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Farren, Elizabeth Anne. "Research Productivity of Doctorally Prepared Nurses." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331831/.
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The purpose of this study is to determine the possible relationship between post-doctoral research productivity of doctorally prepared nurses and instructional experiences of doctoral study, conditions of employment and other factors that may be related to research productivity. The design of the study is causal comparative.
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Pederson, Gail. "Factors That Enable Later Career Female Nurses to Complete Their Ph.D. Degrees in Nursing." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1329936403.
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Maxwell, Judith Margaret, and judy maxwell@rmit edu au. "Contesting the Culture of the Doctoral Degree: Candidates' Experiences of Three Doctoral Degrees in the School of Education, RMIT University." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091029.144203.
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This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.
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Gibbs, Sally Elizabeth. "Learning to learn the hard way? : learning styles and approaches to doctoral research." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368399.
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Lawrence, Lisa E. "Adult education doctoral graduates and faculty judgments about the professional utility of courses and major concepts of their doctoral programs to meet employment-related needs." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535899.
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The purpose of the study was (1) to learn how graduates of doctoral programs evaluate the courses and major concepts of their doctoral programs In adult education in terms of how the courses and concepts contribute importantly to the employment related needs of the graduates, their employing organizations and the society, (2) to learn how faculty in adult education doctoral programs evaluate the courses and concepts of their programs, and how well these courses and concepts help the graduates meet employment related Individual and societal needs, (3) to establish the amounts of agreement between the Judgments of faculty and graduates, and (4) to learn what these two groups Judge should be the employment facilitating content of doctoral programs In adult education In the next five to ten years.The populations for the study were drawn from twenty-one universities across the United states of America. The administrator from each adult education program in the university contacted was asked to submit the names and addresses of three faculty and six alumni.Two questionnaires, one for alumni and the other for faculty were mailed to the faculty and alumni whose names were received. One hundred and thirty two questionnaires were sent to alumni and sixty five questionnaires were sent to faculty. Ninety two responses were received from alumni or approximately seventy percent. Fifty four responses were received from faculty or eighty-three percent.Data from the questionnaires were tabulated, analyzed, summarized and reported In table and narrative form. The findings and conclusions were that, in the judgments of graduates and faculty:1) Doctoral programs In adult education were effective In that they made important contributions in preparing graduates to succeed as professionals In programs that educate or reeducate adults.2) Courses completed in doctoral programs In adult education prepared graduates to meet the expectations of Prospective employers.3) Modifications should be made to adult education programs i n the 1990s to Include:a) Practical application experience or “externship”In the graduates' chosen field of employment after they have completed their doctoral program.b) The teaching of greater communication skills, both written and oral.c) Academic tracks which allow all graduates to select courses geared to their career goals.<br>Center for Lifelong Education
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Rogers, Antoinette Michelle. "Factors Leading to Successful Attainment of Doctoral Degrees in Education by African American Women." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1572.
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Gardner, Susan Kristina. ""If it were easy, everyone would have a Ph.D." doctoral student success : socialization and disciplinary perspectives /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Spring2005/s%5Fgardner%5F040605.pdf.
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Dunlap, Rosalinda Cadena Dr. "The Relationship between Policies, Practices and Institutional Trends in the Awarding Of Doctoral Degrees to Hispanic Students." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364825158.
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Columbaro, Norina L. "Paving the Way Toward Faculty Careers in Higher Education: Student Mentoring Relationship Experiences While Completing Online Doctoral Degrees." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449575557.
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Overton, Kirby C. Overton. "Diversity in Higher Education: Positive Motivational Factors for African Americans Pursuing Doctoral Degrees to Acquire Tenured Faculty Positions." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1524758241025274.
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Nickolich, David A. "Discovering the behaviors that facilitate or impede the dissertation completion of selected doctoral students having the all but dissertation (ABD) status." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312660.
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The purposes of this study were: 1) to better understand the doctoral experience as participants described the meanings they gave to their experiences, and 2) to increase understanding about the ways in which the meanings attributed to their doctoral experiences enhance our understanding of doctoral persistence and attrition. The descriptions of the behavior of the selected doctoral students interviewed may help current and future doctoral students, university administrators, and faculty in the common goal of having more scholars complete their dissertations. This study contains rich descriptions of the experiences of nine purposively selected doctoral students in Adult, Higher, and Community Education at a Midwestern university who have completed their doctoral coursework and their comprehensive examinations. All participants were in the all but dissertation (ABD) status at the start of the study. Four participants graduated with the doctorate after the evidence was gathered for this study. One participant remains as an ABD in two doctoral programs. The two interviews with each of the nine participants were semi-structured. They generated evidence that answered the research questions, but also generated additional descriptions of behavior over the entire time period of the participants' doctoral programs. These additional descriptions provided a greater richness to this study.This research study was guided by several research questions. The primary question was:What behaviors filled the three years following the completion of the course requirements and comprehensive examinations for the doctoral degree other than completion of a dissertation? The secondary questions were:What decisions accompanied these behaviors? What rewards were gained by completing the course requirements? A systematic phenomenological analysis identified three major themes: 1) "The value of the doctorate program and degree", 2) "The doctoral experience", and 3) "Facilitators, barriers, and distracters". The three themes each had sub-themes.Six recommendations were provided for facilitating the completion of the doctoral degree. Each study participant is a highly successful individual. Each agreed that this doctoral program has been a tremendous help professionally and personally. None are to be considered failures even if they remain an ABD.<br>Department of Educational Studies
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Paleologos, Timon M. Brabham Edna R. "The effectiveness of DIBELS oral reading fluency as a predictor of reading comprehension for high- and low-income students." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PALEOLOGOS_TIMON_23.pdf.
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Baker, Paula Booker. "Resilient lives a critical narrative inquiry into the triumphs and struggles of five African-American women with doctoral degrees /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/paula%5Fb%5Fbaker/baker%5Fpaula%5Fbooker%5F200508%5Fedd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2005.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 204-220) and appendices.
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Slider, Charles Valent. "A Grounded Theory Study of Working Adults Navigating Advanced Degrees." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/287.
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There is considerable body of research about adults navigating advanced degrees, but little regarding adults in graduate degree programs while in full-time educational careers. Guided by Mezirow's transformative learning theory, the purpose of this study was to develop a grounded theory (GT) that reflected the lived experiences of fulltime teachers within a school district as they progressed through advanced degrees. Fourteen adult learner participants were asked to talk about their experiences as both fulltime educators and graduate students. The constant comparative analysis method was employed to analyze the data to develop a theory entitled enduring driven succeeding. The theory explained stages that the participants underwent as they pursued an advanced degree. Four stages emerged from this GT study. Each stage represented behaviors one can expect in similar contexts: (a) visioning experiences in which the learner arrives at a clear mental picture the desired outcome; (b) investing experiences which occur when a learner decides on following a course of action towards the accomplishment of a goal; (c) clicking experiences in which learners begin to understand and apply their learning in meaningful ways; and (d) reflecting experiences which occur as adult learners reflect and rethink their successes and failures in order to move forward to pursue their goals. This theory can be useful in preparing university administrators, recruiters, or trainers to understand the challenges faced by fulltime working adult students as they navigate advanced degree programs. Extending this theory through the method of grounded action (GA) may also assist in providing good action plans for resolving the issues faced by adult learners as they pursue advanced degree programs.
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Knott, Regina. "The predictive power of criteria for admission into the Missouri statewide doctoral cohort program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974647.
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Bell, Donna Ann Ledbetter. "Benefit assessment of the doctoral degree in education for female versus male graduates of Virginia Tech." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/54454.
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The purpose of this study was to assess benefits of completing a doctoral degree in education for females versus males relative to expected benefits upon entry to Virginia Tech. Relationships between expected benefits, accrued benefits, and selected demographic data by gender were studied.
The basic design of the study involved a survey completed by 265 (90%) of the doctorate recipients between 1980-1984. Specific computational procedures utilized in data analyses included frequency distributions, percentages, and chi-square procedures. Results of the study indicated more similarities than differences for the female (87%) and male (93%) respondents. Median age at doctorate was 38.5 years. Most respondents (75.4%) were married. Approximately 62% respondents reported their career decision assumed equal or greater importance than spouses’ career decisions. Most spouses (79.6%) were employed full-time. Most respondents (94.4%) were employed full-time. Respondents (74.9%) earned $12,000-$35,988 annually prior to entry into the doctoral program. Following the completion of the degree respondents (45.5%) earned $24,000-$35,988 in 1984. Research indicated some significant differences in expected versus accrued benefits by gender. Females expected significantly more opportunity to use training or schooling and more autonomy and independence on the job following completion of the degree. Males perceived that they had accrued significantly more benefits relative to improved autonomy and independence at work, congeniality of work relationships, visibility for jobs at other institutions or organizations, and mechanical ability. The females and males expected the same 18 out of 20 most important benefits and perceived that they had accrued the same 18 out of 20 most important benefits relative to improved aspects of employment and intellectual qualities and skills. Relationships between the age at obtaining the doctorate and accrued benefits were found for the youngest age group (27-34) for four of 36 benefits: working conditions, congenial work relationships, public speaking ability, and academic ability. Among respondents, 91.4% reported the doctoral degrees had a positive effect on career development. Respondents perceived personal benefits were primary. Professional and financial benefits were second and third, respectively. Ninety-one percent of the respondents reported it was worth the time, effort, and expense‘ involved to complete the doctoral degree.<br>Ed. D.
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Little, Pauline. "An Investigation of Factors that Influence Registered Nurses? Intentions to Use E-Learning Systems in Completing Higher Degrees in Nursing." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10248713.
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<p> There is an increasing demand for more baccalaureate- and graduate-prepared registered nurses in the United States, to face the healthcare challenges of the 21st century. As a strategy to meet this need, educational institutions are expanding electronic learning in nursing education; however, technology acceptance in education continues to be a concern for educational institutions. In this context, the goal of the study was to investigate factors that potentially influence registered nurses’ intentions to adopt e-learning systems. A theoretical model was used to determine whether perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses’ intentions to use e-learning systems. </p><p> A web-based survey was used to assess the effect of the aforementioned constructs on registered nurses’ intentions to use e-learning systems. The web-survey instrument was developed as a multi-item questionnaire using Likert-type scales. A 35-item survey instrument was developed using previously validated measurable items. The target population of this study was registered nurses in South Florida. The sample for this study was 323 (over 21% response rate) registered nurses at two hospitals in South Florida. </p><p> Multivariate analysis was conducted using structural equation modeling and robust standard errors with the Satorra-Bentler adjustment. The results revealed that perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses’ intentions to use e-learning systems. Findings from this investigation may be of interest to educational institutions preparing to make investments in e-learning systems. The information provided in the study will allow administrators in higher educational institutions to make decisions on ways to address the challenges that may be affecting e-learning acceptance by registered nurses.</p>
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Clary, G. Hove. "Congurence among mathematics skills used on the job by practical nurses vs. the prerequisite skills required for admission into the practical nursing program [electronic resource] / by G. Hove Clary." University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000189.
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Title from PDF of title page.<br>Document formatted into pages;<br>Thesis (EDS)--University of South Florida, 2003.<br>Includes bibliographical references.<br>Text (Electronic thesis) in PDF format.<br>ABSTRACT: Congruence Among Mathematics Skills Used On The Job By Practical Nurses vs. The Prerequisite Skills Required For Admission Into The Practical Nursing Program G.H. Clary ABSTRACT The standard for evaluating a student&softsign;s mathematic ability (grade level) for admission to many vocational-technical programs is through the administration of the Tests of Adult Basic Education (TABE). There has come forth a concern from vocational educators, that students entering programs may not be prepared for the mathematics required by the curriculum, even though the student has met the criteria for entry as established by the state curriculum frameworks as evidenced by their scores on a TABE which had recently been administered. Furthermore, questions raised among instructional, administrative and guidance personnel about the congruence of math skills required on the TABE vs.<br>ABSTRACT: those used by practical nurses on the job supported the need for a study to determine the congruence of these sets of mathematics skills. Using the OMRA inventory developed by David Pucel, the mathematic operations required for job related math applications are indicated by samples collected from active nursing practitioners. Three analysis teams consisting of practical nurses and math experts were established and determined the math operations required for solving the job related math samples collected. The math skills tested by the TABE were then compared to the job related math samples. With the math operations of the variables ranked, the Spearman Rank Correlation was used to evaluate the correlation across the TABE and the mathematic job requirements of practical nursing. Based on 19 math operations identified from the Practical Nursing job math requirements, the results showed that there was little correlation among these two variables (r=. 4974).<br>ABSTRACT: Keywords: Practical Nursing, Mathematics Skills, Postsecondary Vocational Education, TABE.<br>System requirements: World Wide Web browser and PDF reader.<br>Mode of access: World Wide Web.
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Clendon, Jillian Margaret. "Motherhood and the 'Plunket Book' : a social history : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing at Massey University, Auckland, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/826.
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The Well Child/Tamariki Ora Health Book (the Plunket book) is a small booklet given to New Zealand mothers on the birth of a child. It has been used by nurses as a tool to record growth and development from birth to five years since the 1920s. Although use of the book decreases over time, it is frequently kept within the family and handed on from mother to child. Utilising an oral history approach, this study has traced the development of the Plunket book over time and explored the experiences of a group of 34 women and one man who have reflected on their ownership of, or involvement with, Plunket books. The study found that the Plunket book remains an effective clinical tool for mothers and nurses. Mothers have used the book as a tool to link past with present, to maintain kinship ties across generations, to deal with change intergenerationally, and in a manner that contributes to their self-identity as woman and mother. Although mothers were able to use the book to affirm their own knowledge and that of their mothers, a medically dominated discourse persists in the book. The book has also played a role in facilitating the interaction between mother and nurse, providing an opportunity to explore the relationship in detail. The study found that the most successful relationships at any time were those that bordered the division between a professional relationship and a personal one: it was not the information that nurses offered but the interaction and resulting care they provided that was important to the mothers in the study. The study recommends that nurses and other health professionals continue to use the Plunket book as a clinical tool mindful of the fact that the book remains in use beyond the health professional’s immediate involvement with the mother and child, playing an important role in the context of the New Zealand family across generations. Future versions of the book should contain written reference to the strengths and abilities the mother holds as she cares for her child, reaffirming her role and identity as mother not only when her children are younger but as they grow and become parents themselves.
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Yost, Elizabeth Allyne. "Where have all the women gone? exploring gender differences in STEM postdoctoral education /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/yost.pdf.
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Chan, Hsin-Tzu, and 詹幸子. "Patient Degree of Satisfaction Relations Inquired Between Outpatient Service Doctor and the Nurse Matches." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/14828952805680969596.
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碩士<br>靜宜大學<br>管理碩士在職專班<br>98<br>Previous researches pointed out that the stereotype of physical attractiveness has an impact on the customers’ positive affectivity and their perception of the service, causing them to experience social comparison process and therefore generating negative affectivity. Thus, this research takes the perception of service quality as the mediator variable, examing the correlation between the physical attractiveness of doctors and nurses, patients’ perception of the service quality and their satisfaction. This research adopts purposive sampling, and the subjects are the outpatients of three dermatological clinics in Taichung County with 272 effective samples. The research concludes: 1. The physical attractiveness of the doctors has an obvious and positive impact on the patients’ satisfaction, while the impact of the nurses’ physical attraction is much less obvious. 2. The physical attractiveness of the doctors and nurses, through the patients’ perception of service quality, has mediating effects on the patients’ satisfaction. 3. Patients’ satisfaction is higher in high physical attractiveness group than in low physical attractiveness group. 4. The influence of nurses’ physical attractiveness on the patients’ perception of service quality and satisfaction level differs and depends on the physical attractiveness of the doctors. 5. The influence of doctors’ physical attractiveness on the patients’ perception of service quality and satisfaction level differs and depends on the gender of the patients. Since the patients have different expectations for the appearance of the medical staff, the importance of their appearance should be taken into consideration of the perception of the patient. Furthermore, less physically attractive doctors should work with highly physically attractive nurses to improve the patients’ perception of service quality and boost their satisfaction.
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Montalvo, Wanda. "Leadership and Political Skill Preparedness of the Doctoral Prepared Nurse." Thesis, 2015. https://doi.org/10.7916/D8HX1BT8.
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The Institute of Medicine Future of Nursing report recommended the development of more nurse leaders at every level and across all settings. The Accountable Care Act has led to a reformed healthcare system, placing a growing demand for nurse leaders. The doctoral prepared nurse must be able to fulfill leadership roles to educate future generations of nurses, translate research into practice, and influence organization-level research to meet federal performance indicators. Study Aim: To analyze the mentoring elements provided in the mentoring elements provided in the mentoring relationship of doctorate nurses and their correlation to leadership and political skill development. Methods: A population-based web-based retrospective cross-sectional design was used to measure the correlation between mentoring functions provided to guide leadership and political skill development in PhD and DNP prepared nurses (n=222) identified as Jonas Nurse Scholars. Results: A response rate of 52% (n=115) was attained; 86 (75%) were PhD and 29 (25%) were DNP prepared nurses. The respondents were predominately female (87%) with 21% in the 25-34 age range and 57% in the 35-44 age range and 70% were Caucasian and 29% were minority. Of the 115 respondents, 64% (n=74) had a mentor of which 62% (n=46) reported being in an informal mentoring relationship. This cadre of PhD and DNP prepared nurses were highly experienced with 49.6 % having > 16 years of experience and 67% working either full-time or part-time regardless of graduation status. The most frequent psychosocial mentoring functions were role modeling and learning facilitation. The most frequent career mentoring functions were coaching and advocacy closely followed by career development facilitation and strategies and systems advice. Leadership skill development was correlated with the coaching mentoring function (r=.30, p. < 0.05). Political skill development was correlated with the career development mentoring function (r=.34, p. < 0.005). PhD and DNP nurses were similar on the leadership scale with a mean score of 7.92 (scale range 1-10) and political skill scale with a mean score of 5.73 (scale range 1-7). Conclusion: Both PhD and DNP prepared nurses identified as Jonas Nurse Scholars possess leadership and political skill as measured by industry standard instruments. Mentoring is one strategy to support and further develop leadership and political skill in the doctoral prepared nurse.
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Dea, John Edwin. "Differences between doctoral level nurse practitioner programs and master level nurse practitioner programs as reflected in the terminal objectives and curricular patterns." 2008. http://etd.lib.montana.edu/etd/2008/dea/DeaJ0508.pdf.
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"While on my Journey: A Life Story Analysis of African American Women in Pursuit of their Doctoral Degrees in the Southwest." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.18168.
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abstract: The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are offered.<br>Dissertation/Thesis<br>Ph.D. Educational Psychology 2013
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Madjar, Irena. "Pain as embodied experience : a phenomenological study of clinically inflicted pain in adult patients : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing at Massey University." 1991. http://hdl.handle.net/10179/1386.
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This phenomenological study describes the lived experience of pain inflicted in the context of medically prescribed treatment, explores the meanings of such pain for patients who endured it and for nurses whose actions contributed to its generation, and presents a thematic description of the phenomenon of clinically inflicted pain. The study is informed by phenomenology, both in terms of its premises and orientation, and its research design and method. The participants in the study were 14 adult patients, admitted to hospital following burn injuries, or receiving intravenous chemotherapy upon diagnosis of cancer, and 20 nurses involved in their care. Data collection took place over a period of five months and included participant observation and compilation of field notes, and a total of 89 tape-recorded interviews (48 with patients and 41 with nurses). Through the process of hermeneutic interpretation a number of themes were identified and used to describe the phenomenon of clinically inflicted pain and the structure of the lived experience of the patients and nurses concerned. The phenomenon of clinically inflicted pain is described in terms of four related themes: 1) the hurt and painfulness of inflicted pain; 2) handing one's body over to others; 3) the expectation and experience of being wounded, and 4) restraining the body and the voice. These themes point to the embodied nature of pain experience and the extent to which the person is involved not only in the enduring of pain but also in its generation. The broader lifeworld of clinically inflicted pain involves patients in the experience of constituting such pain, often as punishment and almost always as something unavoidable, and in turn being constituted by their experiences in terms of losing and seeking to regain a sense of embodied self and of personal situation, and by changed experiences of lived space and lived time. Nurses who themselves helped to generate pain, frequently overlooked the patient's lived exerience and thus the essential nature of inflicted pain as painful, wounding, and demanding cooperation and composure from the patient. Instead, the pain frequently became invisible to nurses involved in its infliction, or when it could not be overlooked or ignored, it was perceived as inevitable, non-harmful, and even as beneficial to patients' recovery. The strategic responses that nurses adopted to pain infliction included detachment from the perceived impact and consequences of their own actions and objectification of the person in pain as a body-object on whom certain tasks had to be performed. An alternative to the strategy of detachment and objectification was involvement in a therapeutic partnership between the nurse and the patient, where shared control over pain infliction and relief helped to sustain trust in the relationship and preserve personal integrity of the patient and the nurse. The study points to dangers for both patients and nurses when clinically inflicted pain is ignored, overlooked, or treated with detachment. It also points a way toward nursing practice that is guided by thoughtfulness and sensitivity to patients' lived experience, and awareness of freedom and responsibility inherent in nursing actions, including those involved in inflicting and relieving pain. The study raises questions about nurses' knowledge, attitudes, and actions in relation to clinically inflicted pain, and highlights the need for nursing education and practice to consider the contribution of a phenomenological perspective to the understanding of human experience of pain, and the nursing role in its generation, prevention, and relief.
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Jacobs, Susan Haas. "Advanced nursing practice and the nurse practitioner : New Zealand nursing's professional project in the late 20th century : a thesis presented in fulfillment of the requirements for the degree of Doctor of Philosophy in Nursing, Massey University, Palmerston North, New Zealand." 2005. http://hdl.handle.net/10179/1553.
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Page 251 is missing from original but content appears complete.<br>Beginning with the question, "what are the forces and voices influencing the meaning of the concept, and the development of advanced nursing practice in New Zealand in the 1990s”, this thesis uses an historical sociological approach to explore what New Zealand nursing is becoming and what it is ceasing to be. Through the examination of New Zealand nursing history from 1860 through the first years of the 21st century, seven historical understandings of the meaning of 'advanced' nursing practice emerged: nurses with higher education; nurses with more than one type of registration; community nurses; nurse educators and administrators; specialty nursing; a career hierarchy based on further education, experience and clinical focus; and the contemporary Nurse Practitioner. The thesis argues that each of the earlier historical connotations of advanced nursing practice is reflected in the Nurse Practitioner. The analysis of this broad scope of New Zealand nursing history, including a case study of the interpretation and implementation of contemporary advanced nursing practice, reveals essential themes of profession and professionalisation; politics and political sophistication. Drawing on theoretical perspectives from sociology, political science, and nursing, these concepts are further analysed, and developed into a representational framework. This conceptualisation depicts critical factors for nursing to achieve its preferred position in the context of time. Therefore, this study is also an exploration of New Zealand nursing's professional project A professional project is the process through which an occupational group gains control over the education and entry to practice of practitioners; secures legitimacy through the state and the public; achieves self-regulation over its practice; and secures, maintains and extends a market, or jurisdiction for itself. This thesis illustrates that while the course of action of a professional project is not always clear or deliberate for all the members of the profession, it nevertheless has a coherence that may be seen ex post facto. It is argued that what became the drive for the development of New Zealand's Nurse Practitioner and the expansion of nursing's jurisdiction at the turn of the 21st century, began long before the 1990s. The importance of history to understanding the past, the relevance of history to the shape of the present, and the significance of history's influence on the future are affirmed.