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Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.
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Letlape, Herman Rankele. "The exploration of in-service training needs of psychiatric nurses / Herman Rankele Letlape." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8451.
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New research findings, changes in legislation and the use of information technology in nursing,
requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller,
2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging
knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on
the importance of in-service training, and authors agree that in-service training improves the
quality of nursing care. However few studies on in-service in South Africa and psychiatric
nursing science have been conducted, of which the last study conducted on psychiatric nursing
science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some
psychiatric hospitals in Gauteng do not conduct in-service training at all and informal
discussions held with nursing managers highlighted that when in-service training programmes
are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are
in terms of in-service training to keep them updated and empowered to perform to the best of
their ability.
The objectives of the study were to explore and describe the needs and benefits of in-service
training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate
recommendations for in-service training for psychiatric nurses in this hospital.
The research project followed a qualitative, explorative, descriptive and contextual approach.
Six focus group interviews were conducted and relevant data obtained. The findings of this
research included seven main themes, namely the need for in-service training, career
advantages, social advantages, physical advantages, psychological advantages of in-service
training, recommendations regarding in-service training and factors that hinder in-service
training. These findings were enriched with direct quotations from the transcriptions as
verbalized by psychiatric nurses during focus group discussions. The findings were compared
with available relevant literature for confirmation.
Recommendations were formulated for nursing education, nursing research and nursing
practice that focus on in-service training for psychiatric nurses.Thesis (MCur)--North-West University, Potchefstroom Campus, 2012
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Devlin, Anne. "Nurses' constructions of learning in work : exploring the process and potential of work-based learning within an NHS 'Community of Practice'." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708810.
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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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Gillard, Elizabeth K. "An analysis of the nurse internship program at Naval Medical Center San Diego." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FGillard.pdf.
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Lindop, Edward. "Individual stress among nurses in training." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319205.
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Fadana, Fundiswa Pearl. "Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2972.
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Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.
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Smith, Bridget. "An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/893.
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Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.
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Milligan, Mary. "Enrolled nurses' experiences of conversion to first level." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/404.
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The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.
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Wang, Yu-Hua Davina. "Analysis of teacher training methods for nursing in selected Southern California programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.
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The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.
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Hyslop, Alan. "Modelling of expert nurses' pressure sore risk assessment skills as an expert system for in-service training." Thesis, University of Glasgow, 1988. http://theses.gla.ac.uk/2932/.
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In the nursing literature to date there have been no reported applications of `cognitive simulation' nor of intelligent Computer Assisted Learning. In Chapter 1 of this thesis a critical review of existing nurse education by computer is used to establish a framework within which to explore the possibility of simulation of thinking processes of nurses on computer. One conclusion from this review which is offered concerns the importance of firstly undertaking reliable study of nursing cognition. The crucial issue is that an understanding must be gained of how expert nurses mentally represent their patients in order that a valid model might be constructed on computer. The construction of a valid computer based cognitive model proves to be an undertaking which occupies the remainder of this thesis. The approach has been to gradually raise the specificity of analysis of the knowledge base of expert and proficient nurses while seeking concurrently to evaluate validity of the findings. Reported in Chapter 2, therefore, are the several experimental stages of a knowledge acquisition project which begins the process of constructing this knowledge base. Discussed firstly is the choice of the skill domain to be studied - pressure sore risk assessment. Subsequently, the method of eliciting from nurses top-level and micro-level descriptors of patients is set out. This account of knowledge acquisition ends with scrutiny of the performance of nurse subjects who performed a comprehensive simulated patient assessment task in order that two groups might be established - one Expert and one Proficient with respect to the nursing task. In Chapter 3, an extensive analysis of the data provided by the simulated assessment experiment is undertaken. This analysis, as the most central phase of the project, proceeds by degrees. Hence, the aim is to `explain' progressively more of the measured cognitive behaviour of the Expert nurses while incorporating the most powerful explanations into a developing cognitive model. More specifically, explanations are sought of the role of `higher' cognition, of whether attribute importance is a feature of cognition, of the point at which a decision can be made, and of the process of deciding between competing patient judgements. Interesting findings included several reliable differences which were found to exist between the cognition of subjects deemed to be proficient and those taken as expert. In the final part of this thesis, Chapter 4, a more formal evaluation of the computer based cognitive model which was constructed and predictions made by it was undertaken. The first phase involved analysis in terms of process and product of decision making of the cognitive model in comparison to two alternative models; one derived from Discriminant Function Analysis and the other from Automated Rule Induction. The cognitive model was found to most closely approximate to the process of decision making of the human subjects and also to perform most accurately with a test set of unseen patients. The second phase reports some experimental support for the prediction made by the model that nurses represent their patients around action-related `care concepts' rather than in terms of diagnostic categories based on superficial features. The thesis concludes by offering some general conclusions and recommendations for further research.
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Johnson, C. Frances. "An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/417.
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A training program was developed to help registered nurses in an acute care facility to learn nursing process theory and to transfer that theory to nursing practice. A total sample of 102 newly-hired nurses who had participated in this training program were pre- and post- tested on class content; they also filled out a questionnaire which provided demographic and attitudinal data related to the use of nursing process as a model for nursing care. An audit sample of 82 nurses, who were a part of the total sample, were audited one month after the training program to collect data on documentation in patients' charts of the understanding and utilization of nursing process; 246 audits were completed. Concomitantly, an audit was performed to determine total nursing staff compliance with requirements that the nursing process be used and documented in patients' charts. Performance behaviors, i.e., pre- and post-test scores, common test scores, self-perceived understanding scores, and percent complete on audit were collected and analyzed. Additionally, data on age, experience, and type of nursing education were collected and analyzed. Results indicated that the nurses who attended this training program evidenced an understanding of nursing process theory and documented their implementation of the process into nursing practice. Despite differences in age, experience, and educational programs which appeared to be statistically significant, the performances of nurses who had attended this training program showed no significant differences in practice.
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Wilkinson, Mary Ann. "The impact of neurolinguistic programming rapport skills training for registered nurses on one-on-one teaching of Acquired Immune Deficiency Syndrome prevention." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54461.
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Nurses teach to maintain health and prevent disease. Rapport and good communication skills are especially required when teaching such sensitive subjects as prevention of sexually transmitted diseases, including acquired immune deficiency syndrome (AIDS). Neurolinguistic programming (NLP) is a communication technique that proposes to enhance rapport. Rapport is enhanced by the use of a combination of verbal and nonverbal techniques where the individual is matched and mirrored by the interviewer and verbal communication follows the sensory system most preferred by the speaker.
The study investigated the effect of NLP as a rapport builder and teaching technique in one-on-one nurse-client teaching transactions including client satisfaction with the relationship and retention of knowledge of AIDS prevention information.
A quasi-experimental design was used. Volunteer nurses were trained to teach AIDS prevention. Their adult volunteer clients were the treatment group. The control group of clients were taught by the nurses using the basic AIDS prevention curriculum. The two groups were compared according to the results of pre-test/post-test knowledge scores and satisfaction ratings for the nurse teacher.
Data was analyzed using analysis of covariance and analysis of variance. There were no statistically significant differences between the two groups. Qualitative A data was collected after the completion of the teaching that supported usefulness of the techniques for teaching. Further studies were recommended.Ed. D.
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Vos, Porsha. "Learner nurses experiences regarding clinical supervision at private hospitals in East London in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006824.
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The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.
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Duys, Rowan Alexander. "Validation of the use of short message service (SMS) as a training tool for anaesthetic nurses." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15510.
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Background: Anaesthetic nurses form a critical part of the team providing peri-operative care to patients, but no accredited training exists for them in South Africa. In this setting, without a formal training programme, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proven equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic True/False Pre-Test was performed with 12 nurses of varying levels of training, to assess their pre-existing knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMS’s for a month covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess if anaesthesia theory knowledge had improved. Results: Median test scores were compared using a Wilcoxon Signed Rank test and were statistically higher in the post-intervention test: 83,3% (IQR 66,7-86,7) vs. 70% (IQR 66,7-71,7) (p=0,018). Conclusions: The results show that knowledge scores of hospital-based anaesthetic nurses can be improved using training by SMS, thus validating the use of the mobile phone as a cheap, widely accessible and effective educational vehicle.
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Johnson, Hattie L. "Facilitators, barriers, benefits and limitations of a nurse mentoring relationship." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40165.
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This qualitative study explores the facilitators, barriers, benefits, and limitations of the mentoring relationship between recently graduated nurse mentees and their mentors. These nurses participated in a seven-week New Nurse Internship Mentoring Program in an urban hospital.
The study sample consisted of twenty inexperienced and nineteen experienced registered nurses who represented diverse racial, cultural, and clinical nursing specialties. Focus group and open-ended personal interviews were used to gather data. Findings were reported by open coding, domain and thematic analyses.
Major findings of the study were related to four research questions accompanied by important information regarding the mentoring experience in general. Four research questions which guided the study included: (1) What are the facilitators of the mentoring relationship? (2) What are the barriers to the mentoring relationship? (3) What are the benefits of the mentoring relationship? and (4) What are the limitations of the mentoring relationship?
Findings suggested the relationships were viewed as good to excellent. The transition from student nurse to graduate nurse was seen as both difficult and smooth. Mentoring was defined in relation to mentor characteristics. positive mentor traits were identified as patient, supportive and knowledgeable.
Facilitators to mentoring were identified as factors which were helpful including mentor and mentee personality characteristics and institutional factors. Barriers to mentoring were identified based on debilitating factors, personality conflicts, scheduling conflicts, mentor dislike for the job and mentor lack of knowledge. Means to overcoming barriers included matching team schedules I rewarding the mentor and increasing mentor training. Benefits were defined as advantages to the mentor, mentee, institution and profession. Respondents were reluctant to identify limitations.
Findings verified that a nurse mentoring relationship is an important factor in assisting the transition of graduates into the nursing profession. Findings offer implications for nursing education and professionals responsible for providing a work environment supportive to developing clinically competent nurses.Ph. D.
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Keyzer, Dirk Mitchell. "Learning contracts, the trained nurse and the implementation of the nursing process : comparative case studies in the management of knowledge and change in nursing practice." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10006530/.
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The adoption of a " nursing " model in practice and education is discussed in relation to the socio-cultural and organisational factors which have shaped the traditional care giver role. Issues arising out of this change in the "practitioner" role are identified. The changing roles of the nurse and the teacher are described and discussed. The move toward an autonomous role for the clinical nurse is seen to require a change in the nurseteacher relationship. Learning contracts are perceived to be a vehicle for implementing the new roles of the nuise and the teacher. The writer in the role of an observer-who-participates negotiates learning contracts with nurses working in four wards of four hospitals in one Health Authority. The clinical areas are described as one community hospital, one long-stay geriatric unit, one psychiatric rehabilitation unit and one psycho-geriatric assessment unit. Thus, community, general and psychiatric nursing are included in this study of the management of knowledge and change in nursing practice. A variety of data collecting techniques are employed to give an illuminative evaluation of the outcomes of the learning contracts and the effect formal and non-formal education have on the implementation of the nursing process. The formal approach to education takes the form of the Diploma in Nursing (London University, Old and New Regulations) and the Joint Board of Clinical Nursing Studies Course in Care of the Elderly (940/941). The non-formal inputs are the clinically based learning contracts negotiated with the nurses in the four clinical areas.The data are presented as comparative case studies which record the organisational policies adopted by the Health Authority and the outcomes of the learning contracts in the four clinical areas. From the case studies two "themes" emerge: that of role conflict and the problems of assessing thedegree of change achieved. A theoretical framework of "codes and control" is developed from that originally presented by Bernstein (1975) for general education and adapted to health care organisations by Beattie and Durguerian (1980). This framework is used to interpret the changing roles of the nurse and the teacher, and the division of labour between the professional nurse and the woman in her own home. It is argued that the implementation of the "practitioner" role demands a redistribution of power and control in favour of the patient and the nurse vis-a-vis the manager, the teacher and the doctor. Further, in addition to the teacher's and the clinical nurse's dependence on the manager for the resources required to implement the desired change in practice, nurse-practitioners are dependent on the knowledge held by doctors, clinical psychologists and occupational therapists to implement the nursing process. In the presence of an inadequate basic education programme and a limited access to continuing education, the data suggest that the literature on the nursing process and the key documents distributed by the R.C.N. (1981) and the U.K.C.C. (1982) are making demands upon the clinical nurse with which she is unable and sometimes unwilling, to comply. It is argued that a "codes and control" framework identifies the complexities of the change toward the "practitioner" role and thereby, clarifies the existing role. In this way concepts of care held by the nursing staff are identified which in turn, can be utilised in model building to promote a "grounded" theory of nursing in the cultural and organisational context of nursing in the United Kingdom. Thus the use of learning contracts which identify the nurse's need for continuing education, in conjunction with an action research mode utilising case studies, can assist in the development of a theory for nursing practice and education. In this way the theory for nursing has its basis in clinical practice, is refined through research, and is returned to practice through the education programme. It is therefore argued that learning contracts have a useful role to play in bridging the gap between theory and practice in the school of nursing and institutions of higher education. The data recorded in the case studies suggest that in the absence of a redistribution of power and control and/or supportive education programmes during and after the period of transition between the old and new roles, the implementation of the nursing process will merely continue the existing Nightingale strategies. The formalisation of the present problem-solving approach to care in the form of care plans will not necessarily promote the "practitioner" role desired by the profession. Instead the clinical role will continue to be defined by physicians and management will consolidate its position in the hierarchy of the bureaucratic organisation of the National Health Service. This will not be challenged by nurses in that it will continue the existing strategy of "reifying" the presence of the "professional" nurse and an particular, her position in institutions of higher education. Such a strategy although satisfying in terms of status will lead to the clinical nurse being asked to implement a role with which she is unable to comply. This in turn will lead to role conflict and a greater division between the "theory" of the school and the "reality" of the ward.
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Poisson, Michel. "L'école Internationale d'Enseignement Infirmier Supérieur (Lyon, 1965-1995) : fabrique d'une élite et creuset pour l'émancipation des infirmières françaises du XXe siècle." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMLH20/document.
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En 1960, après 40 années de professionnalisation, les infirmières françaises étaient dotées d’un modèle original de profession fortement structuré et témoignant d’une qualification qui avait indéniablement gagné en épaisseur. La Grande Guerre et ses prolongements avaient favorisé la pénétration en France du prototype professionnel anglo-américain. Même si cette influence fut limitée, en 1960 le modèle français était comparable en de nombreux points à l’historique modèle anglais et à son successeur américain. En revanche, les infirmières françaises ne connaissaient à cette date ni les perspectives de carrière de leurs collègues, ni le chemin de l’Université alors impensable. La création de l’EIEIS à Lyon en 1965 offrit cette possibilité à un petit nombre d’entre elles et constitua une extraordinaire opportunité pour le développement de la profession en France. L’élite très active formée grâce à cette institution œuvra à la modification des représentations de la profession chez les médecins, les universitaires, les directeurs d’hôpitaux et les politiques. Elle contribua aussi à changer les pratiques et le rapport au monde des infirmières françaises qui inventèrent même un mouvement revendicatif original à la fin des années 1980. Enfin, cette École établit les bases d’un développement disciplinaire des soins infirmiers en France. Unique en son genre, elle ferma en 1995, faute des moyens nécessaires au maintien de son activité. Le New public management, de plus en plus présent à l’hôpital, privilégia la rationalisation des organisations et leur gestion strictement comptable, au détriment des considérations sur le développement académique des soins infirmiers en FranceIn 1960, after 40 years of vocational development, the French nurses were endowed with an original model of occupation strongly structured demonstrating that their qualification had undeniably gained in thickness. The Great War and its repercussions had furthered the penetration of the Anglo-American professional prototype in France. Even if this influence was limited, in 1960 the French model was comparable in numerous points to the historical English model and its American successor. On the other hand, the French nurses knew nothing about their colleagues’ career prospects and the way to University, which was unthinkable at the time. In 1965, the creation of the EIEIS in Lyon, gave to a small number of them this opportunity and established a tremendous occasion for the development of the nursing profession in France. The very active elite turned out thanks to this institution managed to change opinions about nursing profession among doctors, hospitals’ managers, academic people and public authorities. It also conduced to change French nurses’ practices and relationship to the world. Nurses even invented an original movement of protest at the end of 1980s. Finally, this School laid the foundations for an academic development of nursing in France. Though it was unrivalled in the country, it closed in 1995, due to the lack of necessary means to preserve its activity. “New public management”, more and more present in hospitals, promoted the rationalization of organizations and a strictly accounting management rather than an academic development of nursing in France
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Sanders, Rodney L. "Assertive communication skills with nurses in a rural setting." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400966261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Mazhindu, Godfrey N. "Professional achievements in nurse education and training : a study of the personal constructs used to assess student nurses' professional achievements." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282547.
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Caka, Ernestina Masebina. "Best practice guideline for the transition of final year nursing students to professional nurses in the military health service in South Africa." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021097.
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The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.
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Battle, Sandra. "A study of curriculum innovation in district nurse education and training." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/2143/.
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Raisch, Dennis William. "Impact of case scenarios in an educational program to change drug prescribing in a health maintenance organization." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184600.
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This dissertation evaluated the provision of two different one-to-one educational interventions, randomly assigned, to two separate groups of medical practitioners at a health maintenance organization (HMO), Cigna Healthplan of Tucson, Arizona. A control group received no intervention. Each group consisted of seven physicians and one nurse practitioner. The intervention was aimed at improving the prescribing of the anti-ulcer drugs, cimetidine, ranitidine, and sucralfate. The theoretical basis for the study involved the cognitive principle of vividness, which implies that more vivid information has greater effect on decisions. For this research, the vivid intervention included case scenarios, while the non-vivid intervention included statistical information of the results of a drug use review. Prescribing data, consisting of percentages and cost of inappropriate prescriptions, were collected for one month prior to and for two months after the intervention. Analysis of covariance was employed with the pre-intervention measures of prescribing as the covariate in each test and post-intervention measures as the dependent variables. No differences were found between the two interventions, but the control group was significantly different from the intervention groups. For the first post-intervention month, it was found that the interventions resulted in significantly lower percentages of prescriptions written inappropriately for indication, dose, or duration (P = 0.001). These percentages decreased by 36% for the intervention groups, while increasing by 14% for the control group. Costs of inappropriate prescribing per study prescription and per patient encounter were also significantly lower for the intervention groups than for the control group (P = 0.001 and P = 0.019, respectively). In the second post-intervention month, inappropriate prescribing increased slightly in the intervention groups and were no longer significantly different from the control group. The research demonstrated the effectiveness of a one-to-one educational intervention in improving drug prescribing at an HMO. The lack of differences between the two interventions may have been due to the overall effectiveness of the one-to-one educational discussion, the interpretation of the statistical information as prescribing feedback by the practitioners, or the inadequate presentation of vividness in the case scenarios.
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Moti, Nora Nurten. "Development of education curriculum and standards of practice for the management of acute confusion syndrome/delirium among hospitalized patients." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2413.
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The primary objective of this project is the development and implementation of an educational program for the staff nurses for the effective management of Acute Confusion (AC), Delirium among hospitalized patients at Kaiser Hospital in Fontana.
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Munnings, Persephone Annis. "Developing a Preceptor Training Program for Registered Nurses in a Teaching Hospital." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6931.
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In a report on the nursing shortage, the American Association of Colleges of Nursing cited insufficient preceptors as one of the factors influencing the decreased intake of nursing students to registered nurse (RN) programs, thus compounding the shortage issue. The site selected for this project was a teaching hospital that annually facilitates hundreds of nursing students for clinical practice. Graduate nurses rotating through the hospital are assigned to work with RNs within their assigned units. The purpose of this doctoral project was to develop a preceptor training program for RNs in a teaching hospital. The practice-focused question examined whether RNs would identify perceived competence and understanding in the preceptor role as a result of preceptor training. Knowles's adult learning theory and Benner's theory of skills acquisition framed the project. Participants (N = 7) completed a 2-week didactic and clinical training in preceptorship. As a result of the educational intervention, the preceptor trainees reported an increase in knowledge, skills, and confidence in the preceptor role. Seven participants (100%) expressed that the training was interesting, relevant, beneficial to their work, and stimulated sharing. The implications of this project for positive change include the potential benefits to new and experienced graduate nurse preceptors by reducing feelings of inadequacy, stress, and burnout and enhancing job satisfaction. Additionally, graduate nurses who work with competent, confident preceptors experience less anxiety, improved job satisfaction and a smoother transition to the role of professional nurses prepared to deliver quality health care to patients. Improving preceptor-graduate nurse experiences may result in reduced turnover among nurses and improved customer experiences.
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Thornley, Carole. "Pay determination for nurses : pay review, grading and training in the 1980s." Thesis, University of Warwick, 1993. http://wrap.warwick.ac.uk/36141/.
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This thesis develops a policy-oriented account and evaluation of pay determination and associated employment changes for U.K. nursing staff in the 1980s, within an analytical framework for understanding nursing pay processes and outcomes over longer time horizons and with greater generalisability. In particular, an analysis is conducted of the Pay Review Body for Nurses and Midwives and of the interlinkages between pay determination, grading and training at different levels of aggregation. The study is multidisciplinary, employing a wide range of primary documentation, and findings from national-level interviews and local case studies at eight district health authorities in the West Midlands region. The thesis divides into three parts. The first locates nursing pay determination in historical context. Structural characteristics in the health division of labour and in the wider political economy lend a degree of apparent continuity to nursing pay levels. However, this appearance masks important change which must also be understood. The second evaluates the origins of nursing pay review, its processes and outcomes. The conflicting bargaining positions and power relations between the 'Sides' in pay review are noted, together with the continued importance of negotiation and of 'non-pay' issues. The role of the Pay Review Body is considered alongside nursing pay outcomes. Although the Review Body could be seen as contributing to conservative outcomes for nurses' pay, there are complex feedbacks within the system which must also be understood. The third section considers 'non-pay' issues and tne interplay of national and local forces in an evaluation of local managerial perspectives on nurse resourcing and employment changes in the 1980s. It is argued that a 'crisis' occurred in the late 1980s, rooted in history and political economic circumstance, and that the process of pay deceritralisation should be understood in this light. This process, however, is a risky and uncertain one.
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Seal, Mitchell J. "Mastery learning and the essentials of critical care orientation : a heuristic participant evaluation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/658.
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This study employed a heuristic -participant evaluation of the instruction of the web-based Essentials of Critical Care Orientation (ECCO) program using two research questions: (1) How well does the ECCO adhere to Bloom's theory of mastery learning and instruction; and (2) What effect, if any, does this have on the participant RN? Evaluation findings demonstrated that the ECCO is 66 hours of expository instruction with little to no meaningful feedback, correction, or enrichment activity, is not well aligned, and has significant design flaws related to objectives and transfer of instruction and to the processes of instruction. This results in the participant RN being left to his own devices to achieve mastery. Heuristic findings demonstrated the effect on the participant RN - feelings of frustration, resentment, fear, lack of confidence, and apprehension which in sum outweigh feelings of accomplishment and yield a compulsion to leave critical care practice. Discussion includes implications of findings and results, recommendations for the ECCO program improvement, and concludes with suggestions for future research.
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Digan, John. "Are the counselling skills nurses learn in training apparent in their everyday interactions with patients and carers?" Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/are-the-counselling-skills-nurses-learn-in-training-apparent-in-their-everyday-interactions-with-patients-and-carers(e0c2fba5-d651-4c44-b509-55433538d2df).html.
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This research evaluates whether nurses working in general hospital settings utilise the counselling skills they are taught during their initial nurse training when they practice as qualified nurses. A narrative enquiry methodology was used to gather stories about everyday nurse patient interactions from eight nurses working in a variety of general hospital settings. The stories were tape recorded and transcribed before being subjected to qualitative descriptive analysis, a variant of content analysis, which yielded a number of themes. The analytical process incorporated the use of a hermeneutic circle to reinforce the reliability of the analysis and three types of skill were identified within the narratives. The narratives suggest that nurses do use counselling skills regularly when interacting with patients and carers, in particular the skills of information giving and empathy. These skills are inter-related in nursing practice and their usage stems from the personal experiences of the nurses involved rather than any training received prior to their qualifying as registered practitioners. While the sample size is relatively small the findings might suggest there could be some worth in further research to determine the relational skills possessed by those wishing to enter nurse training. This type of investigation has a resonance with current calls for reform of nurse education and might allow for training in the area of interpersonal skills to become more personalised. Ethical permissions were obtained from NRES, the Ethics committee of the United Lincolnshire Hospitals Trust and the University of Manchester.
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Kite, Katherine. "Learning to doubt : the professional development of nurses in an intensive therapy unit." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389276.
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Michaels-Strasser, Susan D. "The impact of care competency training for primary care nurses in South Africa." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/7440.
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Includes bibliographical references (leaves 184-200).To effectively support the primary health care transformation of the South African health system, human resource development is needed. Nurses, at the forefront of primary care service delivery, urgently need support and advancement to fulfill their role. This study aimed to investigate the impact of core competency training on primary care nurse competence. To begin this investigation, a framework or core competencies was generated through two reference group meetings. This work was followed by a Delphi study to further define core competence in primary care nursing and how best to measure such competence. Nine core competencies were defined which led to the development and piloting of a core competency evaluation tool including a self-lest and observation tool. This early work was followed by the implementation and evaluation of a novel core-competency training program. This program was implemented within district health systems with working clinic nurses. It involved tour distinct sites in three different provinces. A total of 162 nurses took part in the study, including an intervention and reference group. The goal was to assess the impact of training in a real world setting. Using the self-lest and observation tools, this study showed that competence does improve with this type of training. Additionally, competence is most reliably assessed through observation since test familiarity and possible contamination decrease the usefulness of repeated self-test measures. Further assessment or this novel training program and ref1nement of the measurement tool are recommended. This study can serve to inform health policies, particularly regarding human resource development within emerging district health systems. It provides a practical and effective training approach for increasing nurse performance of primary care core competencies.
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Wickenden, S. A. "Self-directed learning in nurse education : a case study on an orthopaedic ward." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848566/.
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The study reported in this thesis is concerned with the education of basic general nurses whilst they are working in the clinical setting. Set against a system where the position of the student is essentially that of an apprentice, previous studies have demonstrated that theory is often divorced from practice and any teaching which does take place is frequently sparse and erratic. In an attempt to alleviate this situation, this study examines the circumstances surrounding the introduction of a scheme of self-directed learning (in the form of learning packages) into two orthopaedic wards in a District General Hospital. Using a case study approach to educational research, the techniques of illuminative evaluation are used to monitor the project in all its phases (planning, production and implementation). Throughout the study the effects of this educational innovation are viewed from three main perspectives: i) the student and pupil nurses ii) the permanent, qualified staff on the wards; iii) the nurse teachers. Findings from the study demonstrate that although the planning and production of learning packages which are appropriate for use in clinical areas is both time-consuming and initially expensive, their use in promoting learning and in helping students (and pupils) from a wide range of educational abilities to apply theory to practice is effective. Since the learning package was introduced, i) the students' motivation to learn increased, their study habits improved and they became generally more questioning; ii) the quality of teaching by both the qualified ward staff and the nurse teachers improved in a variety of ways. The total effect was therefore one of a generally enhanced teaching/learning milieu within the clinical areas concerned. There was some definite evidence to suggest that this change of circumstances had a beneficial effect on patient care. The need for a "partnership approach" to nurse education between the nurse teachers and the clinical staff was highlighted by the findings from every stage of the study, as was the changing role of the teacher who employs methods of self-directed/ distance learning. In the last chapter of the thesis certain conclusions are drawn from these findings and they are examined alongside those from other studies which have investigated the teaching and learning of nurses in the clinical areas. The external validity (generalizability) of small, predominantly qualitative studies of this nature is also discussed. Finally several recommendations are made and suggestions are put forward for further research in similar areas.
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Connor, Mary. "Training in counselling : The development, implementation and evaluation of 'Listening and responding', and approach to teaching communication skills to nurses." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379126.
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Mshweshwe, Nonkululeko Mica. "Experiences of professional nurses regarding clinical placement exposure during their compulsory community service at state hospitals in Nelson Mandela Bay." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021074.
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The nursing student who has undergone the four year diploma or degree training as a nurse also has to undergo compulsory community service as a requirement before she/he can be registered as a qualified professional nurse. While it has been compulsory for other health professionals such as doctors, dieticians or dentists to place students in compulsory community service, it has only been compulsory for nursing students since 2008. This means that the practice is relatively new in nursing and it is not clear how the newly qualified professional nurse experiences compulsory community service (CCS). The overall goal of this study is to determine the experiences of professional nurses placed at the state hospitals in Nelson Mandela Bay regarding compulsory community service clinical placement exposure and to use these descriptions to develop guidelines. The study followed a qualitative, exploratory, descriptive, contextual design. Literature was reviewed in order to identify research that was done previously regarding compulsory community service amongst health care professionals. The research population included professional nurses who underwent compulsory community service in the three state hospitals in the Nelson Mandela Bay. Purposive sampling was utilised to identify the participants. Semi-structured interviews were conducted to collect information and field notes were kept. The interviews were transcribed and Tech’s (1990) in Creswell, 2009:186) eight steps of data analysis were followed to create meaning from the data collected. An independent coder assisted with the coding process to ensure the trustworthiness of the findings. The researcher ensured the validity of the study by conforming to Lincoln and Guba’s model of trustworthiness which consists of the following four constructs, namely credibility, transferability, dependability and conformability (Lincoln & Guba, 1999, as cited in Schurink, Fouche & de Vos, 2011:419- 421). Three themes and sub themes were identified. Literature control was done to compare the findings with existing research results. The researcher ensured that the study was conducted in an ethical manner by adhering to ethical principles such as beneficence, justice and fidelity. All the participants in the study felt that the clinical placement exposure was a worthwhile experience. The participants expressed a feeling of gratitude that they were afforded this opportunity of practicing under the guidance of experienced professional nurses. To them it was an opportunity to master whatever they were taught as student nurses so that by the time they practice as independent practitioners they would be confident and knowledgeable. The CCS nurses indicated that orientation and mentorship were not always of good quality and professional nurses were not always available as in some units professional nurses were not readily accessible. The CCS nurses were left alone and isolated with no one to consult. If proper orientation and mentorship had been in place the CCS nurses would have enjoyed the community service year more and they felt that they would have benefited more. Had there been a mentoring system in place it could have gone a long way to ascertain that the participants gained confidence and were able to perform tasks independently and confidently. The participants overwhelmingly indicated that unit management should have been included in their CCS year placement. During the CCS year the CCS nurses were not exposed to unit management. This was seen by CCS nurses as a missed opportunity. Had they been afforded the opportunity to practice unit management under the supervision of unit nursing managers, professional growth and development in unit management could have been facilitated. That they were not afforded that opportunity deprived them of a valuable skill as well as personal and professional growth. In conclusion guidelines for placement of CCS nurses in the Nelson Mandela State hospitals have been formulated for implementation. Recommendations were made to enhance nursing practice, nursing education and nursing research.
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Gregory, Josephine M. "A grounded theory study of the education of hospital nurses : how education for interpersonal relating influences the way nurses relate to each other in the college and on the ward." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/844361/.
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This study was initiated as a result of a concern that the philosophy and practice of facilitative interpersonal relating espoused in pre-registration nurse education was not transferring with ease into educational interactive teaching and learning processes nor to the practice of nursing, particularly between nurses themselves. Working from one of the premises of humanistic education which is that people will integrate professional and personal learning so that they can be 'enabling' for others in professional practice, and combining this with the definition of nursing which nurses themselves gave in this study, which centred on the quality of their interpersonal relationships with patients, this research focused on:a) what constituted interpersonal relationships for the nurses studied, b) how the education of nurses addressed interpersonal relationships in teaching and nursing practice, c) how the development of interpersonal relationships as therapeutic enabling behaviour was practised among nurses themselves in educational and hospital ward practice. A Grounded Theory approach (after Glaser and Strauss 1967) was used to discover what were the sociopsychological processes guiding how nurses related to each other. A total of 176 nurses were sampled in this research. There was an initial purposive sample of 31 nurses from student nurses to tutors in the School of Nursing and trained nurses on some of the wards of a general hospital engaged in the study. This was followed by theoretical sampling with those same nurses and with other nurses outside the research site. The main method used was unstructured intensive interviews, many informal interviews, group discussions with some non-participant observations and use of curriculum documents. The main findings were that nurses felt emotionally and behaviourally ill equipped to form enabling (socio-psychological) relationships with each other, and for the most part unwilling to be 'enabling' to each other. In nurse education socio-psychological training was given, little priority over the 'clinical' curriculum and most tutors felt unable to teach the interpersonal curriculum experientially. Students recognised the need to develop interpersonal "enabling" skills; however, most did not demonstrate an investment in learning 'how to be enabling' in experiential education. The possible reasons for the lack of ability or lack of investment in developing "enabling" interpersonal relating were identified as core processes of personal vulnerability and fear of intimacy. These fears were shielded by the basic sociopsychological process of With-holding Self as a Strategy for Selfmanagement in which nurses seemed to be engaged. This was 'a holding back' from intimacy; that is being honest, spontaneous and creative as defined by Berne (1972) (Appendix H) Aligned with the 'With-holding' and in some cases a manifestation of 'with-holding' was the other basic sociopsychological process identified, which was: the 'Professional shield' as a self-protective sociopsychological mechanism protecting against personal rejection, (real or imagined) and its auxiliary category: 'Conformity to try to belong to the ward team' as a strategy to counteract the perceived overuse of hierarchical power and control mainly within the ward team. Fear of rejection and fear of intimacy were core categories which gave rise to the defensive strategies which nurses used in their interpersonal relationships with each other. As a result of these findings, some more definite questions could be asked which would form the bases of further research. One question addressing the sociopsychological relationships among nurses could be: What is the investment for nurses (as a profession) in maintaining unsatisfactory interpersonal relations which maintain a state of dis-empowerment? There is a recommendation for nurse educators generally to work within an educational psychological learning contracting for interpersonal skills training, and that such training be called psychosocial education to give it more prominence and status in the curriculum.
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Pereira, Charmaine. "Teachers in day nurseries : observations of children's behaviour and the nature of talk by teachers and nursery nurses to children." Thesis, n.p, 1988. http://ethos.bl.uk/.
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Kaddoura, Mahmoud. "New graduate nurses' perception of critical thinking development in critical care nursing training programs /." Access online resource, 2009. http://scholar.simmons.edu/bitstream/handle/10090/9655/Mahmoud%20Dissertation%207%20%20JULY.pdf?sequence=1.
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Davis-Patrick, Daphne Marjorie. "An RN Sepsis Training Program That Supports Registered Nurses in the Emergency Room Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3556.
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Sepsis is a severe blood stream infection that claim the lives of almost 220,000 Americans annually. Delayed patient treatment results in multi-organ failure, morbidity, mortality, and increased hospital length of stay. Timely sepsis management enables hospitals to have decreased expenses, increased patient survival, and judicious interventions. The problem addressed in this project was the lack of sepsis- training for registered nurses (RNs) working in the emergency department (ED) of a 628-bed hospital in the southeastern United States. Under the direction of the director of the ED, 269 patient charts were reviewed during 2014 to February 2015 for data related to a sepsis diagnosis. Data showed that 19.4% (n = 103) of patients diagnosed with sepsis had the sepsis order set implemented by the ED nurse. The purpose of this project was to create an educational sepsis-training program for ED nurses. The program included a 2-hour educational module on signs and symptoms of sepsis, including guidelines from the Surviving Sepsis Campaign and the Emergency Nurses' Association. Stetler's Model of Research Utilization and Benner's Novice to Expert conceptual frameworks supported the project. The director of professional practice provided formative feedback on module content and the program evaluation tool. Director feedback indicated that content was beneficial in educating ED nurses on the signs and symptoms of early sepsis recognition. The ED director has now mandated that all ED nurses take the training module and posttest. The project has the potential to improve early sepsis recognition by ED staff and to improve patient outcomes, thus promoting positive social change for patients, families, and nurses.
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Lemma, Alessandra. "Containing the containers : the effects of training and support on burnout in psychiatric nurses." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301329.
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Spouse, Jenny. "Understanding learning in the professional context : 5 case studies of nurses from a pre-registration degree course." Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245883.
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Ruf, Mary Kay. "Continuing education for nurse's aides." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2634.
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The purpose of this project was to develop an instructional manual on in-service education for Certified Nurses' Aides. It provides examples of classes for staff developers to use when teaching continuing education classes. Topics covered include caring for the elderly, Alzheimer's disease, infection control, adult cardiopulmonary resuscitation, and end of life care.
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Wishart, James. "Producing nurses, nursing training in the age of rationalisation at Kingston General Hospital, 1924-1939." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20713.pdf.
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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.
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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.
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Earle, Maria Catherina. "'n Evaluering van die praktyk van die kliniese verpleegpraktisyn werksaam in primêre gesondheidsorginstansies van die Metropoolstreek van die Wes-Kaap : 'n verpleegkundige perspektief." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16319.
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Thesis (MCUR)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study attempts to provide a historic background of the clinical nurse practitioner. Areas of potential conflict, malpractice, future research, service delivery, tuition and support are revealed. The current role and function and the work environment of the clinical nurse practitioner functioning on primary health care level in the Metropole Region of the Western Cape were examined as major themes. Triangulation is applied as methodology. Structured questionnaires were completed by 60 clinical nurse practitioners that completed their training during the period 1994 to 2002. Pre-compiled checklists were completed at 8 different primary health care institutions. Qualitative data were obtained by comments on the questionnaires, field notes, as well as structured and unstructured interviews conducted with clinical nurse practitioners. Needs identified include outcomes based theoretical and clinical methods of tuition, additional training in pharmacology and chronic care, transcultural nursing and the development of criteria for recognition of prior learning and experience. Disparities were identified on service level pertaining to the difference between service delivery and service needs, daily checking of emergency equipment and the establishing of partnerships on service level to improve service delivery. Utilisation, post-levels and remuneration need attention. The development of courses in pharmacology for the Western Cape is identified as a priority as well as in service training, the possibility of a year of internship and the expedite of the amalgamation of fragmented services. Clinical nurse practitioners in managerial positions need to become more involved in promotion, motivation, development, audit and marketing of the clinical nurse practitioner and the establishment of a forum for clinical nurse practitioners.
AFRIKAANSE OPSOMMING: Hierdie studie poog om ʼn historiese agtergrond te skets van die kliniese verpleegpraktisyn. Areas is blootgelê vir potensiële konflik en wanpraktyke, sowel as areas vir toekomstige navorsing, dienslewering, onderrig en ondersteuning. Twee hooftemas, naamlik die huidige rol en funksie, asook die werkomgewing van die kliniese verpleegpraktisyn in die Metropoolstreek van die Wes-Kaap, is ondersoek. Triangulasie is as navorsingsmetodiek aangewend. Gestruktureerde vraelyste is deur 60 kliniese verpleegpraktisyns wat hul kursus gedurende die tydperk 1994 tot 2002 voltooi het, ingevul. Voorafopgestelde kontrolelyste is by 8 verskillende primêre gesondheidsorginstansies aangewend. Kwalitatiewe data is verkry deur middel van kommentaar op die vraelyste, veldnotas, sowel as gestruktureerde en ongestruktureerde onderhoudsvoering met kliniese verpleegpraktisyns. Uitkomsgebaseerde teoretiese en kliniese wyses van onderrig, aanvullende farmakologie, chroniese sorg, transkulturele verpleging, taalvaardigheid, asook die ontwikkeling van kriteria vir akkreditasie vir voorafleer en ondervinding blyk onderrigbehoeftes te wees. Leemtes op diensvlak sluit die verskil tussen diensverskaffing en diensbehoeftes, daaglikse kontrolering van noodtoerusting en vennootskappe ter diensverbetering in. Aanwending, posbenamings en vergoeding benodig aandag. Die ontwikkeling van aanvullende farmakologiekursusse vir die Wes-Kaap is as prioriteit geïdentifiseer asook indiensopleiding, die moontlikheid van ʼn verpligte internskapjaar en die bespoediging van amalgamasie van gefragmenteerde dienste. Kliniese verpleegpraktisyns in bestuursposisies behoort meer betrokke te raak by die bevordering, motivering, ontwikkeling, oudit en bemarking van die kliniese verpleegpraktisyn asook by die daarstel van ʼn forum vir kliniese verpleegkundiges.
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Rogers, Lorelei. "A study in the effectiveness of online CPR recertification training for rural and remote nurses in Canada." Thesis, Fielding Graduate University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558819.
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High-quality cardiopulmonary resuscitation (CPR) can increase survival from a cardiac event and better quality of life post event (Whitcomb & Schmied-Blackman, 2007). This can be made possible not only by an experienced team, but also by more frequent training and refreshers for health care providers (Hamilton, 2005). Rural and remote nurses may experience skill decay due to low-volume CPR use and location barriers that contribute to infrequent CPR recertification; two conditions that lead to low-quality CPR (Hamilton, 2005). Not available in Canada, online CPR training in the United States is accepted as a way to provide current, timely, and accessible recertification for health care professionals (ProCPR©, 2009). To assess the effectiveness of online CPR training in meeting Canadian rural and remote nurses' recertification needs, I used both pre- and post-training intervention constructs. A total of 32 nurses self-reported their competency prior to and following an online CPR recertification training course. I obtained data to answer five research questions regarding current CPR practices, barriers to recertification, the extent that the online CPR course affected nurses' competencies, nurses' satisfaction with online CPR training, and the potential cost versus benefit for employers. On average, participants used CPR once in the last year. Within the total group, 14 of the nurses (43.8%) had an expired CPR certificate that had been outdated, on average, for over 17 months. Nurses both with expired CPR certification (56.2%) and with current CPR certification (56.2%) improved significantly from pre-training scores (M = 19.25, SD = 6.201) to post-training scores (M = 22.88, SD = 5.369) with p < 0.001; t (31) = -4.048. Cohen's d was .63. Nurses with expired CPR certification experienced a greater increase in competency post-training than nurses did with current CPR certification, confirming the implications of skill decay and lapses in training. Despite hesitation at refreshing a decidedly tactile skill online, the study participants voiced overwhelming satisfaction with the quality and impact on competency that they obtained through the online format. This study concludes with statistical, practical, clinical, and potentially substantial, economic significance for the implementation of online CPR recertification and online training in Canada.
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Mathers, William Eathorne. "The use of cognitive behavioural therapy (CBT) based on psychosocial skills by nurses in acute mental health inpatient settings : an evaluation of nurses' training." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10020602/.
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This thesis evaluates two short teaching modules which are managed by the author. The modules are convened for qualified mental health nurses who are working in acute adult inpatient wards in several London mental hospitals. The main purpose of the modules is to teach trainees psychosocial interventions (PSI) based on Cognitive Behavioural Therapy (CBT) to equip them to care for patients with severe mental illness. PSI has been found to be helpful for patients with psychotic symptoms in community contexts. In this study, the implementation of PSI in acute inpatient mental health settings is explored. In order to evaluate the effectiveness of the modules, a questionnaire was administered to each trainee (experimental group) before and after the modules to elicit their opinion of their ability in caring for patients with these psychotic symptoms. Their responses 'pre module' were then compared to their responses 'post module'. The same questionnaire was also given to colleagues matched for length of service and experience who had not undertaken the modules (reference group).The effectiveness of the modules was further evaluated by comparing the experimental group's post module responses to the responses of the reference group. The thesis also examines the aids and barriers to implementing the skills which trainees learned on the modules in their clinical practice. To achieve this, a focus group and semi- structured audio taped interviews were carried out with the experimental group. For the same purpose, a questionnaire was administered to the patients for whom they acted as 'primary nurse' throughout their stay on the ward. Their responses were compared to patients for whom the reference group acted as 'primary nurse'. The conclusion from the study was that the modules were effective in teaching trainees these skills, but that they found it difficult to implement them in practice.
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Tessier, Terah. "Relationship between Nurse Training and Physical Restraints in Nursing Homes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2697.
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According to the Centers for Medicare and Medicaid Services (CMS), approximately 1.3 million U.S. residents are residing in nursing homes. CMS enforced regulations in the Nursing Home Reform Act. Training in the use of restraints in nursing homes is monitored through the CMS standards. The purpose of this study was to determine whether there was a correlation between training standards of health care practitioners and their use of restraints in nursing homes based on the patterns of citations by RNs and CNAs. Data were collected from Kansas, Louisiana, and Ohio within the CMS Nursing Home Data Compendium. The key research question examined differences in standard training requirements, policies, and citations regarding restraint use in the selected states. The theoretical framework for this study was the social influence theory. The results of the analysis of variance indicated that between 2008 and 2012, there were significant differences in policy and standards requirements for the training of registered nurses and certified nursing assistants regarding restraint use; there was also a relationship between the training of staff and the number of citations of restraint use in Kansas, Louisiana, and Ohio. There were significant (p < .02) variations throughout the 3 states regarding the policies, procedures, and training expectations. The positive social change that could result from these findings is the standardization of training that may help decrease restraint use and become the foundation of more respectful and caring practices in nursing homes.
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Gibson, Martha Catherine Alexander. "The development of a training programme which prepares people to cope with traumatic stress in the workplace." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343056.
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Borrageiro, Filomena. "Clinical learning environment and supervision : student Nurses experiences within private health care settings in the Western Cape." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86616.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Background - Student nurses indicated that the clinical environment was not conducive to learning because they were part of the ward staff ratio and clinical supervision was inadequate. Upon observations by the researcher and feedback from student nurses’ a study was planned to identify the clinical experiences and supervision. The study itself was conducted within private health care settings in the Western Cape Province of South Africa. Objectives - The objective of this study was to determine the experiences of student nurses of the clinical learning environment. To also identify the support and clinical supervision that the student nurses received from ward staff, clinical facilitators and lecturers. Methods and analysis - The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 234 student nurses within the selected sites. A quantitative, descriptive cross-sectional survey was conducted by making use of the CLES+T evaluation scale. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the Learning environment, (2) the Supervisory relationship and (3) the Role of the nurse teacher (lecturer). Results - The clinical learning environment was experienced as mostly positive by the student nurses; however the format and type of clinical accompaniment and supervision students received varied. Conclusion - This study gave valuable insights into the status of the clinical learning environment, the clinical accompaniment and supervision of student nurses which can be useful to the nursing school in order to enhance existing nursing programmes.
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Duan, Hui-Ying. "The development of early years education in Taiwan with particular reference to the training of nursery nurses through two-year college courses." Thesis, University of Hull, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327176.
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Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.
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Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.