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1
Yekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.
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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.
2
Chenot, Theresa Maria. "Frameworks for Patient Safety in the Nursing Curriculum." UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/236.
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Patient safety (i.e., the degree to which patients are free from accidental injury) has received a great deal of media coverage during the past few years. Professional and regulatory agencies have indicated that patient safety education should be provided to healthcare workers to improve health outcomes. The primary purpose of this exploratory study was to gain a better understanding of the current status of patient safety awareness among pre-licensure nursing students. To this end, six research questions guided the study:
1. Will interpretable item constructs be identified when responses to the Healthcare Professional Patient Safety Assessment Curriculum Survey (HPPSACS) are intercorrelated and factor analyzed using R-technique exploratory factor analysis?
2. Will responses to items on the HPPSACS yield scores that are intemally consistent as indicated by alpha reliability coefficients?
3. What are the perceptions of nursing students about their awareness, skills, and attitudes regarding patient safety?
4. (a) To what extent is there a relationship between the demographic variables of age and gender and nursing students' perceptions of their patient safety awareness, skills, and attitudes? (b) To what extent is there a relationship between the demographic variable of race/ethnicity and nursing students' perceptions of their patient safety awareness, skills, and attitudes?
5. To what extent is there a relationship between the type of collegiate nursing program and nursing students' perceptions of their patient safety awareness, skills, and attitudes?
6. To what extent are there discernable program curriculum and instructional methodologies that have been traditionally associated with more positive nursing student perceptions of awareness, skills, and attitudes regarding patient safety?
Phase I was a pilot test for reliability and construct validity for the HPPSACS. Data were factor analyzed to determine factor constructs for the purpose of identifying the key themes accounting for the variation in response across 23 survey items. Three factors with themes that were found to relate to perceptions of patient safety among a scholarly professional group of nurses were identified as comfort, error reporting, and denial. Findings in Phase II of the study indicated that there were four identifiable constructs with the study data: the themes of comfort, error reporting, denial, and culture. Older male participants had higher comfort subscale scores and lower culture subscales scores than did younger female participants. The Asian American participants were clearly distinguished from the combined set of African American and Hispanic participants on the denial and culture scores. The "other" ethnic identity was clearly distinguished from the combined set of Caucasian and Hispanic participants on the comfort and error reporting scores. The associate nursing degree programs were clearly distinguished from the combined set of the accelerated and traditional nursing degree programs. Findings in Phase III of the study indicated that all seven of the participating nursing schools included at least three of the Institute of Medicine's six core competencies, with one school exhibiting all of the core competencies.
3
Waterman, Anna M. "A case study of caring in nursing education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1178994034.
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4
Ramnarine-Singh, Susan. "Integration of Technology into a Nursing Curriculum Using a Mixed Method Approach." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/508.
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In 2011, the Institute of Medicine and 2010 Affordable Care Act addressed the need to use technology in nursing programs. The purpose of this study was to understand faculty perceptions of technology use and integration into the nursing curriculum at a college located in Texas. Lewin’s change theory acted as the theoretical framework to explore organizational dynamics involved in effective strategies. The guiding research questions explored faculty perceptions of technology use, types of technology used, and correlation to teaching experience using a convergent mixed-method approach. Thirty faculty members completed the Teacher’s Intention to Use Technology survey and 15 faculty members participated in interview sessions. Faculty with fewer years of experience were compared to faculty with more years of experience and differed on ease of use (p = .010), embracing technology (p = .011), enjoying technology (p = .026), available assistance (p = .020), classroom preparation (p = .043), and ease of learning (p = .047). The qualitative data analysis used an open coding scheme and resulted in themes indicating the need for training, especially for faculty with less experience. Record review indicated scattered use of technological tools. A professional development workshop promoting teaching strategies using technology to help achieve learning outcomes, an online orientation to available technology, and a hands-on interactive workshop was created. Implications for positive social change include improving faculty members’ knowledge and application of technology in order to positively affect and enhance teaching/learning strategies, student learning environment, and ultimately the lives of patients they serve.
5
Rodriguez, Elizabeth P. "Curriculum development for nursing assistants| Pressure ulcer prevention module." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1570853.
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<p> Pressure ulcers (PUs) remain a relatively common and potentially serious health issue among the elderly in any healthcare setting and have been associated with high mortality and morbidity rate. A low incidence of PUs is highly desirable and is considered as an indication of quality care by patients, caregivers, and regulatory authorities on both the state and federal levels.</p><p> Nursing assistants play an integral role in the direct patient care; ongoing training and educational opportunities about pressure ulcer prevention are very important in maintaining their skill, motivation and knowledge. Research findings showed that staff education with reinforcement is the key in decreasing prevalence and incidence of pressure ulcer. This educational curriculum was designed to increase nursing assistants' knowledge about pressure ulcer prevention among elderly in long-term care.</p>
6
McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.
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7
Imperial, Sandra. "Scenario-Based Communication Simulation Curriculum and Plan." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5631.
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The Joint Commission reported that communication failures in United States hospitals contribute to 30% of all malpractice claims, and in 2008, The Joint Commission listed the improvement of effective communication among healthcare providers as a National Patient Safety Goal. The purpose of this practice-focused project was to develop a scenario-based communication simulation for implementation approval by a panel of experts. The approved curriculum was designed to integrate a communication-based simulation scenario into the nurse residency program of a large, urban medical center to improve new graduate nurse communication skills, increase nurse communication competency and self-efficacy, and decrease communication errors. Kolb's experiential learning theory guided the simulation-based educational project. The Delphi technique was used to achieve consensus, which was achieved with 1 Delphi round. The education curriculum was presented to a 5-member expert panel that included chief nursing officers and the staff development directors. The curriculum received panel feedback and approval for implementation in the 2019 nurse residency program. Key comments from the expert panel indicated that the curriculum was approved without major changes. A simulation communication curriculum integrated into the nurse residency program may effect positive social change by decreasing errors and improving patient outcomes.
8
Strommen, Linda. "Evaluation of the Business and Leadership Components of a Registered Nursing to Bachelor of Science in Nursing Program." Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/fse_etd/1.
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This applied dissertation was designed to evaluate the business and leadership components of a Registered Nursing (RN) to Bachelor of Science in Nursing (BSN) program at the university. The problem was that an evaluation of the present RN-to-BSN curriculum had not been conducted since 2006 to determine if the best practices in business and leadership were current, applicable, and relevant in the current RN-to-BSN curriculum.
The researcher utilized an evaluation methodology to assess the business and leadership components of an RN-to-BSN nursing program. An evaluation tool was developed and used to compare expected outcomes (criteria) of current practices to expected outcomes (criteria) of best practices in the field of nursing. The expected outcomes (criteria) of current best practices were developed from a review of the literature, data collected from RN-to-BSN alumni students, and input from formative and summative committees. Thirteen specific procedures guided the study to assess the value, merit, and worth of the program and to answer six research questions.
The final evaluation by the expert panel revealed that the current best practices in business and leadership taught in Nursing 4020 and Nursing 4030 courses were not current with preferred best practices. The final report recommended updating the courses with current best practices collected from the literature, formative and summative committee members, practicing RNs, and experts in the nursing profession.
9
Ward-Murray, Eudeen Monica. "The development of nursing education : Barbados : with a recommendation for an InterCaribbean curriculum /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10936841.
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10
Davids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.
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Denlea, Gregory Richard. "Evaluating Outcomes of High Fidelity Simulation Curriculum in a Community College Nursing Program." Thesis, Wingate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267212.
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<p> This study took place at a Wake Technical Community College, a multi-campus institution in Raleigh, North Carolina. An evaluation of the return on investment in high fidelity simulation used by an associate degree of nursing program was conducted with valid and reliable instruments. The study demonstrated that comparable student outcomes are attainable when traditional clinical study is replaced with high fidelity simulation curriculum. Limited clinical practice space justifies the spread of simulation in college health science programs. North Carolina Administrative Code permits community colleges to replace 25% of traditional clinical with simulation. The lack of research on the cost effectiveness of high fidelity simulation has been cited as a barrier to its diffusion. Sound research demonstrating performance-based and patient-centric outcomes can provide governing bodies with evidence supporting the diffusion of high fidelity education.</p>
12
Foster, Abigail S. "Options Counseling and Abortion Education in Undergraduate Nursing School Curricula." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/434.
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Background: Over one half of all pregnancies in the United States are unintended. Nurses are on the frontlines of the health care work force and often encounter women with unintended pregnancies in the clinical setting. They may find themselves responsible for options counseling and helping these women to explore their options of pregnancy, adoption and abortion. Discussing these three options in a non-judgmental, well-informed manner allows the woman to consider all possibilities. Leading this type of conversation requires specific skills and knowledge as well as the ability to deliver this information in a therapeutic, nonbiased manner.
Purpose: The intent of this study was to analyze data regarding the inclusion of options counseling and abortion education in undergraduate nursing programs in New England. Identification of gaps can provide opportunities for curriculum reform. Due to the enormous impact that nurses have with patients, institutions have a responsibility to provide their students with accurate, honest, factual, current knowledge about options counseling including abortion. Doing so is a public health issue with the incentive of not only providing women with optimal health care and better maternal-fetal outcomes, but also to reduce spending nationwide. This study can support efforts to accomplish these goals.
Methods: A cross-sectional survey was sent out via email to the faculty members of accredited undergraduate nursing programs throughout New England. It was active for approximately three months between June 2015 and September 2015 with intermittent reminders sent during that time frame. The survey inquired about personal attitudes, inclusion/exclusion of options counseling and abortion education as well as methods used to include this material in the curricula.
Results: All states in New England were included in this study. Fifty percent of responding institutions reported that they include options counseling and abortion education in the curricula, while the remaining 50% reportedly do not. When asked to identify reasons that this content is not included in the current curricula, 80% of respondents indicated that it is not a curriculum priority due to time constraints. The main identified methods that support inclusion of options counseling and abortion in the curricula include classroom sessions focused on technical/evidence-based instruction, classroom sessions focused on ethical issues and assigned readings.
Conclusions: Options counseling and abortion education is not adequately covered in undergraduate nursing curricula across New England. This data set is remarkably similar to a study done in 1997, showing that in the course of nearly 20 years, there has been little advance in the inclusion of options counseling and abortion education. In many instances, this material is given equal or more attention in ethical discussions rather than focusing on technical evidence-based instruction. Personal attitudes about abortion have been correlated with the inclusions of options counseling and abortion education and likely affect the content that is incorporated in the curricula.
13
Halcomb, Kathleen Ann. "HEALTH PROMOTION AND HEALTH EDUCATION: NURSING STUDENTS’ PERSPECTIVES." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/13.
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The purpose of this study was to determine student nurses’ perceptions of (1) the role of the nurse in health promotion, and (2) how the concept of health promotion is presented in nursing curricula. Research questions for this study included the following: 1) Can nursing students explain the difference between health education and health promotion? 2) What have nursing students been exposed to within their curriculum regarding health promotion? 3) What health promoting behaviors are nursing faculty role modeling as perceived by nursing students? 4) What is the role of the nurse in implementing health promotion as perceived by nursing students? 5) How do nursing students define health? Attendees of the 57 Annual National Student Nurse Association (NSNA) Convention were asked to complete an anonymous survey. A total of n= 227 surveys were returned resulting in a participation rate of 47%.
The findings from this study indicated that student nurses’ perceptions regarding the role of the nurse in health promotion revolve primarily around the concept of changing individual health behavior. While there are some indications that nursing students were exposed to the idea of health promotion as a socio-ecological approach that incorporates economic, policy, organizational and environmental changes, the majority of student nurses did not see faculty or nurses role-modeling a socio-ecological approach, nor did the students see themselves as participating in a more socio-ecological approach. For nurses to be recognized as health promoters, collaborate with health promotion leaders, and effectively teach nursing education, changes need to be made in the nursing curriculum to reflect appropriate and accurate health promotion concepts.
14
Hung, Chi-chiu Stephen. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2037947X.
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Whitmore, Janeen. "The Hidden Curriculum and Associate Degree Nursing Instructors| A Basic Qualitative Study." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805446.
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<p> The purpose of this basic qualitative study was to explore the experiences of nursing faculty members who taught in associate degree nursing programs and how they implemented the hidden curriculum. The hidden curriculum is referred to as the subtle messages relayed to students either verbally or nonverbally. In higher education, it is understood that the hidden curriculum is used to socialize students into professional roles, but, the process of how to socialize individuals varies. The sample consisted of 12 nursing faculty members who taught in associate degree programs in the Pacific region of the United States. Research on the hidden curriculum in nursing education has focused on the student’s perspective. Upon reviewing the literature, a gap existed in regards to the experiences of nursing faculty with the hidden curriculum. Information was gathered through semistructured interviews to learn how these faculty members implemented the hidden curriculum. Data analysis revealed four reoccurring themes on how nursing educators implement the hidden curriculum in their practice. The first two themes uncovered how nursing faculty members described themselves as mentors and role models to their students to help students become successful in school and later in the workforce. Another theme revealed how nursing faculty members saw themselves as experts who could demonstrate skills and explain procedures. Lastly, nursing faculty members saw themselves as implementing the hidden curriculum by being advocates who could help students troubleshoot problems, as well as assisting them to navigate the nursing program. After interviewing the nursing faculty members, it became apparent that they used the hidden curriculum to provide a pathway for success for their students. The findings also highlight the need for the hidden curriculum to be included in faculty professional development workshops and seminars, and perhaps, the need to bring the hidden curriculum out from hiding.</p><p>
16
Bradley, Erin Nicole. "Cultural Competence: An Issue For Education." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303749360.
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Hoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.
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Philosophiae Doctor - PhD<br>Globally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care. Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates. SL is known as a philosophy and an approach to community development and pedagogy. In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.
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Huot, Ashley Grace. "Development of Interprofessional Education Modules for Implementation into the Doctor of Nursing Practice Curriculum." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27579.
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In today?s health care system, professionals must work together to achieve a common goal of improving patient care. Studies have shown that patients and families report lack of care coordination that result in repeat tests and procedures, unnecessary hospitalizations and difficult transitions from hospitals to home (Reinhard & Hassmiller, 2010). Interprofessional education (IPE) is an important approach for preparing health professional students to provide care that is patient centered and based in a collaborative team environment. Interprofessional education ?occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes? (World Health Organization, 2010). The goal of these efforts is to develop knowledge, skills and attitudes that result in interprofessional team behaviors to carry into clinical practice (Buring et al., 2009). Nurse practitioners will need to be equipped with the proper educational tools to work in a collaborative setting (Reinhard & Hassmiller, 2010). Current nursing education standards include requirements for interprofessional collaboration at the doctoral level of education (QSEN, 2012). The current Doctor of Nursing Practice (DNP) curriculum at NDSU has no specific objectives that focus on IPE and the AACN DNP essential competencies. The purpose of the project was to influence curricular change at NDSU to include IPE in the graduate nursing program. To meet that goal, three educational modules were developed based on core competencies of IPE. The titles of the modules were ?Introduction to Interprofessional Education,? ?Interprofessional Communication? and ?Patient Safety and Improving Quality in Health Care.? The project was presented to the DNP faculty at NDSU to disseminate the findings and prove IPE?s importance for DNP students. The modules were reviewed by IPE experts from local universities with overall positive feedback. Several recommendations for improvement were provided to strengthen the content within the modules. Overall, there is a convincing need for the integration of interprofessional education into graduate nursing programs. The developed modules are a beginning to the process of integrating IPE into the DNP program at NDSU and will serve as a foundation to build on in coming months and years.
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Roberts, Meredith L. "Perceptions of faculty preparedness for developing, evaluating and revising BSN curriculum." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10046253.
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<p> Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty’s constructions were used to develop a middle range descriptive theory <i>Challenged and Overwhelmed.</i> From further faculty recommendations on strategies <i> Supported and Empowered: a Model of Understanding to Support Faculty’s Growth and Competence in Curriculum Development, Evaluation, and Revision </i> was created to support faculty’s growth and competence in curriculum development, evaluation and revision. Findings such as the low confidence found in most faculty, including the very experienced when it came to assessing curriculum, and the inadequate knowledge of curriculum as well as strategies discovered to benefit faculty are shared that assist faculty’s growth and competence in curriculum development, evaluation and revision. These strategies can be used to improve faculty development, educational strategies, and graduate education, resulting in better nurse educator preparedness. Improving educational strategies through better competency will improve the nursing profession. Educator competency, preparation, the faculty shortage, standards, initiatives, and educational competencies and curriculum reform were reviewed. Quality information for educators is provided for evaluating and improving current nursing curriculum, and to guide strategic planning and facilitate nurse program success. Faculty perceptions of how to increase competence, and improve preparation for their role developing, evaluating and revising curriculum were shared.</p>
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Van, Belkum Corrien. "A process of quality improvement for outcomes-based critical care nursing education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52125.
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Dissertation (PhD) -- University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care
nursing and gives direction to theory and clinical practice. The design of a
learning program for critical care nursing that is adaptive, learner focussed and
integrated, helps nurses acquire the necessary competencies (knowledge,
technical skills and attitudes/values) needed for critical thinking. It also enables
critical care nurses to grow professionally and to develop expertise in critical care
nursing. Outcomes-based education has become the "new buzz word" in South
Africa, and a paradigm shift from content-based to outcomes-based education
has become essential.
Institutions are concerned with efficient and effective approaches to critical care
nursing delivery. The institution (nursing department) proves its worth by
anticipating patient care needs and planning its learning program cognizant of
the need to correlate activities with the institution's (nursing department) mission
and outcomes. Planning that meets the learning needs of the critical care
nursing learners not only provides the ability to meet job expectations, but also
experiences for professional growth and satisfaction. In an age of nursing
shortage, a well planned, integrated and outcomes orientated critical care
learning program is essential.
The outcome of the research was identified as a process of quality improvement
for outcomes-based critical care nursing education, which included validated
standards to facilitate quality critical care nursing education. This was
researched by utilising an adapted Laing and Nish Model for Quality Assurance
(1981) as the research strategy. Seven (7) steps were identified, namely: Step
one included the identification and clarification of values; step two determined
criteria, established standards for outcome, structure and process; step three
ratified criteria and validated standards; step four identified and analysed factors
influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected
actions and in step seven, assessment (testing) was done.
In steps two and three of the quality improvement process the Muller's (1996)
Three Phase Model for Standard Development was implemented. Seven (7)
standards were identified and formulated, namely: Standard one - Quality
improvement; Standard two - Standard formulation; Standard three -
Philosophy; Standard four - Legislative framework; Standard five - Curriculum
development (learning program development); Standard six - Outcomes-based
education; and Standard seven - Critical care nursing education. During the
process of validation of the standards, standards five and six were combined and
became Standard five - Outcomes-based learning program development. In
step three the Delphi technique as part of the second phase of Muller's model
(1996), was utilised to gain expert opinions / validation of standards.
Operationalisation and assessment of the validated standards as part of a
process of quality improvement for outcomes-based critical care education were
done in a higher education institution. The results of this pilot study that was
done supported the central theoretical assumption, namely that outcomes-based
critical care nursing facilitates quality critical care nursing.
The uniqueness of the research lies in the fact that in outcomes-based critical
care nursing education there is no formal process of quality improvement for
outcomes-based critical care nursing education. In this research, standards were
developed and presented as part of a process of quality improvement for
outcomes-based critical care nursing education. These standards should guide
the developer of an outcomes-based critical care nursing education program
during the development of the learning program (meso curriculum) and could be
utilised to judge the quality of the current learning programs' quality. Five of the
six standards are generic and could be utilised with minor adjustments in any
higher education learning program.<br>AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en
rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir
kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help
verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en
houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg
verpleegkundiges ook in staat om professioneel te groei en om kundigheid in
kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe
wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na
uitkoms-gebaseerde onderrig genoodsaak.
Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering
van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement
verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg
leerprogram se aktiwiteite in ooreenstemming met die instelling (departement
verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde
van die instelling (departement verpleging). 8eplanning wat aan die
leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul
werksverwagtinge nie, maar het ook professionele groei en genoegdoening
tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde
kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde
van die dag is.
Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing
as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig,
wat gevalideerde standaarde insluit, ge"identifiseer. 'n
Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as
navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is
ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van
waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur
en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike
aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses
implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing)
gedoen.
Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en
drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is
ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering;
Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard
vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling);
Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard
sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die
standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde
leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek
tydens die tweede fase van Muller (1996) se model gebruik om
deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en
assessering van die gevalideerde standaarde as deel van In sisteem van
gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling
gedoen. Die resultate van hierdie toetsstudie het die sentrale
teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging
gehalte kritiekesorg-verpleging fasiliteer, ondersteun.
Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde
kritiekesorg-verpleegonderrig, geen formele proses van
gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie.
In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem
van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig.
Hierdie standaarde kan tydens die ontwikkeling van die leerprogram
(mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram
begelei, en kan gebruik word om die gehalte van
huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en
kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik
word.
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Vickers, Wanda Jean. "Curriculum development for disadvantaged students enrolled in nursing courses in career and technical education programs." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2671.
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Howell, Linda Jane. "Faculty Perspectives on Effective Integration of Simulation into a Baccalaureate Nursing Curriculum." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3563.
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Research shows that use of high fidelity simulation (HFS) as a teaching strategy requires extensive amounts of faculty time and financial resources for faculty development and equipment. This project study addressed the challenges encountered in the integration of HFS into a Midwestern metropolitan baccalaureate nursing program. The purpose of this qualitative case study was to explore perceptions of nursing faculty about best practice elements for successful integration of HFS into undergraduate nursing programs. Guiding questions were developed using Donabedian's structure-process-outcome model and focused on faculty perceptions related to successful implementation of simulation in their programs. Purposeful sampling was used to select 22 faculty who had integrated HFS into 5 regional baccalaureate nursing programs in metropolitan areas of 2 Midwestern states. Nine participants completed an online interview tool developed by the researcher and designed to elicit responses to open-ended questions about barriers encountered, methods used to overcome those barriers, first impressions about conducting HFS, perceptions of successful integration, and incentives to using HFS. Data were coded and analyzed to identify themes. Emergent themes included the need to identify specific courses for HFS, ensure participation of faculty teaching didactic courses, use nationally recognized principles for HFS implementation, implement consistent methods of debriefing, and use formal written plans. Findings from the study were used to design a staff development initiative to facilitate planning and establishment of HFS in a nursing curriculum. Positive social change may occur when faculty and administrators use project guidelines to develop sound practices for integrating HFS into the nursing curriculum.
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Marc, Rosales R. "A Modified Delphi Study to Determine QSEN Informatics Competencies Recommended for Associate Degree Nursing Curricula." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492195505156655.
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Barker, Caroline. "A phenomenological study exploring the use of directed study time in an undergraduate adult nursing curriculum." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19280/.
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The main aim of this study was to explore student nurses and lecturers’ perceptions of directed study time (DST) within an undergraduate nursing curriculum. Previous research pertaining to the phenomenon has predominantly focused on how students approached learning, and the pedagogical preferences of lecturers and students. A wealth of quantitative literature demonstrates attempts to measure students’ preparation for self directed learning (SDL). Whilst a substantial amount of research has identified that students are unprepared to study independently and direct their own learning; no research has explored the underlying reasons behind this, nor has any research explored the perceptions of DST within undergraduate nursing curricula. A hermeneutic phenomenological approach was used to understand and interpret the participants’ perceptions of DST. The research was undertaken in two phases. In Phase One three focus group interviews were undertaken with student nurses on an undergraduate adult branch nursing course at an English university. In Phase Two, individual semi-structured interviews were carried out with nurse academics from the same university. Template Analysis was used to analyse the data and to determine key themes. Significant findings revealed that both groups perceived DST to be owned by student nurses, who controlled DST. The identities of the groups was not reflective of their roles and resulted in a lack of belonging to the university; this led to limited levels of engagement by both parties with academic activities. Many student nurses did not engage with SDL during DST and the majority of lecturers did not value academia. The culture was influenced by the ‘hidden curriculum’ within which nurse lecturers lacked authority and relied on traditional pedagogical methods to regain a sense of control. The participants also described how some students’ mentors did not value academia and did not always recognise the importance of linking theory to practice. The implications of this research study emphasise the need for a multi-faceted approach to promote the value and importance of academia within the nursing profession.
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Leslie, Betty M. "The relationship between clinical curriculum and first time NCLEX-RN? success| A correlational study." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10148327.
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<p> This quantitative correlational, descriptive study examined what relationships exist, if any, between clinical design and implementation of nursing clinical curriculum with National Council Licensure Examination for Registered Nurses (NCLEX-RN®) pass rates in Associate Degree Nursing (ADN) programs in the northeastern United States (U.S.). The population for this quantitative correlational, descriptive design included all ADN programs (N =132) located in this geographic. The sample for this study was all ADN accredited programs who willingly completed this survey (N=24). Dr. Martha Tanicala’s questionnaire was used with permission and was renamed Clinical Experiences in Associate Nursing Programs (CEANP). The Statistical Package for the Social Sciences (IBM SPSS Version 21.0) was utilized to complete the descriptive and correlational statistical procedures. A point-biserial correlation revealed significant relationships between NCLEX-RN® success and the following independent variables: accreditation standards and recommendations on the design of the clinical curriculum (<i> r</i>pbi= .419, <i>n</i> = 24, <i>p</i> = .041, administration influence on the design of the clinical curriculum (rpbi = .415, n = 24, p = .044), and assessing clinical faculty competency (rpb= -.555, n = 24, p = .005). The findings of this study indicate that accreditation guidelines and nursing program administrators’ significantly correlate with curriculum design and NCLEX-RN® pass rates. The findings also show a significant relationship between assessment of clinical faculty competency and NCLEX-RN® success. The findings demonstrate that a more even distribution of the type of clinical hours across the curriculum may assist students with readiness for practice and first-time NCLEX-RN® achievement.</p>
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Rolfe, Gary. "Educating the affect : patient-centred attitudes and the nursing curriculum." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295524.
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Chien, Li-Yu. "Reculturing curriculum within a nursing context in Taiwan : an action research approach." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16469/.
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The focus of this study is on curriculum change within a nursing institute in Taiwan where there is a growing demand for reform to nurse education in order to produce more competent practitioners. I conceptualised a framework to guide the transformation process in ways that were empowering, sustainable and generative. I argued that curriculum change also involves the beliefs, customs, attitudes or expectations of those who participate in the process: essentially it is a reculturing process. My conceptual framework included notions such as student-centredness, reculturing, collaborative practices and reflections, personal growth, and professional development. A plan of action was developed based on the notions contained in the conceptual framework and carried out within an Action Research methodology. Action Research provided the mechanism by which the collaborators explored and understood their conceptions of teaching and learning and then planned and implemented action to change the current situation, and evaluate and reflect on the transformations. Strategies such as personal practical theorising, focus group, critical debate, and collaborative reflection were used to bring about the curriculum change. The significance of this study lies in its practical contribution to all aspects of curriculum making including innovation, planning, implementation and ongoing review. Although information generated from this study is not generalisable, lessons learned from it may be utilised by other educational institutes with similar issues and similar contexts.
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LAI, TE-JEN, CHI-RONG LI, FEN-FEN SHIH, CHENG-YI HUANG, and LI-YA TSAI. "UNDERGRADUATE NURSING EDUCATION TO ADDRESS PATIENTS’ CONCERNS ABOUT SEXUAL HEALTH : THE PERCEIVED LEARNING NEEDS OF SENIOR TRADITIONAL FOUR-YEAR AND TWO-YEAR RECURRENT EDUCATION (RN-BSN) UNDERGRADUATE NURSING STUDENTS IN TAIWAN." Nagoya University School of Medicine, 2014. http://hdl.handle.net/2237/20546.
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Field, Dorothy. "Use of action research to reduce the theory-practice gap in a nursing course." Thesis, n.p, 2003. http://ethos.bl.uk/.
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Hamilton, Teresa. "The influence of transcultural humility simulation development activities on the cultural competence of baccalaureate nursing students." Thesis, The University of Wisconsin - Milwaukee, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160491.
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<p> One way to mitigate health disparities in the provision of nursing care and impact social justice with vulnerable populations is the development of cultural competence. Although addressed in nursing curricula, gaps in how to best address cultural competence remain. A study was undertaken to determine whether participation in a researcher-designed intervention, entitled Transcultural Humility Simulation development, based on components of Campinha-Bacote’s model with an emphasis on “becoming” culturally competent, improved cultural competence in graduating baccalaureate nursing students. A longitudinal, descriptive, quasi-experimental, pretest-posttest comparison group design using embedded mixed methods was used. A total of 57 student participants from one baccalaureate nursing school in the western US were randomly assigned to the intervention group (<i>n</i> = 22) or the comparison group (<i>n</i> = 35). All participants completed the Inventory for Assessing the Process of Cultural Competence-Student Version before and after the intervention. Intervention participants also completed three written reflection exercises the day of the workshop. A subgroup of participants in the intervention group (<i>n</i> = 12) and the comparison group (<i>n</i> = 8) were interviewed two to three months after graduation. No statistically significant differences were obtained between groups while treating the pretest as a covariate. Participants who identified as more than one race on the demographic survey perceived they were more culturally competent than those who identified as one race, <i>F</i> ratio of <i> F</i>(10, 3) = 15.13, <i>p</i> = .02. Analysis of participant reflections during the intervention indicated they anticipated incorporating cultural competence into their practice by <b>shattering preconceived perceptions, constructing innovative insights, improving effective communication,</b> and <b>emerging personal development.</b> Once in practice, they incorporated cultural competence through <b>cultivating nursing-person relationships, providing quality nursing care, serving the patient and family, establishing extraordinary communication</b> and <b>approaching care with humility. </b> This study suggests that bringing attention to cultural competence through participation in Transcultural Humility Simulation Development could raise awareness and foster developmental growth among student participants through transformative learning, epistemic belief change, and double-loop learning.</p>
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Rongmuang, Suda. "A Mixed-Methods Study| The Effect of Embodied Learning on Nursing Students' Presence, Wellbeing, Relationships with Patients, and Learning Experience." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812009.
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<p> Embodied practices are central to the cultivation of nursing presence, but are rarely taught in nursing programs. This study proposed the use of brief embodied learning practices embedded in a nursing course. It quantitatively and qualitatively examined the impact of such a program experienced by 22 first-semester students in a registered nursing program. Embodied meditation (e.g., sensing and shifting attention to the body) and inquiry exercises (e.g., interacting with others while remaining fully present in oneself) were introduced in theory and skill lab classes during an 8-week Foundations of Nursing course taught in the spring semester of 2017. Fourteen students completed the embodied learning program as well as pretest and posttest questionnaires. Eighty-six percent of participants reported increased scores on embodied presence as measured by the Five Facet Mindfulness Questionnaire (FFMQ). Their posttest score on the FFMQ was greater than their pretest score with a moderate to high effect size (<i>p</i> < .05, <i>d</i> = .75). A majority of participants reported positive changes in their wellbeing, learning ability, learning outcomes, relationships with patients, and satisfaction with the instruction of embodied learning, as measured by an Impact Questionnaire. Participants’ satisfaction with embodied learning was greater than their satisfaction with conventional instruction (<i>p</i> < .05). The study found a positive correlation between increases in participants’ FFMQ scores and their overall exam scores in the course (<i>p</i> < .01). Qualitative data from a focus group aligned with the quantitative findings. The results suggest practice guidelines for teaching embodiment within the context of content learning in nursing courses.</p><p>
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Martin-Thornton, Renee. "A correlational study on the cultural awareness among graduating associate degree nursing students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647718.
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<p>Researchers have developed strategies used in nursing programs to promote cultural awareness (Hunter & Krantz, 2010). Minimal research has focused on the graduating associate degree-nursing students to determine if a relationship existed between the use of an integrated cultural curriculum and the nursing student’s level of cultural awareness (Kardong-Edgren & Campinha-Bacote, 2008, Sealey, Burnett, & Johnson, 2006). The associate degree-nursing program accreditation, statistical, and benchmark reports mandated the integration of diversity content, local, national, and worldwide perspectives in the curricula (NLN, 2008). Additionally societal and cultural patterns must be integrated across the entire nursing school curricula (Board of Registered Nursing, 2012, section 1426-e7). A correlational approach was implemented to determine if relationships existed between the integrated cultural curriculum and level of cultural awareness in graduating associate degree nursing students in a large metropolitan area, such as in Los Angeles (Sealey et al., 2006). The Cultural Awareness Scale (CAS) was used to survey the participants. Based on the findings of the 51 participants surveyed in this study, the cultural awareness level may be attributed to several factors, including the integrated cultural curricula. The nursing student’s learning style, perception of faculty, personal experiences, and cultural encounters may also contribute to the cultural awareness level. Analysis of variance results revealed no statistically significant difference on the CAS total or subscale scores based on gender, age, and ethnicity. The outcome of this study may encourage academic affairs leaders to emphasize cultural awareness as a significant student-learning outcome for nursing educational programs. </p>
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Corrao, Jocelyn J. "Teaching Professionalism in Nursing: A Quantitative Survey of Beginning Student Nurse Perceptions of Professional Values Interpreted Within a Leadership Context." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/98.
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The researcher designed this quantitative dissertation research to explore the perceptions of beginning nursing students toward professionalism in nursing, specific to professional values within the context of curriculum delivery for a leadership and management course in one baccalaureate nursing program. In addition, the researcher reviewed the literature for defining characteristics of professionalism in nursing. Adult students admitted to nursing programs today create multi-generational cohorts with prior learning from experiences and academic degrees in other disciplines. Often, content on professionalism in nursing is integrated in a nursing curriculum. However, students in a leadership and management course were unable to state the meaning of professionalism in nursing shortly before graduation. This study focused on professional values based on the nursing code of ethics as one attribute of the complex concept of professionalism. This exploratory study analyzed responses of students prior to beginning nursing courses to the Nurses Professional Values Scale-Revised (NPVS-R) survey. Findings indicated that beginning student perceptions of professionalism in nursing specific to professional values were generally in alignment with nursing standards. Significant findings suggested a lack of alignment to professional standards under the themes of trust, activism, caring and professionalism through autonomous practice, self-regulation, and participation professional activities positively associated to five variables. Recommendations are made for enhancing curriculum design of leadership and management in nursing content to address these areas.
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Rivera, Rodriguez Ivelisse. "Las experiencias clinicas de los estudiantes de enfermeria| Estudio de caso hacia la integracion de la mentoria." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285132.
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<p> Clinical experiences are an essential part of the training of future nursing professionals. The period of clinical experience aims to develop in the student the necessary skills to practice as a nursing professional, when the academic program ends. This case study aimed to understand the opinion and explore the perception of faculty, clinical instructors, and nursing students on the meaning, contributions and challenges presented during clinical experiences. Among the themes explored in the focus groups were the meaning and importance to learning about the profession of clinical experiences, teaching strategies used during the practice scenarios, didactic relationships developed among students, clinical instructors, and teachers. The goal was to learn from all participants about what they do, their expectations, and the challenges presented during the clinical experiences.</p><p> A qualitative, descriptive and contextual research design was followed, which required conducting six focus groups to collect the information from the perspective of all the participants. Faculty, clinical instructors, and nursing students participated each in two focus groups. Collected data were transcribed, coded and analyzed in order to organize it under themes related to the research framework.</p><p> The qualitative analysis of the focus groups revealed that nursing faculty and clinical instructors perceived clinical experiences as a very important element in the training of nursing students, but that coordination between the academy and practice scenarios is disconnected and needs improvement. They also expressed that they use various learning strategies during the clinical experiences, however, they recognize it needs more structure and suggested mentoring as a strategy to consider. They affirmed that mentoring could contribute positively to enhance the teaching-learning process. Clinical instructors understand they perform mentoring roles, but they would like to have a more defined role and structured process. Nursing students, also, recognized the importance of clinical experiences in their professional training. They expressed the need to improve the communication between the academy and the practice scenarios in order to reduce the levels of anxiety they experience when entering the clinical experiences. Nursing students also expressed the need to consider the use of different teaching strategies, such as mentoring, to improve clinical experiences.</p>
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Edwards, Patricia Allen. "The Effects of a Concept-Based Curriculum on Nursing Students' NCLEX-RN Exam Scores." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1644.
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The Institute of Medicine and the National League of Nursing have called for curricular reform that promotes high first-time pass rates on the National Counsel of Licensure Examination for Registered Nurses (NCLEX-RN). A campus in the southeastern region of the United States implemented a concept-based curriculum; however, the effect on the first-time NCLEX-RN pass rates was unknown. The purpose of this comparative study was to determine if the concept-based curriculum improved student scores on the NCLEX-RN. Dreyfus' model of learning guided this study because of the andragogy tenets, which in turn supported the concept-based curricula. The research questions examined the differences in NCLEX-RN pass rates, Diagnostic, and Readiness exam scores between students taught with a content-based and those taught with the concept-based curriculum. The chi-square test for pass rates and MANOVA for test scores was employed to analyze archival test data from 237 participants, 100 who had studied under the content-based and 137 under a concept-based curriculum. Participants included all nursing graduates from the years 2008-2014 who had taken the NCLEX-RN exam. Results indicated that concept-based curriculum had significantly better first-time pass rates on the NCLEX-RN exam (85%) than did content-based curriculum (73%). Results also indicated that the concept-based curriculum had a higher Diagnostic exam mean score (64.77) as compared to the content-based curriculum (61.19) as well as Readiness exam mean score (70.99) as compared to the content-based curriculum (61.19). Implications for positive social change include providing the research site with results that support shifting the curriculum of the nursing program to a more innovative, concept-based approach to improve exam scores and first-time pass rates.
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Madisa, Montlenyane. "Preceptors’ and faculty’s opinions about the implementation of preceptorship in the diploma nursing curriculum in Botswana." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71731.
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Thesis (MPhil)--Stellenbosch University, 2012.<br>Background: Preceptorship refers to a teaching and learning approach through which a well
experienced clinician is contracted to provide clinical teaching, supervision, role‐modeling of
professional and clinical practice skills and assessment of students in a clinical setting. This
approach often involves three groups of people, namely: faculty, students, and clinicians
(preceptors). The preceptor in this study refers to a registered nurse who supervises and
conducts clinical assessment of students in a clinical area, while at the same time is
responsible for patient care. The focus of this study was to explore preceptors’ opinions
regarding the implementation of preceptorship in the diploma in the nursing curriculum
diploma in the nursing curriculum in Botswana. Emphasis was placed on seeking information on
how preceptorship is implemented, the strengths and challenges regarding its implementation
and suggestions as to how it should be strengthened to contribute positively towards teaching
and learning of students.
Methodology: A mixed cross‐sectional descriptive design, using a survey was used. . The
design was adopted because of its ability to provide a broad understanding of the concept
under study by allowing participants to share their experiences and opinions about a specified
situation. Both the qualitative and quantitative data were collected simultaneously. A
standardized self‐developed structured questionnaire using both closed ended and few open
ended questions and consisting of scaled self‐report items and checklists was used to collect
data from forty‐four (44) preceptors and three (3) third year level coordinators from the three
(3) health training institutions. Quantitative data were analyzed using SPSS, while the
qualitative data were analyzed for frequency of common themes. Descriptive statistics in the
form of frequency tables and charts, as well as measures of central tendencies, were used in
the analysis of quantitative data.
Results: The findings revealed that preceptorship program was not well coordinated as there
were no preceptorship manuals to guide the implementation of preceptorship program. On
the positive side, however, preceptors felt comfortable and competent to supervise and assess
students, despite the fact that most of them had not received preceptorship training or orientation. With regard to preceptor support, it was evident that there was need for major
support in regard to improved communication between preceptor and faculty, improved
support by the health facility manager and the need for strengthening preceptor training and
orientation. The majority of the respondents have recommended for preceptorship orientation
/training targeted at addressing some of the following topics: Student and preceptor roles,
curriculum requirements, clinical teaching and assessment skills, leadership skills and how to
access resources from the health training institutions. A significant number of preceptors felt
that it was important to receive feedback about students’ progress from faculty and to receive
feedback from students regarding their experiences in the clinical internship sites.
Lastly, preceptors also felt that there was need for introducing incentives into the
preceptorship program
Conclusion
The key areas that emerged from the study indicated an uncoordinated and unstructured
preceptorship program in the diploma nursing curriculum. Preceptor support is limited as
evidenced by report of lack of training or orientation of preceptors to their preceptorship role.
To ensure sustainability of preceptorship program there is need to improve the following areas:
preceptorship training and orientation, and preceptorship support by both the health training
institution and the health facility managers. Key words: Preceptors, preceptorship, orientation,
socialization, student assessment, and faculty support, clinical teaching, mentor, clinical
supervisor.
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Eisert, Shelly. "Addressing Limited Clinical Experiences for Nursing Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1005.
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This descriptive case study addressed the problem that nursing students at a small community college lacked clinical experiences that promoted identification of their strengths and weaknesses in knowledge and skills expected of nurses. The interest in this individual case and purpose of this study was to understand the clinical learning activities nursing students at this site believed were effective strategies for evaluating their strengths and assessing areas needing improvement in their nursing practice. The theoretical foundation of adult learning formed the basis of this descriptive case study using a survey design to assess the students' perceptions of clinical learning activities that were effective for evaluating their strengths and weaknesses in their nursing practice. Descriptive statistics including frequencies and percentages of responses to a survey were used to summarize data related to the students' preferences for learning based on clinical activities. Key findings indicated that a large percentage of nursing students at the site strongly agreed that high-fidelity simulation was an effective strategy for evaluating strengths and assessing areas needing improvement in their nursing practice. Based on the findings, a curriculum plan with tools to prepare nursing educators to facilitate debriefing to enhance clinical learning activities was developed for the local school of nursing. The results of this study can be used by nursing educators as they integrate active learning and assessment activities, particularly high-fidelity simulation, into nursing education at this site. The findings could contribute to positive social change when nursing educators at the site are empowered to implement and assess components of the curriculum plan to positively impact nursing students' ability to reflect and evaluate their nursing practice resulting in improving their learning and nursing care.
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Epeneter, Beverly Jean. "Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation." PDXScholar, 1998. https://pdxscholar.library.pdx.edu/open_access_etds/3398.
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The primary goal of undergraduate nursing programs is to prepare students for nursing practice. Achievement of this goal may be hindered by reliance on the scientific method in nursing education. Nursing practice often requires the ability to make judgments in situations of ambiguity without the benefit of objective data. The ability to rapidly "read" a situation and respond appropriately is critical to safe nursing care. This requires education in the intuitive way of knowing. Intuitive development may be impeded when students are taught to rely on the rational, scientific way of knowing. The end result may be that students are unprepared to meet the demands of nursing practice.
Research on intuition in nursing has focused on nursing practice. To date, no study has explored intuition in nursing education.
This study provides data on intuition in undergraduate nursing curricula. A descriptive research study was done on faculty members of the National League for Nursing (NLN). An intuition survey was developed and pilot tested on 10 undergraduate nursing faculty. The survey was sent to a random sample of 676 NLN faculty members nationally. A 51% $(N = 330)$ response rate was achieved. The survey included: (a) intuition attitudes, (b) attitudes toward including intuition in the undergraduate nursing curriculum, (c) intuition in the current curricula, (d) practices related to development and teaching of intuition, and (e) preparation for teaching about intuition.
The major findings are: (1) Faculty expressed attitudes of value for intuition. (2) Faculty expressed attitudes that support the importance and appropriateness of including intuition but had concerns about including intuition. (3) Intuition is currently included in the undergraduate nursing curriculum on a limited bases. (4) Faculty use many strategies to develop their own intuition and to help students develop intuition. The majority of faculty rate the strategies as effective. (5) A limited number of respondents had preparation to teach about intuition and the majority expressed interest in learning more about intuition. (6) Program type, years in nursing education, and highest degree in nursing made a difference on intuition attitudes.
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Simmons, Joanne Stephanie. "The Development and Validation of a Novice Nurse Decision-Making Skills Education Curriculum." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3512.
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Novice nurses (NNs) are entering critical care environments with limited knowledge, skills, and decision-making expertise. They are expected to care for complex patients in a dynamic healthcare setting. The research question for this project examined whether NNs improve their knowledge and skills by participating in a nursing decision-making skills curriculum. The purpose of the project was to develop and validate a nursing decision-making skills education curriculum working in an intermediate critical care unit. Taba's instructional theoretical model was used to guide the new curriculum development along with current evidence based practice found in the current literature. Scaffolding approach theory encouraged the use of more knowledgeable peers or educators to assist NN with skill acquisition. Project participants consisted of 5 local learning specialists in critical-care nursing with a minimum of a bachelor's of science degree in nursing as well as national certifications. Upon curriculum review completion, each of the 5 specialists were asked to complete a 5-point Likert scale survey to evaluate the content of the newly developed curriculum. Descriptive analysis was completed on the survey data. Three of the 5 learning specialists agreed and 2 strongly agreed that the program met its stated objectives. Three of the learning specialists strongly agreed and 2 agreed that the course content was relevant to NNs' day-to-day roles and that the material and resources facilitated the development of decision-making skills. Adjunct NN education may promote positive social change by providing an effective strategy for improving decision-making skills among NNs, potentially leading to improved patient outcomes in a healthier community with a skilled healthcare workforce.
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Ferguson, Roxanne Alice. "Critical thinking skills in nursing students: Using human patient simulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/22.
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The problem investigated by the researcher relates to the development of critical thinking knowledge and skill in nursing students. Traditional approaches to educating nursing students have been used in the past to educate nursing students, but newly licensed registered nurses still have difficulty with critical thinking knowledge and skills. The principal investigator evaluated the use of an alternative method of teaching learning to foster and develop critical thinking knowledge and skills. One suggestion for teaching learning methods is the use of human patient simulation. A pretest/posttest experimental design was used to investigate critical thinking knowledge and skills after using human patient simulation in second semester nursing students. Nursing students from a northern California university were approached to participate in the study in the fall of 2011 and spring of 2012. The WGCTA Form D and the Lasater Clinical Judgment Rubric were used as a method to determine any changes in critical thinking knowledge and skills. No simulation. This study adds to the body of knowledge relating to the use of human patient simulation.
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Mallo, Ryan Seth. "Dying to Be a Man| A Mixed Methods Study Implementing Men's Health Promotion and the Psychology of Masculinity in Graduate Primary Care Curriculum." Thesis, Northwest Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933610.
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<p> The health outcomes of men are significantly worse, when compared to their female counterpart, for the top 15 leading causes of death nationwide. At this time, men are not actively engaged in the healthcare system and didactic and clinical education does not adequately prepare providers to care for men or understand the psychology of masculinity. As of 2016 there were no primary care programs or medical schools that incorporated a specific course in men’s health promotion or the psychology of masculinity within their curriculum. This research study implemented one curricular module on the content of men’s health promotion and the psychology of masculinity. The researcher sought to understand what aspects of men’s primary healthcare and masculinity were taught within Primary Care Providers (PCP) didactic and clinical studies, what PCPs state was lacking from their curriculum, and how that translates to their ability to practice clinically. The research took place at six separate universities throughout the United States. Using a five-point Likert scaled survey, quantitative data was collected from students in six universities after they participated in a single module on men’s health promotion and masculinity. One month after students at the six universities went through the intervention, a second quantitative, five-point Likert Scale survey was collected that sought to determine what information from the module was applicable in their clinical education and settings after going through the intervention. The researcher then conducted six, qualitative, semi-structured, open-ended interviews with students who responded favorably to such an interview in quantitative evaluations through Qualtrics. Data analysis was completed through Wilcoxon Signed Rank Testing. Cohen’s d effect size was utilized to understand the significance of effect size within the data. Students in primary care agree that lack of timely healthcare, on behalf of men, is a stressor on the healthcare system and 100% of students agree they would welcome more content in their didactic education on men’s health promotion and the psychology of masculinity. Similarly, 94.5% of respondent’s state there is a need for primary care students to learn how to engage men in primary preventive care with 77% of respondents requesting more gender specific training. Students that went through the educational endeavor found value in the content delivered with 83.4% of participants stating they planned to make changes in their practice as a result of going through the educational module. Quantitative findings revealed that less than 20% of those surveyed are consistently utilizing evidence based interventions noted in literature to recruit and retain men into primary preventive care. Qualitative interviews noted that participants found themselves unconsciously unaware of their limitations in caring for men in the primary care setting, but fully aware that diverse and holistic care improves patient outcomes. Qualitative respondents also expressed a desire to grow professionally and a willingness to engage in pioneering practices that would equip them to deliver excellence in care.</p><p>
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Herrera, Antoinette Navalta. "Educational journeys of Hispanic women in nursing." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/24.
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Hispanics continue to be the fastest growing minority population in the Nation. According to U.S. Census Bureau (2011; 2008)., the Hispanic or Latino population was 16.3 percent in 2010 and is projected to be over 30 percent in 2050. However, only 3.6% of the RN population is Hispanic indicating an unrealistic representation of today's diversity in nursing (U.S Department of Health and Human Services, 2010). The purpose of this qualitative study was to explore and better understand how Hispanic nurses perceive their community college associate degree in nursing (ADN) program experience. More specifically, this study described, analyzed, and interpreted the experiences of Hispanic nurses with an emphasis on retention. Using a phenomenology approach, six Hispanic nurses who completed an ADN program interviewed separately. Sources of data included audio-recorded interviews, note-taking, and written journals. Data analysis followed Moustakas' modification of the Van Kaam method of phenomenological data. Four common themes emerged from data: financial challenges, fear of failing, supports and supporters, and role model. Findings from this study contributed to a deeper understanding of the way in which Hispanic nurses have perceived their educational experiences and how those experiences have influenced their beliefs and practices overall. The findings offer data to researchers who are addressing the epidemic problem of the nursing shortage and the lack of diversity in the nursing profession.
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Saunders, Dinah Jo. "Clinical decision-making and clinical judgment outcomes by nursing students in traditional or nontraditional curricula." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618497.
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The purpose of this study was to investigate the claim that nursing students in nontraditional curricula achieve program outcomes consistent with nursing students in traditional generic curricula. Clinical decision making and clinical judgment are essential components of critical thinking in nursing. Self-perception as a decision-maker was measured by the Clinical Decision Making in Nursing Scale (CDMNS) and clinical judgment was measured by the Clinical Judgment in Nursing Series #1: Emergencies in Adult Client Care Test (CJS:EACC).;Participants were recruited from three regional universities. One curricular group consisted of a generic (traditional) BSN group. One nontraditional curricular design was RN-BSN Completion programs designed for RN's to return for degree completion. The second nontraditional curricular group represented an Accelerated BSN program designed for adult learners with a previous baccalaureate degree to achieve a career change to nursing.;No significant outcome differences in self-perception as a clinical decision-maker as measured by mean scores on the CDMNS or in the decision making process as measured by subscale scores on the CDMNS were found between Traditional and nontraditional student groups. The hypotheses that there would be no differences in either self-perception as a decision maker or the decision making process were supported.;A significant difference was found between group scores related to clinical judgment as measured by the CJS:EACC. The nontraditional curricular groups, primarily adult learners, achieved higher scores than the generic group. The attributes of age, work experience, self-directedness, and readiness to learn may have influenced the adult learner's ability to achieve, through nontraditional program structures, at the same level or higher as traditional students. Age was an influencing variable on CJS:EACC scores. The instrument measures nursing assessment and intervention related to adult medical/surgical clients. The hypothesis that there would be no difference in clinical judgment could not be supported.;Interview responses representative of each curricular group were consistent with previous studies of the goals, barriers, learning needs, and characteristics of the adult learner.
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Pryby, Felicia Katherine. "Improving the Charge Nurse's Leadership Role: A Collaborative Learning Forum." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2457.
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Staff nurses are frequently placed in charge nurse positions without the necessary formal training. The long-term goal of this project was to develop a curriculum for a formal institutional leadership workshop for the charge nurses at the practicum site. The Johns Hopkins Nursing Evidence-Based Practice model and Lewin's change theory were used to guide the development and implementation of the workshop. Data were collected using a focus group approach with 4 novice and 5 expert medical-surgical charge nurses. The short-term goal of the project was to understand the charge nurses' perceptions of leadership and the challenges as a front-line leader. Participating nurses were recruited from staff meetings and from a hospital flyer. Each participant answered the 3 leadership questions. The charge nurses' statements were categorized and color-coded to identify emerging themes from repetitions of words and patterns; themes were subsequently prioritized from the most to the least occurring. Member checking with participants as well as preceptor verification and validation of 10 themes that were utilized to develop the curriculum: communication, patient safety, roles, teamwork, conflict management, generational diversity, mentoring, cheerleader, prioritization, and delegation. Implementing the workshop 4 hours per month over a 3-month period and formal mentoring was recommended for optimal sustainability based on the proposed theoretical framework. Implications for positive social change include the potential for enhancing the quality of patient care delivered and improving patient safety as a result of charge nurse leadership being modeled.
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Wu, Chia Jung. "Effectiveness of a specific infection control education program for Taiwanese nursing students." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16541/.
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The purpose of the study The purpose of this research project was to develop and test an educational program for preparing Taiwanese nursing students for clinical practice. Study background The SARS outbreak revealed that health care professionals were ill-prepared for coping with the disease epidemic in terms of the rapid transmission of the infection, the high mortality and morbidity rate among health care workers, and the significant impacts on the public and health care personnel. Frontline nurses were the group at highest risk of becoming infected, as they are the health care personally that provide direct health care to infected patients. However, to date the ability of Taiwanese frontline nurses to respond to such a disease epidemic has not been examined. Study design This research project incorporated a three phase design, presented in the form of two separate studies. A small qualitative exploratory study was undertaken to validate the assumptions emerging from international literature regarding the preparedness nurses in managing an infection outbreak. The information gained was used to construct an infection control education program (Study I). A quasi-experimental design, using pre- and post-tests and experimental and control groups was then used to test the effectiveness of the education intervention (Study II). Participants A purposive sampling technique was used in the qualitative exploratory study, whereby six Taiwanese nurses who had provided direct nursing care to patients with SARS were interviewed. A convenience sampling approach was utilised in the quantitative study, which aimed to test the effectiveness of educational intervention. This, second study, had 175 participants in total, 80 in the experimental group and 95 in the control group. All participants were enrolled in the first semester of their fourth year in a five-year nursing program in two selected junior nursing colleges. The education intervention The purpose-designed standard and additional precautions (SnAP) program was the intervention. The experimental group received a SnAP program which consisted of 16 hours of classes over 16 weeks. The control group received a conventional education program. Data collection and instrument Data were collected at three time points during the study (baseline, four months, six month) using validated instrument. The reliability and validity of the instrument was established in a pilot study with a Taiwanese population prior to the present study. Data analysis t-tests and chi-square analyses were performed to assess any differences across demographic variables and baseline outcome variables between the experimental and control groups. Two-way repeated measures ANOVAs were used to examine the scores of the intervention and control groups across three time points. Results The data revealed that, at six months following the education program, there was a statistically significant improvement in the knowledge (F [2,180] =13.53, p=0.001) and confidence (F [2,94] =4.88, p= 0.01) of infection precautions in the intervention group compared to the control group. Also, the means of knowledge and confidence in intervention group showed a consistently increased across three time points; whereas, the mean of confidence relating infection control management in the control group resulted a drop at time 3. Although the application skills relating to infection control procedures did not show a statistically significant change during this period (F [2, 174] = 2.54, p=0.081), there were minor improvements in these scores at the six-month follow-up assessment. Conclusion The SnAP program had a positive impact on Taiwanese nursing students' readiness for clinical placement and potential outbreak of disease epidemics. Participation increased their knowledge about infection control precautions, their ability to properly use these specific precautions, and their confidence in solving infection-related issues in clinical practice.
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Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.
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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.
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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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Craddock, Deborah. "Pre-registration interprofessional education : an evaluative study using podiatry as an exemplar." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/72411/.
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The ability to learn and work in a multidisciplinary team is crucial to the delivery of healthcare that is ‘fit for purpose’ in the twenty-first century. Consequently, interprofessional education (IPE) is a mandatory requirement for pre-registration training in health and social care. However, the evidence base for the effectiveness of such programmes remains limited. This evaluative study aims to explore the potential influence of IPE at pre-registration level, using podiatry as an exemplar. In Phase One, key informant interviews were held with IPE curriculum developers from higher education institutions (HEIs) (n=8) in the United Kingdom. Verbatim transcripts of these interviews were analysed using elements of grounded theory. In Phase Two, using the qualitative results as the anchor, a survey was constructed and administered to pre-registration health and social work students in a number of parallel IPE initiatives (Sample 1: n=1151; Sample 2: n=1060), involving 6 and 5 HEIs respectively. The findings of the key informant interviews and SPSS survey analysis were subsequently combined to inform the results of the research. The findings revealed an absence of educational theory underpinning the IPE curriculum development process. In addition there were issues concerning institutional commitment to IPE, attitudes towards IPE, and inconsistencies in the approach to curriculum delivery, all of which militated against successful implementation. The results illuminated that students learn about other health and social care professions that are represented in their IPE group. An appropriate time to introduce IPE into pre-registration programmes was found to be the latter part of the academic year for students studying first year modules. Students’ readiness for interprofessional learning was found to be enhanced if they were inducted to a coherent IPE initiative with consistent approaches to learning, teaching, assessment and evaluation across programmes. However, attitude differences between professional groups emerged where students with a strong sense of professional identity and roles were less ready to engage in interprofessional learning. This study indicates that the current method of implementing IPE in pre-registration health and social care programmes is less than ideal. The development and delivery of the IPE curriculum appears to be flawed. Explanations for the findings are explored and the implications for practice and future research are considered.
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McBean, Mary Eunice. "Ethical curriculum development and teaching." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.
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The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.
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Bland, Andrew. "Student nurses participation in simulation : a study to explore simulation as a learning strategy in an undergraduate nursing curriculum." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/31677/.
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This portfolio presents a schema of publication outputs developed from different stages of a journey of research framed by supporting commentary. Collectively these provide a portfolio of study that explores the learning potential of simulation in undergraduate nurse education. A brief history and overview provides context and background into the positioning of simulation within undergraduate nurse education that influenced the design and implementation of this research enquiry. Exploration of the literature base revealed a lack of consensus and understanding of simulation at that time. A concept analysis to search for common use and meaning of simulation as a learning strategy provided initial clarity, a foundation for further research and the first publication within this portfolio. This further informed the research aims and subsequent publications which focus on fundamental aspects of simulation which offer different perspectives for exploring and understanding this educational choice. A qualitative methodology was adopted as the optimum research design to establish a theoretical analysis of how simulation contributes to learning from the perspectives of undergraduate adult nursing students. An adapted form of classic grounded theory (Glaser, 1978) maintaining close association with the original approach (Glaser and Strauss, 1967) enabled data to be collected contemporaneously with student performance and reflection. Deep understanding developed from the multiple methods of dynamic data collection and analysis that captured the interactions of individual as they engaged in the simulation experience. Data was analysed through multiple lenses, including context and through the lens of both the researcher and learner. Findings suggest that immersive simulation engages and enables students to actively participate in professional context resulting in reflection and a motivation to learn. Simulation in this study has been found to enable curiosity and intellect engendered through activity which is enhanced through social collaboration and assists in embedding and contextualising theory. Ultimately students need to make identity shifts and evidence from this study would indicate that simulation enables students to think like a nurse as they make connections between theory and practice illuminated through activity and working together. The collective publications, findings and supporting commentary within this portfolio, serve to strengthen the existing evidence base for educators to consider when designing and developing simulation-based learning opportunities.