nurses.

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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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Raddatz, Laurie L. "Determining continuing education needs of nurses in western Wisconsin." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001raddatzl.pdf.

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MacDonald, Patricia. "Integrating multimedia technology into continuing nursing education, examining the effectiveness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57438.pdf.

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Al-Shudifat, Ra'ed M. "Continuing nursing education : the case of military nurses in Jordan." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429926.

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Lam, Sui-sum. "Mandatory continuing nursing education factors influence nurses participation in Hong Kong /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31972949.

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Ritch-Brant, Barbara Ann. "Baccalaureate-prepared women in nursing: Return to graduate education in nursing in midlife." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618480.

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Chan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.

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Continuing Professional Education (CPE) is constantly evolving and is now mandatory in some professions in many countries. In Hong Kong, CPE for nursing profession remains voluntary. This research seeks to gather the perceptions, opinions and voices of nurse practitioners, college leaders and academic experts in Hong Kong if CPE is changed from a voluntary basis to a mandatory regime with the focus on analyzing different aspects of CPE. A literature review was carried out in order to distill the views of international scholars and practitioners, together with a review of policies pertaining to continuing professional development (CPD) and CPE. Furthermore, theoretical and practical implications were discussed, and suggestions for future researchers were made. In order to answer the research questions, a phenomenological qualitative study was conducted on the subject topic. Regarding the conceptual framework, the adult learning theory supplemented by motivation theories were scrutinized and analyzed while discussing the application of CPE. This study will contribute to the issue of CPE particularly as there were hitherto few qualitative studies on this topic. In connection with data collection, various methods were used, including individual interviews and focus groups, with participants recruited via (1) contact lists searched from the Internet, university directories, publications; (2) participants in relevant CPE courses for nurses. The study focuses on three cohort studies across time with a group of people who shared a similar characteristic and experience, involving 22 participants in total. 18 face-to-face individual interviews and 4 focus groups were organized. To probe the research questions, voices and opinions were collected from individual interviews. The data were transcribed, analyzed and organized by inter alia classifying by keywords and phrases. All the key concepts were coded, a technique helping to search for the relevant data to answer the research questions. Through feedback from participants on the findings, 10 key meaningful themes were successively derived from participants’ voices, opinions and answers. The results show that eleven participants were rather favorable to voluntary CPE at present. They doubted that mandatory CPE to some extent may bring along pressure and problems like labor shortage rather than professional and personal growth. On the other hand, the head of the nursing faculty of one of the universities in Hong Kong had no preference for adopting mandatory or voluntary CPE, while asserting that nurses should be self-disciplined and self-checking was necessary. In contrast, ten participants were slightly favorable to mandatory CPE in the long run for improving professional standards, provided that certain coordination and support would be given by employers.

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Whelan, Ruth N. "Factors influencing critical care nurses' participation level in continuing nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0015/MQ49464.pdf.

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Lam, Sui-sum, and 林瑞心. "Mandatory continuing nursing education: factors influence nurses participation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31972949.

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Rahman, Alphonsa A. "Development of a Nursing Informatics Competency Assessment Tool (NICAT)." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1715.

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Nursing workforce competency in informatics is crucial to providing safe patient care, improving quality, and reducing healthcare costs. Assurance of informatics competency in a workforce with increasingly diverse educational preparations, demographics, and informatics skills poses significant challenges. The question addressed was the lack of nursing informatics competency assessment tool relevant to bedside nursing. The purpose of this project was to develop and review a new nursing informatics competency assessment tool designed to address the individual educational needs of newly hired nurses. The tool was designed to measure nurses' competency in computer literacy, informatics literacy, and informatics management skills recommended in the American Nurses Association's Standards and Scope of Practice and Technology Informatics Guiding Education Reform. This tool supports practices at the bedside by providing individualized education according to the results of a self-assessment. The project was guided by the Benner's model and the Rosswurm and Larrabee framework. Content validity was established by item analysis, relevancy scale, and validation by the identified experts from the organization's Nursing Informatics Department (n = 4); the Department of Education, Practice, and Research (n =8); the Clinical Outcomes Department (n = 1); and bedside nurses (n = 14). The administration recommended this tool be incorporated into its strategic plan. This project promoted positive social change by developing a tool to assess informatics competencies in newly hired nurses and guide educators in developing future educational strategies. These efforts will assist in creating a workforce that is prepared to deliver healthcare safely, efficiently, and cost-effectively in the increasingly technology-savvy environment of U.S. healthcare in the 21st century.

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Holtzinger, Pamela Susan. "Nonfatal Strangulation Continuing Education Program for Forensic Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7301.

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Patients experiencing nonfatal strangulation during intimate partner violence (IPV) are suffering the consequences of unrecognized injuries and delayed life-threatening medical sequela. Forensic nurses offer expertise in the physical assessment and documentation to a variety of assault victims including those impacted by IPV. This project addressed whether an educational program on nonfatal strangulation increased the knowledge and assessment skills of forensic nurse examiners. The purpose of this doctoral project was to develop a continuing education program on the topic of nonfatal strangulation for forensic nurse examiners. The project design was created using Knowles's adult learning theory principles. The content outline was guided by the International Association of Forensic Nurses Nonfatal Strangulation Toolkit as well as input from content experts on nonfatal strangulation. The evaluation of the project was through pre- and posttest scores. The nonfatal strangulation continuing education training resulted in a statistically significant increase in participants' posttest scores (z-value= -3.064; p value =.002) indicating that the training material and teaching modality positively affected the participants test scores. This continuing education program on nonfatal strangulation increased knowledge of forensic nurse examiners and its application in the field might contribute to positive social change by increasing the identification of IPV and providing appropriate intervention.

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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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Terkildsen, Sheryl Ramona. "End of life nursing education consortium grant implementation project." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2324.

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This project addressed the continuing education needs of nursing staff and other health care professionals for delivering competent and compassionate palliative or end of life care. The scope of the project included, writing a grant application, training and certification by the end of life Nursing Education Consortium and implementing an education program for staff at the Loma Linda Veterans Affairs medical center.

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Johnson, Judith M. "Service learning| Providing the building blocks for a socially responsible nursing role." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590532.

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An explanatory correlational study was conducted to explore whether and to what extent a relationship between hours of participation in service learning and commitment to social responsibility exists for students enrolled in pre-licensure baccalaureate-nursing programs currently participating in the Nursing Licensure Compact. The convenience sample consisted of 103 volunteer professional nursing students. The Civic Attitudes and Skills Questionnaire (CASQ), comprised of six subscales: civic action, interpersonal and problem-solving skills, political awareness, leadership, social justice, and diversity, was the tool used to measure social responsibility. The total Cronbach's alpha for the CASQ was .914. The alternate hypotheses stated a significant relationship between the hours of participation in service learning and each of the CASQ subscales. Data analysis using a Spearman's rho correlation coefficient showed no statistically significant correlations between hours of participation in service learning and any of the CASQ subscales. The data did not support that social responsibility relates to how much time the students spend participating in service learning. This study expands the body of knowledge in nursing education by demonstrating that other factors and not time spent in service learning, may contribute to social responsibility. The notion that prolonged hours are always needed to achieve success can discourage educators from incorporating service learning in their courses. In the context of social responsibility, this study demonstrated that service learning may not require extended time to result in positive outcomes. With this information, nurse educators can plan service-learning experiences more efficiently.

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Lundeen, Rebecca J. "Validity testing of instruments to measure variables affecting behavior change following continuing professional education in nursing." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048395.

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Nurse educators are faced with the issues of cost containment and documenting the results of continuing professional education (CPE). The results of successful CPE are behavior changes observed in the nursing staff upon returning to the work environment. Continuing professional education requires valid evaluation of instruments to determine its effectiveness, quality, and documentation of behavior changes. The purpose of this study was to establish the validity of four instruments measuring variables of behavior change in nurses after attendance at a CPE program. Cervero's (1985) evaluation model applied to CPE and behavior change was used to guide the study.Data was collected from three different convenience samples and merged for a total of 114 subjects. The four instruments that participants were asked to complete at the CPE programs were: (a) "New Ideas and You" (Brigham et al., 1995); (b) "Social System of the Organization"analysis. "New Ideas and You" (Brigham et al., 1995) (Ryan et al, 1995); (c) "CPE Program and Change" (Ryan et al., 1995); and (d) "The Continuing Professional Education Offering" (Elkins et al., 1995).Findings in this study were revealed through factor outcome to improve the quality of patient care. This end revealed two factors. "Social System of the Organization" (Ryan et al., 1995) resulted in a three factor solution. "CPE Program and Change" (Ryan et al., 1995) resulted in a three factor solution and "Continuing Professional Education Offering" (Elkins et al., 1995) resulted in a three factor solution.Conclusions from this study was that the four instruments have some degree of validity and reliability. The highest obtained factor scores confirmed the concepts identified as subscales in the four instruments.Nurse educators need a valid and reliable method of evaluating CPE to assess the effectiveness and extent of behavior changes in nurses after attendance at workshops, seminars, and other CPE programs. These behavior changes are a result of an increased knowledge base with an ultimateresult has a positive impact on the nursing profession, nursing education, and health care.
School of Nursing

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Mundine, Jennifer. "Nursing Distance Learning Course Comparison of Assignments and Examination Scores." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137911.

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Nursing programs have embraced distance learning in their curricula, but discussion is ongoing about course assignments and grading criteria to increase examination scores in nursing distance learning courses. Because course examinations are a predictor of success on the postgraduate licensing examination (NCLEX-RN), the purpose of this study was to determine whether differences existed in student examination scores between nursing distance learning courses with and without points aligned to assignments. The theoretical framework was Knowles’s theory of andragogy, which highlights adults’ motivation and self-direction to succeed. The quantitative causal comparative study included a convenience sample of 164 students to compare archival data of 4 examination scores between 2 nursing distance-learning courses. Data analysis included an independent-groups one-tailed t test. No significant differences were found between the 2 courses, suggesting that students do not achieve higher examination scores with course points aligned with course assignments. Nursing administrators and faculty in nursing programs with a distance learning component will benefit from the findings of this study. Findings may be used to draft, revise, and implement assignment criteria and point alignment for nursing distance learning courses. Social change will occur when nursing distance learning faculty use problem-solving and critical thinking assignments, including case studies, discussion boards, group assignments, concept mapping and NCLEX-RN style testing in each nursing distance learning course. Because point alignment to course assignments do not significantly improve examination scores, implementation of problem-solving and critical thinking assignments is necessary to promote student learning and examination success.

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Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.

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Underwood, Douglas W. "Competence by simulation| The expert nurse continuing education experience utilizing simulation." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558245.

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Registered nurses practice in an environment that involves complex healthcare issues requiring continuous learning and evaluation of cognitive and technical skills to ensure safe and quality patient care. The purpose of this basic qualitative study was to gain a better understanding of the continuing educational needs of the expert nurse. This study focused on the use of simulation as a learning platform in the continuation of competency. The study was based on the theories of adult learning and novice to expert. A sample of 10 expert nurses was interviewed regarding their experiences in the use of simulation during continuing education endeavors. The finding indicated that the use of simulation in this study population was effective in the maintenance of competency or in the delivery of new information. The study finding also offered developmental ideas for nurse educators in the planning and delivery of simulation to this study population.

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Stringfield, Yvonne Nazareth. "Perceptions of senior re-entry registered nurse students in baccalaureate nursing programs." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618651.

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The purpose of this study was to determine how RNs who were seniors in academic programs leading to a baccalaureate nursing education perceived their programs. These perceptions were determined by assessing: (1) the educational and experiential characteristics of senior re-entry registered nurses, (2) reasons for returning to college for a baccalaureate education, (3) perceptions of the relevancy of nursing course work, and (4) personal, professional and academic difficulties encountered in the program of study. The study also investigated specific demographic data with relationship to perceptions.;Participants attended nursing programs at seven Virginia state supported colleges and universities. A sample of convenience was used with a total of 78 participants (75% return rate). Participants were in their last semester of study at their respective universities.;The five research questions were: (1) What are the educational and experiential characteristics of the senior re-entry registered nurses who return to college for a baccalaureate nursing education, (2) What are the reasons senior re-entry registered nurses cite for their return to college for a baccalaureate nursing education, (3) How do senior re-entry registered nurses rate the relevancy of their nursing course work, (4) Is there a difference between the work experience of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college? (5) Is there a difference between the educational level of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college?;It was concluded that: The average re-entry RN is 31 to 40 years of age, female, married, with children, white and employed 1-10 years in staff nurse positions in hospitals. (1) Registered nurses return to college for personal reasons, because it is the trend in nursing, and for credibility/prestige, (2) nursing education material is current and reflects new research from a variety of sources, and is appropriate for their backgrounds, (3) the cost of education requires RNs to work in order to afford college, (4) and (5) there was no difference between AD graduates and diploma graduates based on experience and education.

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Divine, Allison. "Admissions Criteria and First-Year Completion Rates in an Associate Degree Nursing Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5850.

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Students in associate degree nursing (ADN) programs in the United States experience high attrition rates in the first year. The purpose of this quantitative correlational study was to examine the relationship between preadmission factors and first-year ADN program completion rates at one college in the south central United States. Constructivist theory provided the framework for the study. Archival data for 228 students from one ADN program were analyzed using binary logistic regression. Results indicated a statistically significant association between prerequisite grade point average (GPA) and first-year program completion. An increase in the number of incoming students ages 25 years and younger was also noted. The professional development project focused on educating nursing faculty to assist students with lower GPAs to be successful. A second component of the project addressed teaching modalities targeted to millennial and Generation Z learners. Findings may be used to increase the number of nurse graduates at the study site, which may improve health care and economic development in the local community.

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Tame, Susan Louise. "Continuing professional education : the experiences and perceptions of nurses working in perioperative patient care." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:2176.

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This thesis presents a holistic description of perioperative nurses' experiences and perceptions of continuing professional education (CPE), from their decisions to study and experiences as students, to the outcomes realised from formal post-registration university courses. Some studies have explored CPE holistically; however these did not include perioperative nurses, whose views may differ from colleagues working in other specialities due to the patriarchal nature of the theatre environment. A descriptive qualitative approach was adopted and 23 unstructured interviews were conducted with 23 perioperative nurses who had recent experience of CPE. Audio-taped interviews were transcribed fully into the Ethnograph, and the data coded and analysed using both Seidel's (1998) and Dey's (1993) models for data analysis. Four themes emerged: 1) 'Background', including managers' attitudes and cultural discourses 2) 'Going In', relating to motivations and deterrents in accessing CPE 3) 'Process', including participants' experiences as students and 4) 'Going Out', describing the personal, professional and practice outcomes which resulted. Findings relating to motivations, barriers and outcomes reflected those of previous studies. Local cultures within theatres appeared to promote practical skills above academic qualifications, with managers controlling access to CPE, and horizontal violence experienced by nurses who traversed dominant cultural discourses. Participants perceived the possession of student cards as symbolic of a raised social status. Formal study did not impact directly on practice, however the development of increased confidence appeared to facilitate participants' collaboration with, and questioning of, medical colleagues and was attributed to indirectly enhancing patient care. The extent to which participants revealed their CPE lay on a continuum from telling all colleagues they were studying (public study) through to telling no one (secret study). Participants indicated the extent to which CPE was revealed, or kept secret, was crucial, based on the prevailing cultural discourse, their own academic confidence, and potential ramifications should they be unsuccessful. This study is the first to attribute significance to the concept of 'secret study'. This work contributes to the knowledge relating to CPE: It confirms the transferability of existing literature relating to motivations, barriers and outcomes of formal study to the perioperative setting, and advances knowledge with regard to participants' perceptions of their student status, and the development of inter-professional relationships following CPE. Further research is required to explore the concept of secret study, and to indicate whether the findings are transferable to areas outside of the perioperative setting. The findings are of significance to nurses working in practice, and educators involved in designing and delivering post-registration formal courses to perioperative nurses.

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Fishman, Darlene C. "Mentoring in associate degree nursing| A mixed-methods study for student success." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576650.

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For over a decade, the nursing profession has increased enrollments and established new education programs in response to the national nursing shortage. The profession has focused on increasing the numbers of new graduate nurses prepared to replace the nation's aging nursing workforce. Considering the expense of this educational process with close supervision requirements, limited clinical spaces, and high attrition rates, this exploratory mixed methods study examined mentoring as a success strategy to retain nursing students in school. This study of nursing students enrolled in an associate's degree program in one California community college explored mentoring from the students' point of view. The study explored the personal perceptions and meaning attributed to the mentoring experiences of one group of nursing students.

Using focus group interviews, the qualitative phase of this study identified the characteristics and shared experiences of 20 volunteer participants. In the second phase, 112 student volunteers (57% response rate) completed an online survey developed from an analysis of the focus group interview data. The respondents' demographics were representative of the four semester nursing program student body. The survey findings affirmed that the participants perceived mentoring by a registered nurse beneficial and useful. Coaching and encouragement from a nursing professional as well as peer support had a positive impact on the program outcomes of retention and program completion.

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Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.

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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.

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Dombro, Marcia Winters. "A qualitative analysis of the lived experience of nursing staff developers in the process of changing to a new educational model." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/3074.

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The purpose of this study was to document and critically analyze the lived experience of selected nursing staff developers in the process of moving toward a new model for hospital nursing education. Eleven respondents were drawn from a nation-wide population of about two hundred individuals involved in nursing staff development. These subjects were responsible for the implementation of the Performance Based Development System (PBDS) in their institutions. A purposive, criterion-based sampling technique was used with respondents being selected according to size of hospital, primary responsibility for orchestration of the change, influence over budgetary factors and managerial responsibility for PBDS. Data were gathered by the researcher through both in-person and telephone interviews. A semi-structured interview guide, designed by the researcher was used, and respondents were encouraged to amplify on their recollections as desired. Audiotapes were transcribed and resulting computer files were analyzed using the program "Martin". Answers to interview questions were compiled and reported across cases. The data was then reviewed a second time and interpreted for emerging themes and patterns. Two types of verification were used in the study. Internal verification was done through interview transcript review and feedback by respondents. External verification was done through review and feedback on data analysis by readers who were experienced in management of staff development departments. All respondents were female, so Gilligan’s concept of the "ethic of care" was examined as a decision making strategy. Three levels of caring which influenced decision making were found. They were caring: (a) for the organization, (b) for the employee, and (c) for the patient. The four existentials of the lived experience, relationality, corporeality, temporality and spatiality were also examined to reveal the everydayness of making change.

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Dunn, Kristina Ann. "Nursing Informatics Competency Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3985.

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Currently, C Hospital lacks a standardized nursing informatics competency program to validate nurses' skills and knowledge in using electronic medical records (EMRs). At the study locale, the organization is about to embark on the implementation of a new, more comprehensive EMR system. All departments will be required to use the new EMR, unlike the current policy that allows some areas to still document on paper. The Institute of Medicine, National League of Nursing, and American Association of Colleges of Nursing support and recommend that information technology be an essential core competency for nurses. Evidence of the need for nursing informatic competencies was found through a literature search using CINHAL, Proquest Nursing, Medline, and Pubmed search lines. Concepts searched were competencies, nursing informatics, health information technology, electronic health record, information technology literacy, nursing education, information technology training, and curriculum. The Staggers Nursing Computer Experience Questionnaire was distributed to 300 nurses practicing within the hospital setting to obtain baseline data on current nursing computer knowledge and skill level. This validated tool was created by Nancy Staggers in 1994 and used in other process improvement efforts similar to this one. The assumption was that nursing competency levels with computers were varied through the hospital. The data obtained from the questionnaire, through Zoho Survey tool, confirmed this assumption and were used to help create the education, support, and competency plan for the future. Data was analyzed through the built-in reports and interactive charts that the Zoho survey tool provides. The new EMR and all the new processes that come with it will be the framework of nursing care. Having competent nurses in the use of the EMR will optimize the quality of patient care delivered.

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Dodwell, Mahrokh. "The value and impact of continuing professional education in the new NHS : nurses' and managers' perspectives." Thesis, University of Nottingham, 1999. http://eprints.nottingham.ac.uk/12210/.

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The thesis explores the application of Continuing Professional Education learning in the work place, and evaluates the factors contributing to its application to clinical practice. The research specifically reviews and assesses relevant literature and theories of adult learning and evaluation. Using existing literature, empirical research work was undertaken in three case study sites. The methodological strategies of illuminative evaluation were utilised in the study, the innovation was examined in the context of "Learning milieu" (Snyder, 1971). Observations of documentary evidence, interviews with course participants and their respective managers and pre and post course questionnaires constituted the data collection. The combination of data assisted the researcher in "illuminating" issues, significant features and problems. The research study systematically and logically investigated, unfolded and clarified issues as they arose. The study utilised a qualitative approach supported by quantitative data in order to reveal individuals' learning processes within the organisations (case study sites) and comprised of three main phases of action, which in practice were more like inter-related loops. A review of existing literature, an introductory visit to the three research sites; questionnaires, distributions and semi-structured interviews with the stake holders; and the writing of the case studies to reveal impact and application to practice. A cycle of "planning, acting, observing and reflecting" was implemented throughout. In this research study the researcher constructed and adopted a multi-dimentional integrated approach, acknowledging not only the social environment in which adults find themselves, but also the cognitive dimensions. Therefore, the study was close to its social context and the "reality" as experienced by the course participants. The researcher strived to understand programmes and situations as a whole. This holistic approach assumed that the whole is greater than the sum of its parts. It further assumed that a description and understanding of a programme's social and political context is essential for overall understanding of that programme (Patton, 1990). A number of issues were identified from the research study and recommendations made. Their adoption will be particularly valuable to those currently involved in Continuing Professional Education, Nurse Managers, Practitioners, Purchasers and Commissioners of Health Care.

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Jones, Sherry Lynn. "Nurses' Occupational Trauma Exposure, Resilience, and Coping Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2360.

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Nursing education courses and professional development (PD) do not include coping and resilience training for registered nurses (RNs) who work in emergency departments (EDs). Exposure to traumatic events, death, and dying may lead to health issues, substance abuse, stress symptoms, nursing staff turnover, and compassion fatigue among ED RNs. Without training, the pattern of adverse outcomes may continue. The purpose of this study was to explore ED RNs' experiences with occupational traumatic stress (OTS), and their recommendations for change to nursing PD programs, using a qualitative bounded intrinsic case study. The conceptual framework for this study included social learning and experiential learning theories. Data were collected through semi-structured interviews with 7 licensed and employed ED RNs with more than 1 year in EDs and who volunteered to participate in the study. Data were examined analytically using descriptive, emotion, and patterns coding strategies and In Vivo to identify categories and themes. Based on nurses' experiences, ED RNs require a collaborative team training approach in learning and sharing opportunities regarding preparatory, de-escalation, and self-care strategies to overcome OTS. Based on the findings, a 3-day interactive PD workshop program was created for ED nurses to address those needs. These endeavors may contribute to positive social change by increasing wellness, cohesive ED teamwork, healthy stress management practices, better patient care, and reduced turnover for ED RNs. Furthermore, nurse educators may benefit from adding coping and resilience training to the nursing education curriculum to address and possibly mitigate the effects of OTS.

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Campbell, Nancy A. "A study of continuing education and behavior change following a precepting skills workshop." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958794.

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Continuing education programs are successful only to the extent that the recommended practice or behavior is implemented. Previous research has demonstrated that some programs result in behavior change and others fail to do so. A conceptual framework developed by Cervero links behavior change to continuing professional education. This descriptive correlational study examined factors related to implementation of knowledge gained from a continuing professional educational offering into practice among registered nurses. One questionnaire on the motivation of the individual professional was given prior to the continuing professional educational offering and three other questionnaires eliciting the participants perception of the social system, nature of the change and the continuing educational offering was given upon completion of the class. Two months following the offering a self-report evaluation, a Likert scale instrument and an open-ended questionnaire, was completed by the participants to measure the change in behavior after the learning experience. Demographic data of the participants was also correlated with nursing behavior. The rights of the participants were protected at all times. Participants were asked to participate on a strictly voluntary basis. Findings of the study indicated that the variables of the individual professional, the continuing educational offering, the nature of the change and social system did not statistically correlate with the outcome variable of behavior change. However, the responses to the open ended questionnaire contradicted the statistical findings. Participants articulated numerous ways in which their nursing practice had changed as a result of their continuing education experience. Conclusions of the study were that there is no statistically significant relationship between the independent variables and the dependent variable of behavior change, but that qualitative data indicated that change in nursing practice did occur following the continuing professional education offering. Implications from the study indicate that the process of continuing professional education is complex with multiple variables. There is a need for further research to delineate the influence of these variables on behavior change in nursing practice. Then, those planning educational offerings could work effectively with their clientele to more dramatically improve health care and client outcomes.
School of Nursing

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Watson, Wendy Elizabeth. "Relationship Between Student Characteristics and Attrition Among Associate Degree Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3847.

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High nursing student attrition has been a pervasive problem in the nursing program at the research site of this study. The purpose of this project study was to investigate the relationship between attrition and nursing student characteristics, including age, gender, ethnicity, English as Second Language (ESL) background, licensed practical nurse (LPN) licensure, grade point average (GPA), the number of preadmission college credits, and the Test of Essential Academic Skills (TEAS) scores. This correlational study of archival data was guided by Jeffreys's nursing undergraduate retention and success model and included a convenience sample of 240 students admitted to the program between the Spring 2011 and Fall 2013 semesters. Point biserial and phi coefficient statistical analyses indicated that significant relationships existed between attrition and ethnicity, GPA, TEAS scores, college credits, and LPN status. There were no significant relationships between attrition and age, gender, and ESL background. Student characteristics correlated with higher attrition included ethnic minority background, more college credits, lower TEAS composite and math scores, lower GPA scores, and not having LPN licensure. These research results were the basis for policy recommendations for changes to the admission process within the nursing program and for early identification of students at risk for attrition, with the goal of providing early supportive measures. The overall goal of the policy recommendations was to decrease attrition at the local research site, which may help foster positive social change by promoting the educational and professional progress of nursing students. Nursing student attrition can negatively affect a nursing program's finances and reputation. For students, attrition represents lost time, lost finances, and a limited possibility for achieving socioeconomic progress.

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Axiak, Sally. "The impact of a Continuing Professional Education degree programme in Mental Health Nursing : a phenomenological study." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21625/.

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Whiteley, Sarah Jay. "The construction of an evaluation model for use in conjunction with continuing education courses in the nursing profession." Thesis, Queen Margaret University, 1989. https://eresearch.qmu.ac.uk/handle/20.500.12289/7394.

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Continuing education in Scotland underwent radical changes in the early 1980's, when the National Board for Nursing, Midwifery and Health Visiting for Scotland responded to the proposals of a working party report (Working Part 1981). They began re-designing their continuing education provision for qualified nurses, and in conjunction with this development, they commissioned two consecutive evaluations. One was to look at a course entitled 'The Experienced Charge Nurse Module', and the other was of a more complex modular development, entitled 'Professional Studies I and II'. This thesis uses the work that was carried out by the author in executing the two evaluations, to propose a new model of evaluation for use in conjunction with continuing education courses. The need for the model became apparent in the early stages of the research, after the relevant nursing, evaluation, and continuing education literature sources were considered. No existing models appeared to completely meet the demands of the complexities of adult, continuing education courses, although it was considered that the 'Illuminative Evaluation' model of Parlett and Hamilton (1972) was a good basis to work from. Through the initial evaluation of the Experienced Charge Nurse Module, certain methodologies - predominantly qualitative - were tested, and used in conjunction with progressive focusing (Parlett and Hamilton, 1972) and grounded theory techniques (Glaser and Strauss, 1967). This based the research strongly in the phenomenological field, and these techniques were pursued and strengthened through the second, much larger evaluation of Professional Studies I and II. The main development at this stage, was that of a monitoring exercise. This complemented the evaluative component, and when the two elements were combined, they formed the 'Structure-Process-Outcome' model of evaluation (based on the categories used in the quality assurance field (Donabedian, 1966). This is proposed as a flexible and comprehensive model which can be adapted for use at either the macro or micro level of evaluation.

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Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.

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Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators and the revised Bloom's Taxonomy were used as the conceptual frameworks for this study. The Director of the Nursing Program and 9 faculty members participated. Data were collected from a review of documents, 2 focus groups, faculty-maintained diaries, and an interview. During data analysis, categories were identified and themes emerged, revealing the key findings. Using a single method alone to assess student learning limited the opportunity for formative assessment, the ability to assess higher order thinking, and the development of metacognition on the part of students. To assist faculty in creating assessments of student learning that would address these themes, a 3-day faculty professional development project followed by 4 monthly lunch and learn sessions was designed. Providing additional faculty development in assessment methods may promote positive social change as it may ultimately increase the retention of qualified students to meet the demand for registered nurses within the community.

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Harrison, Barbara Simpkins. "Continuing nursing education: An analysis of the relationship between benefits, participation and socialization of registered nurses in southeastern Virginia." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618507.

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There has been limited research on the benefits nurses' derive from participation in continuing nursing education (CNE). Researchers have investigated sociodemographic and attitudinal characteristics of CNE participants or the effects of CNE on nursing practice.;The purpose of this study was to determine what factors influenced registered nurses in the Southeastern region of Virginia to participate or not to participate in CNE. Specifically, this study investigated the relationship of socialization (defined as level of nursing education, reading of professional nursing journals and professional nursing memberships), benefits (defined as either personal or social/professional type) derived from CNE attendance, the importance or non-importance of these derived benefits and participation or nonparticipation in CNE. Respondents' socialization was characterized as either high or low for the purposes of this study.;The theoretical framework used in this study was the Expectancy Valence Model of Participation (Rubenson, 1977). Valence was described as anticipated satisfaction (i.e. the benefits accrued); it was viewed as the positive and negative values of the effects of participation. Expectancy was defined as an expectation that particular actions would lead to certain outcomes; it related to individuals' perceptions of themselves as successful participants.;Data for the study were collected through the use of two questionnaires which were mailed to a sample of 400 registered nurses selected by systematic sampling. One hundred and fifty-five responses were received (38.75%). Data were analyzed by Statistical Analysis Systems (SAS) software using descriptive statistics, Chi square analysis and log linear analysis.;Findings indicated that level of socialization and participation in CNE were positively related. The importance of benefits derived from CNE participation and participation in CNE were not related. Level of socialization, importance of benefits derived from CNE participation and participation in CNE were positively related. High levels of socialization were related to participation in CNE while benefits of CNE were not related.

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Rogstad, Leanne. "Attrition in an associate degree program| The lived experience of the nursing student." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637177.

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Using Wylie's (2004) Model of Non-Traditional Student Attrition as the theoretical framework, results of the analysis revealed student- and nursing-program-related factors that facilitate or hinder successful completion of the program. Barriers of completion included (a) amount and difficulty of course requirements, (b) difficult test rubrics, (c) ineffective instructors, (d) full-time teaching, (e) difficulty in balancing work, family, and school responsibilities, (f) language barriers, and (g) separation of work and school environment. Results of the study further showed that resolution of students' personal obstacles hindering program completion included (a) time and financial management, (b) establishing good relationships with instructors, and (c) use of student support services. While there is a plethora of extensive studies that have developed theories to explain students' early departure from nursing programs, there are only limited studies conducted with respect to nurse programs' retention or attrition in terms of the factors that lead to success in nursing programs. This current study investigated the lived experiences of students currently enrolled in an Associate Degree in Nursing (ADN) program as well as those who have dropped out of the program at a Midwest community college. Data were collected from 13 participants who participated in the semi-structured interview and were analyzed through a modified Moustakas (1994) van Kaam method. Results can be utilized by educational institutions to create ways to eliminate these barriers. Colleges might be more willing to provide additional student support during enrollment if the external factors that help students achieve success could be identified.

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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.

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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.

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Brown, Joset Elaine. "Graduate Nurse's Perspective of Simulation to Address the Theory-Practice Gap in Nursing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4911.

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Graduate nurses are being employed to provide care in high acuity care areas, and this becomes a problem of significance as the literature suggests that graduate nurse's experience a deficit in integrating theoretical concepts in the clinical environment, described as the theory-practice gap; which can result in a risk to patient safety and the potential for negative outcomes. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses employed at a community hospital in northern New Jersey. After recruiting the participants through purposive sampling, semi-structured interviews were conducted with them utilizing a researcher-developed interview protocol based on the Casey-Fink Graduate Nurse Experience Survey. The research questions addressed the graduates' clinical experiences and their perceptions of simulation in facilitating the integration of theory to practice. Interviews were transcribed verbatim, coded, and analyzed to identify 4 themes: (a) the theory-practice gap, (b) effective educational pedagogy, (c) theory-practice integration, and (d) simulation-based learning. The crucial finding was that graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice. Based on these findings, the recommendations presented in a white paper will help the administration of the school of nursing at the local site make informed decisions to effect curricular changes that promote the students' integration of theory into practice. Further, the results of this study impact social change by serving as a model for similar programs to improve the preparation of graduate nurses to provide care to optimize positive patient care outcomes.

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Lemprière, Julie A. "Continuing professional education : exploring the experience of community nurses working on a small remote island." Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/1247/.

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Qualified nurses require equitable access to continuing professional education (CPE) that is responsive to the needs of learners, employers and most importantly clients. There is scant attention paid to the CPE custom of community nurses, with research in the experience of island-based nurses mainly limited to the Mediterranean and under-developed islands, or of nurses working in the Scottish Isles. The community nurses in question are employed by a charity working outside the National Health Service (NHS), based on an island with a unique model of healthcare that is more medicalised and institutionalised than the United Kingdom NHS. Semi-structured, one-to-one interviews were conducted with sixteen community nurses, and two focus groups undertaken, one with nurse managers and the other with qualified nurses. Interview data were analysed using Interpretative Phenomenological Analysis, a method new to education research, and not yet recorded in relation to nurse education. Findings indicated an ageing workforce, with ageism hindering access to CPE. Geographical isolation coupled with a lack of access to tertiary education dictated CPE to fulfil professional development. Charitable status and limited CPE funding resulted in a third of nurses applying for sponsorship via local or national agencies, this was not found elsewhere in the current literature. This research contributes to the knowledge relating to nurse CPE, confirming the transferability of existing literature relating to geographical remoteness, barriers and outcomes of formal study to community nurses. It advances the current knowledge base with regard to small island infrastructure effecting access to CPE, funding formal education for nurses working outside the NHS, and silo working within the community setting. Further research is required to explore the experience of community nurses under the age of 30 years not represented within this study, who will be the future workforce when older nurses retire. These findings are of particular significance to the Jersey Health and Social Services Department who are currently redesigning the future health and social care system on the island based on a community model, nurse educators, the charity and its qualified nurse employees, and finally the island population.

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Barker, Caroline. "A phenomenological study exploring the use of directed study time in an undergraduate adult nursing curriculum." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19280/.

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The main aim of this study was to explore student nurses and lecturers’ perceptions of directed study time (DST) within an undergraduate nursing curriculum. Previous research pertaining to the phenomenon has predominantly focused on how students approached learning, and the pedagogical preferences of lecturers and students. A wealth of quantitative literature demonstrates attempts to measure students’ preparation for self directed learning (SDL). Whilst a substantial amount of research has identified that students are unprepared to study independently and direct their own learning; no research has explored the underlying reasons behind this, nor has any research explored the perceptions of DST within undergraduate nursing curricula. A hermeneutic phenomenological approach was used to understand and interpret the participants’ perceptions of DST. The research was undertaken in two phases. In Phase One three focus group interviews were undertaken with student nurses on an undergraduate adult branch nursing course at an English university. In Phase Two, individual semi-structured interviews were carried out with nurse academics from the same university. Template Analysis was used to analyse the data and to determine key themes. Significant findings revealed that both groups perceived DST to be owned by student nurses, who controlled DST. The identities of the groups was not reflective of their roles and resulted in a lack of belonging to the university; this led to limited levels of engagement by both parties with academic activities. Many student nurses did not engage with SDL during DST and the majority of lecturers did not value academia. The culture was influenced by the ‘hidden curriculum’ within which nurse lecturers lacked authority and relied on traditional pedagogical methods to regain a sense of control. The participants also described how some students’ mentors did not value academia and did not always recognise the importance of linking theory to practice. The implications of this research study emphasise the need for a multi-faceted approach to promote the value and importance of academia within the nursing profession.

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Garcia, Jodi. "Student Perceptions of Factors Affecting Retention in a Rural Associate Degree Nursing Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2817.

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High nursing student attrition rates at a community college in a southwestern state were noted as a significant problem by nursing faculty and college administration because of a nursing shortage and subsequent health care issues in the surrounding community. The purpose of this project study was to explore the perceptions of nursing graduates regarding the influences that led to or impeded their success in completion of the associate degree nursing program. Additionally, perspectives of the usefulness of remediation sessions provided for students failing a course were investigated. This qualitative case study, guided by transformative learning theory, included a sample of 10 nursing program graduates of the community college from 2012-2015, 4 male and 6 female, 3 of which had failed at least one course and participated in remediation during their programs of study. Participants were interviewed and data were coded and analyzed for common themes. Themes included perceptions of being over stressed, awareness of the negativity of peers, the need for self-motivation, making needed changes to increase their own success, and using available resources such as the remediation program even though it was perceived by some as punitive. A professional development workshop for nursing faculty was developed as a project based on these findings to increase faculty knowledge of factors that contribute to nursing student success or failure, assist faculty in identifying and implementing supportive resources that contribute to student success, and introduce them to practices to reduce student stress such as teaching life skills and coping methods. Social change may occur from programmatic changes that enhance nursing students' success resulting in more nursing graduates to facilitate quality health care in the local community.

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Hargreaves, Janet. "The good nurse : discourse and power in nursing and nurse education 1945-1955." Thesis, University of Huddersfield, 2005. http://eprints.hud.ac.uk/id/eprint/13831/.

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Nursing and nurse education within Britain are influenced by the legacy of the development of hospital based adult general nursing in the 19th Century. Discourses that emerged at that time identify nurses as ‘good women’: respectable, hardworking, loyal and obedient. Currently, nurse education is criticised for being less able to produce nurses who are fit to undertake their role than in the past. Taking the concept that discourse exerts a powerful influence on the way people behave, this thesis asserts that the 19th Century legacy is important and seeks to establish the discourses that shaped nurse education. The period 1945 -1955 is chosen as sufficiently distanced from early developments, but recent enough to be in living memory and prior to the relocation of British nursing from a hospital base into Higher Education. Six overlapping discourses are identified though the literature. An interpretative approach is then taken to data collected in three stages: a life story 1932 -1973, semi-structured interviews with nurses who commenced their training 1945 -55 and documentary analysis of nursing journals for the same period. The ‘good nurse’ is explored through discourses around the ‘right kind of girl’, the tension between vocation and profession and the transition from woman to nurse. Despite significant change of direction in educational theory and policy in the period 1945 -55 the thesis suggests that the power of the discourse meant that little changed in the practice of nursing or the conduct of nurse education. Furthermore, it is argued that whilst discourses have changed and contemporary nursing is establishing its place in Higher Education as an applied academic discipline, the current discourses embracing caring, reflection and emotional labour are equally gendered and controlling. Now, as then, this discourse is not imposed by outside forces, but is generated and controlled from within the profession. It therefore concludes that the pervasive influence of discourses surrounding the ‘good nurse’ and related discourses about control and care must be given full recognition when attempting to change nursing or to influence its policy and educational developments.

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Burris, Roberta M. "Measuring the Learning Outcomes of a Continuing Education Seminar About the Aging Process on the Knowledge Level of Registered Nurses." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332596/.

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This study aims to increase the level of knowledge about the gerontological knowledge of a sample of registered nurses by creating a portable and concise continuing education seminar that is based upon the fundamental components of the normal aging process. The impact on the learning outcomes of an accredited continuing education seminar that was developed for this study was analyzed. The continuing education seminar focused on some of the major areas of social gerontology pertinent to nursing. Although other variables (age, gender, educational level, and previous gerontological training) were analyzed, none were found to have significant effect on the level of knowledge.

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Podlinski, Lori Ann. "The Effect of Simulation Training on Nursing Students' Content Exam Scores." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2171.

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Simulation training has been implemented at a small nursing school in the eastern United States to improve the currently low content exam scores in nursing courses. With the guidance of Kolb's experiential learning theory, differences in 8 course content exam scores were investigated for students who received simulation training in the content area before the exam and students who received simulation training after the exam, using a quasi-experimental, comparative design. Archival exam scores from 424 content exams, 212 completed by students who received simulation training before the exam and 212 completed by students who received simulation training after the exam, were used in a multivariate analysis of variance. The difference of the group means was not statistically significant (p = .69) for the pediatric assessment, meningitis, respiratory deviations, and gastrointestinal nursing content exams. However, there was a significant difference, F (4, 47) = 5.192, p = .00; Î» = .694; Î·2 = .316, for the postpartum and neonatal assessment, preeclampsia, and cardiovascular nursing content exams. The results are split, which may be due to inconsistency in the conduct of simulation training across the 8 content areas. The varied outcomes led to the development of a white paper with policy and implementation recommendations for simulation training. Positive social change may occur in the planning of simulation training to promote consistency and best practices, enhancing students' ability to perform safely and competently at the patient's bedside and thus supporting improved patient outcomes.

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Farley, Patricia Ann. "Factors Related to Nursing Student Persistence in an Associate Degree Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3346.

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The retention of nursing students remains a challenge in higher education, and the need for nurses in the United States is projected to increase. The purpose of this study was to investigate nursing student persistence in an associate degree program by examining differences in the presence of key social, environmental, and academic factors across 2 types of students: completers and non-completers of the 1st course in a registered nursing program. The study framework was based on Tinto's Student Integration Model and the Nursing Undergraduate Retention and Success Model, which identify key social, environmental, and academic factors as critical to student success. The Student Perception Appraisal survey, which consists of 27 items arranged into 5 subscales 'personal academic, environmental, institutional interaction, college facilities, and friend support' was administered to students enrolled in the 1st semester of a registered nursing program who were later assigned to a group based on course completion (n = 90 completers; n = 22 non-completers). An independent-samples t test revealed no statistically significant differences between the groups on the instrument subscale scores. Recommendations include further study with larger and more equivalent group sizes. Implications for social change include providing initial research findings and recommendations to the study site that may ultimately increase the number of nursing graduates to meet the ever-increasing demand for healthcare professionals.

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Pye, Sherry Elaine. "Making a Difference: Evidence Based Palliative Care Education for Neonatal Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2329.

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The death of a neonate is a life-changing and tragic experience for the individuals involved in the final moments of the infant's life. As the frontline provider in this clinical scenario, the bedside nurse supports the patient and family through their individual journey of loss. If the nurse does not possess the palliative care educational background and communication skills to support this unique care delivery process, the journey of death can evolve into a particularly negative experience for the parents and the nurse. This specific delivery of care concern was identified and gleaned from a parental bereavement exit interview after the loss of an infant in the neonatal intensive care unit (NICU) at Arkansas Children's Hospital (ACH). Due to the lack of educational preparation, the NICU nursing staff members had demonstrated inexperience, awkwardness, and insecurity in their provision of the end-of-life care activities and family support interventions. The purpose of this doctor of nursing practice project was to develop an evidence-based neonatal palliative care educational program to support the NICU nursing staff and families at ACH. The educational program is multimodal in approach to address the cognitive, affective, and psychomotor domains of adult learning through the use of palliative care informational modules, videos, and simulation training. The clinical outcome of this new palliative care educational program will promote a positive change in the NICU nursing staff's clinical practice during the provision of nursing care when faced with neonatal end-of-life situations at ACH. This capstone project on adult education should be read by professional frontline nursing staff who care for these fragile patients in the specialized intensive care world of neonatology.

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Jackson, Bridgett Alveta. "Nursing Students' and Novice Clinical Instructors' Experiences With Clinical Instruction and Assessment." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1264.

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Abstract:

Adjunct faculty members make up a growing proportion of nursing school clinical faculty in the United States due to a nurse educator shortage in higher education. Many of the nurses hired as clinical faculty members have years of experience providing patient care, but they lack experience in clinical instruction and assessment. At a state community college in the southeastern United States, nursing students have expressed dissatisfaction in their course evaluations with inexperienced faculty in clinical programs. The experiences of both nursing students under the guidance of novice clinical instructors and clinical faculty were examined in this case study. The National League for Nursing's (NLN) standards for practice for academic nurse educators served as the conceptual framework for this study and was used to develop research questions related to clinical practice and assessment. Data were collected from 9 students and 6 clinical nursing faculty members who participated in anonymous, open-ended electronic questionnaires regarding use of the standards in instruction and assessment. Student clinical experience collective evaluations from 3nursing programs across the state were also used for data collection and analysis. Data were coded and themes were identified and verified through triangulation. Themes were inconsistent with the NLN standards and included no formal orientation, no preparation for the clinical instructor role, use of subjective instructor evaluations, and lack of instructor feedback. Results were used to develop a professional development program to prepare novice clinical instructors for the clinical environment according to the NLN standards. This study may result in positive social change by improving clinical experiences for nursing students in community colleges, resulting in better patient care as they assume their roles in the larger medical community.

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Dissertations / Theses on the topic 'Education, Nursing, Continuing'

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