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1
Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.
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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.
2
Nambozi, Grace. "An evaluation of community based university nursing education programme and stakeholders' experiences." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:14394.
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This study is concerned with an evaluation of a nursing education programme designed to provide practical experience of child health education in two primary schools local to a university in Western Uganda. The purpose of the programme evaluated in this study, was both to provide health promotion and education experience to students in a real-life situation while being supervised by a member of the academic staff and to offer ‘real’ health care in relation to preventable diseases. This programme represents a paradigm-shift where students can practice health care within a project developed and run by their university for the local people. The programme focused on health promotion, illness prevention, and early intervention with the aim that, pupils would pass on their learning to children and through them to the wider family and community. This is suggested to take place through a ‘Reciprocal Ripple Effect Model’ and role modelling guided by ‘Ubuntu’ philosophy with its focus on community members helping each other. This qualitative study aimed to evaluate the project through an exploration of participants’ experiences. Data were collected using participant observation, document analysis, focus group discussions, semi-structured and email interviews from a total of 71 participants. Participants included children, parents, academic staff, nursing students and local administrators. The data were analysed using content analysis. The study provides new insights into community-based nursing education programmes. It found key themes that reflected a positive experience of the programme from all participants. Through collectiveness, participants valued ‘being involved and participating', 'sharing information', and the wider communication that the initiative enable for all actors. Students valued 'acting as role models' and the project was associated in the participants' experience with 'developing and growing confidence'. The one key theme which most clearly reflects the child and parents' experience was 'transforming one's life', indicating the way in which the project helped make members of the university's local community feel valued. The university had ceased to be an institution of privileged outsiders and had become integrated and valued with their community. This study provides support for the use of the 'Reciprocal Ripple Effect Model' guided by 'Ubuntu' philosophy in resource-limited environments in empowering the community to make decisions and embrace informed responsibility for their health. Also in enhancing the learning and intervention performed by student nurses and in a manner that was culturally acceptable and sustainable in a resource-limited environment.
3
Chisholm, Elizabeth. "The social organisation of assessment in the Diploma in Nursing programme." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326656.
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4
Yeung, Nga-man, and 楊雅雯. "A guideline of nurse-delivered pre-dialysis education programme for stage 4 chronic kidney disease patients." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44626988.
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5
Bettiens, Rosanne, and n/a. "Clinical outcomes of theoretical teaching of the nursing process in a tertiary programme." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.094014.
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Problem: While the educational preparation of students
in a tertiary nursing programme was the general focus of the
study, the specific concern was with the degree to which
students in the first and third year of the programme
implemented all aspects of the nursing process in their
delivery of patient care. The study developed out of a need
to evaluate the effectiveness of theoretical teaching in
regard to the students' ability to implement theoretical
principles in clinical practice. The desired outcome of the
study is that the data will be useful in developing more
appropriate and effective teaching approaches that will
result in improved clinical nursing practice.
Methodology A survey of patients receiving nursing
care from students in the first and third year of their
programme was conducted on completion of a one week block of
clinical experience for both groups of students. A
questionnaire was the instrument of data collection.
Factors included in the study were the patients' perceptions
of the students' attention to four of the five phases of the
nursing process: assessment, diagnosis, planning and
evaluation. Questions addressing the degree of patient
involvement in all of these phases were included throughout
the questionnaire. Questionnaires were returned from twenty
nine of the thirty one patients surveyed in the first year
student group and from thirty of the thirty one patients
surveyed in the third year student group; constituting a
93.5 percent and a 96.7 percent response respectively.
Results The scores achieved by each group of students
were compared against scores determined by the researcher to
indicate realistic educational and professional standards of
practice in each specified section and comparisons were also
made between the two students groups to identify development
of practice over the education programme. Scores indicated
that:
1. Within each section of the study both student groups
scored below the expected level on certain items, the
most notable deficiencies being related to the aspects
of patient empowerment through informing and involving.
2. The third year student group scored overall higher
than the first year students in regard to attention
to the more 'technical' aspects of the nursing process,
but did not give the same degree of attention to the
'human' aspects, scoring equal to, or lower than their
less experienced colleagues.
Conclusions:
1. There are apparent philosophical differences between
the graduates of the 'old style' training system and those
involved in the tertiary nursing programme in regard to the
individualization of patient care and the allocation of
priorities within a time frame.
2. Clinical application of theoretical principles relies
heavily on the reinforcement of these principles by the
clinical teacher/supervisor. There is a need for these
clinical supervisors to have:
(a) a better understanding of the educational objectives
for students in the clinical settings, and
(b) assistance towards developing teaching/organizational
strategies that will guide the student towards
objective attainment when such abilities are not
developed.
Recommendations: Among the recommendations presented
were:
1. that the nursing discipline within the university make
formal and informal opportunities to inform all clinicians
of the changes in nursing education and the implications
these changes have on the overall approach to the delivery
of patient care.
2. that there is an increased emphasis on the educational
preparation of the clinical supervisors and that their
commitment to the students' achievement of the clinical
objectives is enhanced through involvement in programme
planning and evaluation.
6
Pleasance, Paul L. "Approaches to learning adopted by students undertaking a Diploma of Higher Education in Nursing programme." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30941.
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Nursing education has undergone radical change during the last decade. All nursing programmes are now based in Institutions of Higher Education. While many aspects of the implications of these changes have been investigated, little research has been published concerning the approaches to learning adopted by student nurses. The Approaches and Study Skills Inventory for Students (ASSIST) is a tool designed to investigate preferences for different approaches to learning. It was administered to 296 students undertaking the Diploma of Higher Education in Nursing programme of De Montfort University, Leicester. The responses provided by the students were analysed using the constructs of the original authors (deep, surface and strategic approaches). The data was then subjected to factor analysis. There was found to be a high level of consistency between the original constructs and the factors extracted, and it was thus concluded that the inventory was probably a valid tool for use with the sample population. The approaches to learning favoured by various subgroups of the population were examined. Thus comparison could be drawn between male and female students, between younger and more mature students, between students with different previous academic qualifications, and between students undertaking different nursing branch programmes. It was found that deep approaches to learning were most favoured overall, and that there was no change in approach as the students progressed through the course. Older students showed an increased preference for deep approaches when compared to younger students, and male students showed similar preference when compared to female students. It was also found that students undertaking the adult nursing branch programme were more likely than other students to favour surface approaches to learning. Some of the implications for nursing education are discussed.
7
Willemse, Juliana. "The affordances of mobile learning for an undergraduate nursing programme: A design-based study." University of the Western Cape, 2018. http://hdl.handle.net/11394/6584.
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Philosophiae Doctor - PhD<br>The global use of mobile devices, and their connectivity capacity, integrated with the affordances of social media networks, provides a resource-rich platform for innovative student-directed learning experiences. Technology has become embedded in the daily lives of students, who become more approachable when technology is used within the higher education context. In 2014 the Educause Centre for Analysis and Research partnered with 213 higher education institutions across the United States of America. It was established that 86 percent of undergraduate information technology students owned a smartphone and half of that percentage owned a tablet. A systematic review on mobile learning in higher education focusing on the African Perspective in 2017 concluded that there was an increase in the use of mobile learning in higher education.
Higher education institutions continue to move away from traditional, lecture-based lessons towards new, innovative teaching and learning methodologies to facilitate emerging pedagogies and strategies, thereby enhancing student learning. The adoption of technological innovation could promote the unfolding of a social process that over time could enhance social connectedness among young students and their older adult educators.
Mobile learning is fundamentally defined as “learning with mobile devices” and it has the potential to extend the philosophies of learning through innovation It was identified that research in the field of m-learning can be divided into four areas, namely: pedagogy; administrative issues and technological challenges; ensuring sustainable development in education using m-learning; and the impact of new applications.
With the increased need for nursing professionals, promoting the quality and effectiveness of nursing education has become crucial. It is thus important to establish learning environments in which personalised guidance and feedback to students regarding their practical skills and the application of their theoretical knowledge within clinical learning environments is provided.
8
Neary, Mary. "An investigation of the assessment of student clinical competencies during the Common Foundation Programme of Project 2000." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338914.
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9
Axiak, Sally. "The impact of a Continuing Professional Education degree programme in Mental Health Nursing : a phenomenological study." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21625/.
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10
Tlapu, Moipone Martha. "A coaching programme for nursing college managers to facilitate employee wellness / M.M. Tlapu." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9707.
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There have been on-going debates regarding wellness and management roles. There are several general programmes for facilitation of wellness. Some are implemented but others not. The urge to develop a coaching programme for college managers was triggered by personal experiences as the principal of a nursing college with the aim of helping the managers to facilitate employee wellness.
The research was conducted to make a meaningful contribution to a body of knowledge, in particular knowledge related to the facilitation of employees’ wellness by the nursing college management.
Aim
The aim of the study was to develop a coaching programme for nursing colleges’ managers to facilitate employee wellness.
The research was conducted into two phases.
Phase one
The first phase is a situational analysis. A qualitative strategy, which is explorative, descriptive and contextual in nature, was used. The perceptions of employees, guided by a literature review, were explored and described.
Research Design Method
The design of the study was qualitative, with explorative, descriptive and contextual elements.
The nursing college managers were interviewed in both individual and in focus groups interviews. Only six main samples were used, namely: principals, vice-principals, HODs, registrars, nurse educators and support staff. An interview schedule was prepared by the researcher and experts in qualitative design.
The first focus group interviews were conducted with the heads of departments in four nursing colleges. Three focus group interviews were held with heads of departments, nurse educators and support staff. Individual interviews were held with three principals and college registrars. The data analysis procedure from Henning, Van Rensburg and Smit’s (2008:106) writing was adopted as the bases for data analysis in phase one of the study. Deductive and inductive strategies were used.
The results of phase one relating to the experiences and perceptions of employees and managers were used in conjunction with the integration of the embedded literature to develop the conceptual framework and coaching programme for the management of nursing colleges.
Phase two
The second phase was the description of the conceptual framework. An integrated map was compiled by mapping the concepts from the conclusions from all the empirical findings from Chapters 3 and 4.The main concepts of the integrated map are described. Finally, a visual conceptual framework was presented. A coaching programme for nursing college managers to facilitate employee’s wellness was developed. The programme was presented into 2 parts; part 1 for training managers to empower them with coaching skills. Part 2 addressed facilitation of employee’s wellness.
Ethical considerations were observed throughout the study.
Results and findings
The results from both the employees and managers reflected challenges which involved the political mandate of increasing numbers of students without extra human and material resource allocation. Most of the employees complained about college management, which did not recognise their efforts and qualifications. Other causes of dissatisfaction included increased workload, the large numbers of students and decreased facilities through the rationalisation and merger of the nursing colleges.<br>Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.
11
Daniels, Annelize. "The support of students by lecturers in the Nursing Foundation Programme at the University of the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/5013.
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Magister Curationis - MCur<br>Due to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursing (B.Nurs) Foundation Programme at the University of the Western Cape. It was noted by the researcher that little research into foundation provision has, to date, been conducted in South Africa. Insights into this programme gained from this study will be of benefit to all educators providing foundation provision on the support of students in foundation programmes. The purpose of this qualitative study was to explore and describe the support of students by lecturers in the foundation programme, from which recommendations for lecturers were described to support the students in the foundation year. A qualitative, exploratory, and descriptive design was applied, using individual semistructured interviews and field notes. Purposive sampling was conducted and eight participants took part in semi-structured individual interviews. Each interview took around 10 to 30 minutes to complete. Data were analysed using Tesch’s descriptive method of open coding. The findings of this study indicate that a foundation programme is needed to support students from disadvantaged backgrounds, and to prepare them for life and studies at university level. Some of the participants were of the opinion that the foundation programme was unnecessary and a waste of time and that it only prolonged their studies. However, the majority of the participants were grateful for the support that the Nursing Foundation Programme provided, and they attributed their success to the existence of the Nursing Foundation Programme.
12
Archer, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.
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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.<br>Background to the study: The Critical Care nursing programme at the Faculty of
Health Sciences (Stellenbosch University) is a one-year programme. The practical
component consists of practical procedures and case presentations. Students have
limited time available in the clinical areas to reach competency in the practical skills.
Students tend to use the majority of the clinical teaching time available to reach
competency in these practical procedures, rather than discussing the patient and
learning the skills to integrate and understand the patient’s condition and treatment,
which they can acquire by doing case presentations. The end result of this misuse of
clinical contact time is that some of the students, by the end of their programme, still
have difficulty to integrate a patient’s diagnosis and treatment regime, although they
have managed to complete the expected practical procedures.
Summary of the work: A case study design was used. I wanted to investigate whether
one could make use of simulation and the Clinical Skills Centre (CSC) to complete the
majority of the practical procedures so that more time would be available in the clinical
areas for the students to do case presentations. The study focuses on describing how
the tutors and students involved experienced the use of simulation, as well as how it
impacted on the available teaching time in the clinical areas.
Conclusions and recommendations: Some of the most important issues that were
highlighted in the study and needs to be mentioned are the following:
· The students highly valued supervision by a Critical Care tutor when practising their
skills in the CSC.
· Students indicated that they valued the opportunity to practise some of the more
risky procedures in simulation, because it presents no risk to patients.
· Case presentations seem important to be added to the CSC’s practical sessions in
order to attempt making the practical simulated scenarios even more realistic.
· The teaching at the bedside in the clinical areas used to be done somewhat ad hoc.
With the teaching in the CSC now being much more structured, this necessitates the
teaching at the bedside to be revisited and to be structured to a certain extent.
Summary of the results: The information obtained from the Critical Care tutors and the
students indicated that these two groups were largely in agreement that simulation
seems to be valuable and can effectively be used in a Critical Care nursing programme.
13
Hinsliff-Smith, Kathryn. "Failure is not an option : learner persistence amongst Access to Higher Education learners on a DipHE/BSc nursing programme." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13831/.
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Since the late 1990s, the UK Government has a policy to support Widening Participation (WP) measures in UK universities. These measures aimed to increase the demographic and socio-economic profile of the undergraduate student population across all UK universities. The target for these measures includes a focus on mature applicants, women entrants, and ethnic minority representation. Latest data (2010/2011) from the Higher Education Statistics Agency (HESA) indicates whilst by far the largest proportion of full-time entrants to undergraduate places are the ‘traditional’ 19 year entrant with A level qualifications (288,590). By comparison a further 77,155 entrants are mature, those aged over 21, who have gained a variety of accepted entry qualifications. One such recognised qualification is that of an Access to Higher Education Diploma. The Access programme is usually undertaken by mature students, with no previous qualifications, who after successful completion of a one-year full-time course are then able to apply for an undergraduate course. It is estimated that one in four mature entrants will enter a university course with an Access qualification (HEFCE, 2006). Against a backdrop of a changing and more diverse student population, a discourse has emerged around the retention of HE students. Current data suggests that one in every twelve undergraduates will leave their university programme in the first year of study (Thomas, 2012a). The attrition of students who have entered university is not only an economic cost to the institution and the individual but is considered a wider social cost. Within the body of work on student retention there is an emerging focus on pre-registration nursing programmes, which were traditionally delivered in nursing schools attached to hospitals but since the 1990s are now delivered in HE institutions. Historically there have been concerns about the levels of student attrition from all nursing programmes and this has continued to the present day with individual Schools of Nursing and the Department of Health trying to address the issues around retaining pre-registration nursing students. Concerns around student retention have given rise to a prolific and substantive body of work around HE student retention both in the UK and wider afield, with much of this work underpinned by the seminal work of Tinto (2002, 1993). Studies on student retention agree that understanding and addressing the issues of student retention is complex, with multiple reasons why students leave early. The largest proportion of research undertaken on UK pre-registration nursing programmes have focussed on the reasons why students leave pre-registration nursing programmes rather than what makes them stay. The research questions asked in this thesis are not around student retention, although this phenomenon provides a backdrop to the study, but around learner persistence by mature Access entrants on UK pre-registration nursing programme. This research raises important questions about what is enabling mature entrants to persist on their programme, since data indicates that mature entrants account for 46% of all nursing students who enter pre-registration nursing programmes in the UK. This study is located in one large UK School of Nursing that attracts over 19% of their student cohort as mature Access entrants. This study follows nine individuals through their second year of a three-year programme to understand their transition, through this mid-point year, as an understanding of the transitions for these mature entrants is currently lacking in the literature. The nine participants were recruited via an electronic survey and were interviewed on three occasions throughout their 2nd year of a DipHE/BSc pre-registration nursing course in order to gain an understanding of their lived experiences as mature Access entrants. Data analysis in this study utilised Glaser and Strauss (1967) classic grounded theory (CGT) methodology. The findings from this CGT study indicate two phases in the participants’ journey enabling them to successfully complete their pre-registration nursing programme: Phase One - pre entry to university and participant journey towards their current course and Phase Two – continued journeys in the first 2 years of nurse training with 5 main categories metaphorically described as: ‘Home Territory’, ‘No Man’s Land’, ‘I Can See Land, ‘Lost Bearings’ and ‘Wearing the Uniform’. These metaphor categories describe a journey that is undertaken from when participants left school and made their early career decisions, through to participants exploring opportunities of further study and gaining an Access qualification to participants been accepted onto a DipHE/BSc pre-registration nursing programme. The study findings indicate that despite the known transition hurdles that result in some student nurses leaving their course early, the nine participants in this study were able to persist successfully on their programme. The study findings suggest that there are significant factors that have enabled these nine mature Access entrants to have a ‘persistent’ approach. These are the ‘learner profile’, ‘On-programme’ and ‘Environmental’ factors and are presented as a framework for a grounded theory of mature learner persistence directly taken from the lived experiences of the nine individuals in this study. These significant factors for a theory of learner persistence include an overarching ‘profile of the learner’ that enters a pre-registration programme and includes their entry qualification, age, career aspiration, and previous experience of nursing. Whist ‘on-programme’ factors aid learners’ ability to overcome the transitions into university and the clinical practice requirements of the programme. The skills and experiences gained through obtaining an Access qualification and the preparation for higher-level study is a significant factor in enabling the study participants to overcome the difficulties that they experienced over their first two years of their DipHE/BSc programme. An additional factor for their persistence was a strong career motivation, a desire to become a nurse. This career motivation underpinned the reasons why participants choose an Access programme, provided a route into university and enabled them to focus on their DipHE/BSc pre-registration nursing programme. UK Schools of Nursing who offer pre-registration programmes are required to attract and retain the very best student nurses. This presented theory of mature student learner persistence raises important questions about the policy for selection, recruitment, and retention by all HE providers and policy makers of nurse education. The findings demonstrate how different factors enable learners to persist and recommends that these should be incorporated into the recruitment stage and furthermore how to support learners during the 3-years of a pre-registration nursing programme.
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Njikija, Vuyelwa Francina. "The role of assessments in enhancing midwifery programme outcomes at a public nursing education institution in the Eastern Cape Province." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11597.
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The substandard care noted and reported on in midwifery practice at level one midwifery care institutions in South Africa raises a concern about the effectiveness of the assessment strategies used at nursing institutions in enhancing midwifery programme outcomes. The concern is mainly directed particularly at the performance of the newly qualified professional nurses as they are the ones that practise at level one institutions, had just gone through training and been found to be competent practitioners. The success of any training programme and specifically midwifery practice as in the content of this study is dependent on the effectiveness of the assessment techniques or strategies used; hence assessment is considered integral to monitoring the quality of the midwifery care programme. The current study used a quantitative research design to explore and describe the role of assessments in enhancing midwifery programme outcomes at a public nursing education institution in the Eastern Cape Province. Recommendations to enhance the role of assessments for the benefit of midwifery programme outcomes at a public nursing education institution that were made were guided by the findings of the study. Participants were non-randomly selected and were personally provided with a self-developed questionnaire to complete. 134 participants returned fully completed questionnaires while approximately 25% of the selected sample did not return theirs. Data was captured on an excel spread sheet and analysed using Cronbach’s alpha programme under the guidance of the statistician and supervisor. Findings of the study were that: • the participants perceived the role of assessments as positively enhancing the midwifery programme outcomes, • though they also agreed and strongly agreed that there were major factors that prevented enhancement of midwifery programme outcomes. Ethical considerations were autonomy, beneficence, justice and non-maleficence. The validity and reliability of the data- collection instrument was ensured. Furthermore, recommendations were made for nursing education, clinical practice and future research. The study was conducted during the period of July 2014 to January 2016.
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Onwe, Simon Nwigboji. "Postgraduate nursing education in Nigeria : understanding registered and graduated students' experiences in their journeys to programme completion or withdrawal." Thesis, Queen Margaret University, 2018. https://eresearch.qmu.ac.uk/handle/20.500.12289/9140.
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Background: Nigerian nursing education has developed from initially limited numbers of missionary schools to a more substantial expansion of urban, hospital-based institutions since 1945. Postcolonial emancipation sparked the University of Ibadan into opening the first Department of Nursing in Nigeria in 1965. This triggered the creation of further university-based undergraduate programmes across Nigeria, though many hospital-based schools offering diploma level training have also been retained. The first postgraduate nursing programme commenced in 1988 at the Obafemi Awolowo University, followed by the University of Ibadan and the University of Nigeria, Nsukka. These three universities are still the main postgraduate nursing education providers in Nigeria today. The Nigerian Government and professional stakeholders including the Nigerian Nursing and Midwifery Council are concerned by the low graduation rate of nursing students in relation to the standard programme duration of one year for masters' and three years for PhD programmes (10%), and their relatively high rate of attrition (20%). Objectives; The study seeks to understand the experiences of postgraduate nursing students in Nigeria. Research method: The research participants included registered and graduated postgraduate nursing students, lecturers, and the staff of nursing education coordinating bodies. They were recruited to this study purposively and by snowballing. The research employed a qualitative inquiry method using face-to-face interviews, the methodology being informed by a critical realist worldview with regard to agency and structure. Result: The key findings revealed that the students' experiences of delay in completing their programme were influenced by student factors (allocation of time between full-time work and full-time study, and sponsorship); lecturer factors (workload and workforce development); policy issues (programme structure and implementation); and social structures and mechanisms in Nigeria. Recommendation: The researcher recommends further studies on the impact of gender on nursing education, the relationship between postgraduate nursing students' experience and their expectations, and the effect of international partnerships on postgraduate nursing education in Nigeria. He further recommends a review of the postgraduate nursing curriculum. Conclusion: Findings from such studies would further help to improve the students' experiences.
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Marepula, Nosiphiwo Olga. "Factors that promote or inhibit students’ success to qualify for entrance to the South African Nursing Council R2175 final examination." Thesis, University of Western Cape, 2013. http://hdl.handle.net/11394/3418.
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Magister Curationis - MCur<br>Introduction: The enrolled nurse is an important category of nurse in the health team.
Regulation 2175 is the course leading to enrolment as a nurse, according to the South African Nursing Council, in terms of the Nursing Act 33 of 2005 as amended. This category has completed the training programme R2176 which is a course leading to enrolment as an auxiliary nurse. This level of training occurs in accredited hospitals schools, however it appears, from observation and personal experience, that pupil nurses experience many problems and programme does not have high pass rates. There has been no formal investigation of this situation. The aim of this study was to investigate factors that promote or inhibit nursing students’ success in qualifying for entrance to the SANC R2175 final examination at one of the nursing schools in the Western Cape. The objectives were (i) identify factors that promote or inhibit learning amongst the pupil nurses; and to (ii) determine the perceptions of educators with regard to factors related to the pupil nurses success or failure. Methods: The study used a multi-method approach. A quantitative, explorative and descriptive design was applied. Target population (N=90), consisted of student nurses following the
course leading to registration as an enrolled nurse (R2175) according to Nursing Act No 33 of 2005. Convenience sampling was used to select participants to respond to a questionnaire which was used to collect data. In qualitative approach the target population consisted of nurse educators (N=6). Non-probability, purposive sampling was used to select participants for the focus group interview. Ethics: Ethical approval to conduct the study was obtained from the University of Western Cape and the University of Cape Town. Informed consent was obtained from the students and from the educators prior the commencement of the study. The questionnaire was pretested to ensure to ensure reliability and validity. Quantitative data was analysed with the help of the University statistician and was expressed in frequency tables and factor analysis. Qualitative data was analysed using coding to develop categories and themes with the help of the supervisor. Results: The results showed that academic performance by place of residence had a significant difference between the urban and rural students (x2
(1) = 0.014). The marital status of the student showed significant association with academic performance (x2 (3) = 0.021). The association between support from family and academic performance was significant (x2 (1) = 0.008). The focus group discussion with the nurse educators confirmed and supported some of the finding of the student survey. Recommendations: Some of the researcher’s recommendations included: a review of the recruitment and selection process; review of the curriculum; review of the value of bursary; reinstatement of the bridging programme and the implementation of preceptors in the clinical facilities.
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Rosenberg, Mariam. "The development of a clinical practice assessment portfolio for the clinical nursing science, health assessment, treatment and care programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86651.
Full textAbstract:
Thesis (MCurr)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The support for portfolio-based learning as an authentic assessment method is increasing globally. However, there are no guidelines in South Africa for a clinical practice assessment portfolio (CPAP) for primary clinical practitioner training. The study set out to develop a CPAP for the Clinical Nursing Science, Health Assessment Treatment and Care programme.
An exploratory, descriptive design was used that developed over three phases. In phase one, a CPAP was developed based on an extensive review of the literature. The CPAP was validated in phase two by experts and finally, student primary clinical practitioners assessed the possible contribution of the developed CPAP to their learning in phase three.
The study sample for the three phases comprised of selected relevant studies published on portfolio development (n=15); experts in the field of primary health care and education in the Cape Metropole (n=11); and student primary clinical practitioners of one higher education institution in the Cape Metropole (n=45). Structured questionnaires were used for data collection from expert and student participants after they reviewed the CPAP.
Ethical approval was obtained from the Health Research Ethics Committee of the Faculty of Health Sciences (N09/09/233), Stellenbosch University. Permission to conduct the research was obtained from the higher education institution.
The content validity index for items (I-CVI) was used to determine the degree to which expert participants agreed with the content of the CPAP. Results identified an I-CVI of between 0.91 and 1.00, indicating that the contents and technical format of the CPAP constitute a suitable learning tool for student practitioners. Experts suggested minor revisions regarding the clarity of items, and those were included in the final CPAP. The data analysis of the student’s responses showed that adequate guidance was provided to complete the activities in the CPAP and that the CPAP would have a positive contribution to learning.
Portfolio-based learning is an important teaching and learning strategy in the Clinical Nursing Science, Health Assessment Treatment and Care programme, whereby students can demonstrate their acquired clinical competencies. Recommendations include the use of a competency framework and consensus amongst stakeholders when developing the contents of a portfolio.<br>AFRIKAANSE OPSOMMING: Die ondersteuning vir portefeulje-gebaseerde leer as ’n outentieke assesseringsmetode is besig om globaal te verhoog. In Suid-Afrika is daar egter nie riglyne vir ’n kliniese praktyk-assesseringsportefeulje (KPAP) vir primêre kliniese praktisynsopleiding nie. Hierdie studie het ten doel om ’n kliniese praktyk-assesseringsportefeulje vir die Kliniese Verpleegkunde-, Gesondheidsassesseringbehandeling- en Sorgprogram te ontwikkel.
’n Verkennende, beskrywende ontwerp wat oor drie fases ontwikkel het, is gebruik. In fase een is ’n KPAP ontwikkel gebaseer op ’n ekstensiewe literatuurstudie. Die geldigheid van die KPAP is in fase twee deur kundiges verklaar en in fase drie is die moontlike bydrae van die KPAP tot die leerproses deur primêre kliniese praktisynstudente geassesseer.
Die studiegroep vir die drie fases het bestaan uit geselekteerde relevante studies wat handel oor portefeulje ontwikkeling (n=15), kenners op die gebied van primêre gesondheidsorg en opvoeding in die Kaapse Metropool (n=11); en primêre gesondheidsorg studentpraktisyns van een van die tersiêre instansies in die Kaapse Metropool (n=45). Gestruktureerde vraelyste is gebruik vir data-insameling van kenners en studentedeelnemers nadat hulle die KPAP ondersoek het.
Etiese toestemming is verkry van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Gesondheidswetenskappe (N09/09/233), Stellenbosch Universiteit. Toestemming om die navorsing uit te voer, is van die tersiêre instansie verkry. Die inhoud van die item-geldigheidsindeks is gebruik om die mate waarmee kenner-deelnemers met die inhoud van die KPAP saamstem, te bepaal. Resultate van die inhoud van die item-geldigheidsindeks van tussen 0.91 en 1.00 is geïdentifiseer, wat ’n aanduiding is dat die inhoud en tegniese formaat van die KPAP ’n toepaslike leerinstrument vir studentpraktisyns is. Kenners het klein veranderings vir die duidelikheid van items voorgestel en dit is ingesluit in die finale KPAP.
Die data-analise van die studente se antwoorde het aangedui dat genoegsame leiding voorsien was om die aktiwiteite in die KPAP te voltooi en dat die bydrae van die KPAP positief is tot die bevordering van die leerproses. Portefeulje-gebaseerde leer is ’n belangrike onderrig- en leerinstrument vir die Kliniese Verpleegkunde-, Gesondheidsassesseringbehandeling- en Sorgprogram, waardeur studente kan demonstreer dat hulle die kliniese bevoegdhede bekom het. Aanbevelings sluit in die gebruik van ’n bevoegdheidsraamwerk en konsensus onder belanghebbendes wanneer die inhoud van ’n portefeulje ontwikkel word.
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Cronje, Sarah. "An exploration of a personal-professional developmental programme for pre-registration nurses from a multicultural setting." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5366.
Full textAbstract:
Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: A nurse has to develop certain concepts, attitudes, knowledge and skills in nursing. For the
purpose of this study the researcher explored a private nursing school in the Southern Cape with
the focus on their personal-professional developmental (PPD) programme. The researcher
explored the feasibility of this programme by describing the pre-registration nurses’ perceptions
on the value and contribution of the programme to their personal and professional development.
In particular, the exploration addressed the nurses from a multicultural setting who found it
difficult to adapt to the nursing norms, values or working culture. This was done in order to
make a difference in the nature of the above-mentioned programme so that it would suit the
nurses from different cultures and also set up a programme which will ensure quality nursepatient
care through enhanced communication skills, empathy and critical thinking abilities. The
objectives set for this study were to explore the perceptions of pre-registration nurses from a
multicultural setting who were involved in this programme in order to determine whether the
PPD programme contributed to their life enrichment and level of knowledge and to explore the
perceptions of the professional nurses supervising the pre-registration nurses with regard to
additional knowledge, skills and attitudes gained after the completion of the PPD programme. A
quantitative research approach with a smaller qualitative component and a descriptive design was
selected. The population for this study comprised all the pre-registration nurses of the abovementioned
school (N=120) and all the professional nurses who worked closely with the preregistration
nurses (N=27). A structured questionnaire and semi-structured interviews were used
to collect the data. The sample of pre-registration nurses who took part included the entire
population (n=120). The non-probability purposive sampling of the professional nurses who took
part in this study comprised 14 participants. Reliability and validity were assured by means of a
pre-test of the questionnaire and the use of experts in nursing education, research methodology
and statistics. Data were collected personally by the researcher. Ethical approval was obtained
from Stellenbosch University and the head of the particular private hospital. Informed written
consent was obtained from the participants. It seemed that the multicultural pre-registration
nurses felt the PPD programme was effective and contributed to the skills they needed to be
passionate and knowledgeable nurses. On completion of the study key recommendations were
made regarding the improvement of communication between pre-registration nurses and
management at ward level, the implementation of a structured programme with measurable, accessible outcomes, and the provision of classes in computer literacy as well as basic research
skills.<br>AFRIKAANSE OPSOMMING: ʼn Verpleegster moet sekere konsepte, houdings, kennis en vaardighede in die verpleegkultuur
ontwikkel. Vir die doel van die studie het die navorser ’n privaat verpleegskool in die Suid-Kaap
ondersoek wat hul toespits op ’n unieke persoonlike professionele ontwikkelingsprogram (PPO).
Die lewensvatbaarheid van hierdie program, asook die vlak van kennis wat die voorgraadse
verpleegsters bereik het en ná voltooiing van die program op pasiënte toepas, is deur die navorser
ondersoek. Hierdie program het ten doel om voorgraadse verpleegsters bevoeg te verklaar t.o.v.
lewensverryking betreffende kommunikasievaardighede, empatie en kritiese denke. Die doel van
die studie was om die persepsies van multikulturele voorgraadse verpleegsters ten opsigte van
die genoemde program vas te stel ten einde te bepaal of hierdie program wel bygedra het tot hul
lewensverryking en vlak van kennis. Persepsies van professionele verpleegkundiges onder wie se
toesig hierdie genoemde verpleegsters werksaam was, is ondersoek om vas te stel of voorgraadse
verpleegsters addisionele kennis, vaardighede, empatie en kritiese denke met behulp van die
program bekom het. ’n Kwantitatiewe studie met ʼn kleiner kwalitatiewe komponent en ʼn
beskrywende ontwerp is gekies. Die populasie het bestaan uit al die voorgraadse verpleegsters
van die genoemde skool (N=120) en al die professionele verpleegkundiges wat betrokke is by
bogenoemde verpleegsters (N=27). ’n Gestruktureerde vraelys en semi-gestruktureerde
onderhoude is gebruik om data in te samel. Die totale populasie verpleegsters is ingesluit in die
studie (n=120). ’n Nie-waarskynlikheids- doelgerigte steekproef van professionele
verpleegkundiges wat deelgeneem het was 14. Geldigheid en betroubaarheid is verseker deur die
uitvoer van ʼn vooraf toetsing van die vraelys, asook deur kenners in verpleegonderrig,
navorsingsmetodologie en statistiek te konsulteer. Data is persoonlik deur die navorser
ingesamel. Etiese goedkeuring is van die Universiteit Stellenbosch en die hoof van die spesifieke
privaat hospitaal verkry. Geskrewe ingeligte toestemming is van al die deelnemers verkry. Dit
wil voorkom asof die voorgraadse verpleegsters in die multikulturele werksomgewing van
mening was dat die PPO-program effektief bygedra het tot hul passie vir verpleging en hulle
verryk het met kennis. Ná afloop van die studie is die hoof-aanbevelings gedoen ten opsigte van
verbeterde kommunikasievaardighede tussen voorgraadse verpleegsters en bestuur op grondvlak,
die instelling van ’n gestruktureerde program met meetbare, bereikbare uitkomste, asook die
aanbieding van rekenaarklasse en basiese navorsingsklasse.
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Linda, Ntombizodwa Sarah Beauty. "Practice theory for teaching-learning of spiritual care in the undergraduate nursing programme at a higher education institution in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/6315.
Full textAbstract:
Philosophiae Doctor - PhD (Nursing)<br>Literature attest that holistic approach to care is the best way to ensure that all human needs,
including spiritual needs are taken care of. As such holistic approach to care accepts the notion
of "wholeness" nature of the patient. However, in practice patient's holistic needs, which are
essential for optimum health, are not routinely addressed when practicing nursing. This implies
that regardless of the nurses doing their best to attend to patient's health needs, patients still do
not achieve their required optimum health. Furthermore, in the face of good nursing education
programmes, attempts to meet the patient's care needs as advocated, a gap still exists in rendering
nursing services that truly promote health in a holistic manner. Confusion regarding the scope
and holistic nature of nursing, relates not only to nursing organisations having failed to define
nursing with clarity concerning the spiritual dimension of care; but they have also not succeeded
in implementing nursing that is truly holistic. In this study, it is argued that where spiritual care
aspects in nursing remain at the periphery, holistic nursing cannot be truly attained. According to
Burkhardt and Hogan promoting one's spirituality within a nursing paradigm can be one way to
promote and optimise health, particularly in response to illness. In view of the existing gap
between teaching-learning of spiritual care and espoused theory of holistic nursing, a need to
develop a theory that would guide and assist nurse educators and nursing students in the teaching
and learning of spiritual care was imperative. The aim of this research was to generate a practice
theory for teaching-learning of spiritual care in the undergraduate nursing programme at a higher education
institution by answeringthe research question "how can a practice theory for teaching-learning of spiritual
care in the undergraduate nursing programme at a higher education institution in the Western Cape be
generated? Ethical procedures were applied in accordance to stipulations of the University
Research Ethics Committee. The credibility of the study was ensured by application of Guba's
model of trustworthiness for qualitative data.
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Millns, Sizer Stephanie. "The influence of an educational programme upon the attitudes of nursing students toward the care of ill older people : a critical realist evaluation study." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19754/.
Full textAbstract:
The primary aim of this longitudinal study was to evaluate the effect of an educational programme upon the attitudes of nursing students toward working with ill older people, with two main objectives: 1. To explore the contextual conditions necessary for the programme mechanisms to work, and 2. To investigate how these contextual conditions may influence the success of the programme mechanisms in changing attitudes. Critical realism provided the theoretical framework, which guided the study design, from inception through to data analysis. Katz’ (1960) functional approach to attitude change was used to develop the educational programme. The study was quasi-experimental, using an interrupted time-series design. The attitudes of two groups of nursing students were measured over a period of 20 months, prior to and after the educational programme. A questionnaire-based tool was used to measure attitudes, selected because of its acknowledgement of the importance of contextual factors when measuring the attitudes of nursing students toward the field of older person care. One group attended the educational programme, the other did not. The attitudes of the second group were measured at identical points, to provide data for comparison. The findings showed that the programme had no effect on the attitudes of nursing students toward working with ill older people, either immediately, or over time. Both existing and new mechanisms were identified, that appear to adversely affect the context in which nursing students learn about the practise of nursing, and make it difficult for students to experience the care of ill older people in a positive way. Detailed analysis showed that elements related to the clinical learning environment have a strong impact on students’ attitudes towards the care of ill older people; very often, this impact is negative. The reality of clinical practice, it appears, is highly influential on students’ attitudes toward working with this group. The critical realist conception of a stratified clinical learning environment was developed in this study, informed by the work of Brown (2009). Mechanisms related to the structures and people in the clinical learning environment were identified which if addressed locally, may be pivotal in improving the contexts in which nursing students learn about the nursing care of ill older people. The original contribution that this study makes relates to how nurse educators can begin to improve the attitudes of nursing students toward the nursing care of ill older people, by improving the contexts in which they learn, with reference to their mechanisms. In line with this study’s findings, developmental work should begin within the psychological stratum, with concurrent action in both the socio-cultural and curricular strata of the clinical learning environment, in order to provide more immediate improvements in students’ placement experiences. A number of recommendations were made that would begin this developmental process, and may result in negating the need for attitude change programmes, with the ultimate intention of improving the quality of care for ill older people.
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Ng, Wai I. "An exploratory trial for examining effects of self-management education programme on patients with chronic obstructive pulmonary disease in Macau." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/26010.
Full textAbstract:
Background: Respiratory disease has been one of the top three causes of deaths in Macau in the past decade. As one of the chronic respiratory diseases, chronic obstructive pulmonary disease (COPD) is incurable, but is preventable and treatable. COPD patients suffer from recurrent and progressive respiratory symptoms, and this impacts the health and well-being of patients. Self-management education programmes (SMEP) provide teaching and learning guidance for understanding COPD, emotional support and behaviour change needed to carry out disease-specific care in chronic patients. Evidence has demonstrated that SMEP can mediate a change in health-related behaviours, improve symptom control and the quality of life of COPD patients, with an associated reduction in health care utilization. However, SMEP has never been conducted in Macau, and experiences of providing any form of chronic care for COPD patients in this place is lacking. Aims: This study aimed to explore the effects of a specifically designed self-management education programme on Stage II to IV COPD patients in Macau. Design: The study was conducted as an exploratory randomized controlled trial in a mixed methods approach. Both illness perception and self-efficacy beliefs were adopted to formulate the theoretical framework. In the quantitative strand, the assessment of primary outcomes included illness perception, self-efficacy and inhaler technique. The secondary outcomes included pulmonary function, healthcare utilization and health-related quality of life. In the qualitative strand, focus groups were conducted to explore the subjective perception and experiences of self-management of COPD patients. Fifty one eligible COPD patients were recruited and allocated to experimental (26 patients) and control group (25 patients) by block randomization. A SMEP for COPD patients was developed and validated according to Medical Research Council (MRC) framework. Results: Quantitative results indicated that the primary outcomes (illness perception, self-efficacy and inhaler technique) improved in the experimental group after the SMEP. In relating to the secondary outcomes, days of hospitalization were reduced and symptom dimension of disease-specific health related quality of life (St. George Respiratory Questionnaire) improved. Qualitative findings identified the emergence of a core theme ‘Essentiality’ and five sub-themes ‘Helplessness’, ‘Mutual involvement’, ‘Support’, ‘Control’ and ‘Beneficial’, indicating perception and experiences of participants for self-management. These findings indicate a potential relationship of illness perception and self-efficacy in guiding COPD patients to adapt to health-related behaviour. Discussion and Conclusion: This study has obtained evidence for supporting the proposed theoretical framework and expected experimental effect through employing the MRC guidelines. The study also confirms the estimates of recruitment for a definitive RCT, demonstrated readiness and positive impact in Macau COPD patients to receive self-management intervention, and SMEP as an acceptable and preferable mode of chronic care for COPD for the healthcare system of Macau.
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Houghton, T. "Changing the direction of Nurse Education : the development and implementation of the first Non-commissioned BSc (Hons) Nursing (Adult) programme in England." Thesis, University of Bolton, 2017. http://ubir.bolton.ac.uk/1310/.
Full textAbstract:
This critical commentary sets out the background to, and implementation of “The Bolton Model.” The model was developed by the researcher. The future health service will be constantly challenged, requiring a workforce built around the actual needs of the population (Willis, 2015).The ability of the NHS to deliver world class compassionate care is dependent on the quality of training and education of the healthcare workforce (DH, 2015a). ‘The Bolton Model’ of nurse education was designed, developed and implemented, so that NHS Partner Trusts could ensure the future supply of nurses to care for their service users. This innovative nursing degree programme is the first nurse education programme that is not funded by NHS commissioning bodies and has been approved by the Nursing and Midwifery Council, and the University of Bolton. “The Bolton Model” features in Willis’s 2015 report ‘Raising the bar ’as good practice, and has led, influenced, trail-blazed the national debate on non-commissioned nursing programmes in England changing the face of nurse education. In addition, it has influenced other Higher Education Institutes to also develop similar programmes. In this critical commentary the author sets out the policy and practice context for a new model of undergraduate nursing education, demonstrating that there have been decades of professional and government policies that have brought about the drive and change of nurse education which has led to ongoing challenges. A critical overview of the process used to design, develop and implement ‘The Bolton Model’ of nurse education is offered. The development of the programme utilised the principles of participatory action research, appreciative inquiry, Kotter’s (1996) 8 step change management model and theories of collaboration. A key influence in the design of ‘The Bolton Model’ was based around a number of principles from the Transition Pedagogy Handbook (Nelson et al, 2014). A personal critical reflection of the main aspects encountered throughout the journey of the innovation from initial ideas through to the current stage of the programme is presented. This includes the personal learning in relation to the project itself, reflections on the innovations of the curriculum at this point in United Kingdom nursing history, along with reflections on the responses from within the community of nurse educations providers and practitioners. The implementation of ‘The Bolton Model’ required confidence, enthusiasm, motivation, self-belief and willingness to take the risk of developing a completely new module of nurse education. In addition, it was necessary to research all aspects thoroughly, to challenge, defend and share the vision explicitly ensuring it was clearly communicated to all key stakeholders to enable the project to come to fruition and create the desired impact. Finally it is recommended that HEIs and healthcare providers need to establish effective partnerships and work in true collaboration ensuring that they are more flexible and responsive to meet local workforce needs. In addition, HEIs and healthcare providers need to have a number of innovative provisions of nurse education programmes that will enable differing entry routes into nurse education.
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Zulu, Nompumelelo Patience. "The effect of an informal caregiver's programme on the care of patients infected with HIV/AIDS." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5382.
Full textAbstract:
Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Background & rationale: South Africa is faced with the major challenge of HIV/AIDS. Every South African has a vital role to play in managing this public health problem. One of the best ways of managing it is by informing and educating the communities about HIV/AIDS, as the communities lack knowledge about it. Problem statement: Due to the increase in the number of patients infected with HIV/AIDS, an informal caregiver’s programme was introduced to ensure that patients are better cared for at home, in a familiar environment and by their family members. Purpose and objectives: The purpose of the study was to evaluate the effect of an informal caregiver’s programme on the care of patients with HIV/AIDS. The objectives included evaluating the effect of care, physically, socially, spiritually, emotionally, information and educational support given. Methodology: A phenomenological research design was applied to evaluate the effects of an informal caregiver’s programme implemented for the care of patients infected with HIV/AIDS at Mfuleni Township in the Cape Metropolitan area. Population and sampling: The population of this study were HIV/AIDS infected patients who were participating in the informal caregiver’s programme. Ten of these patients, who gave consent, participated in the study. Reliability, validity & pilot study: The trustworthiness of this study was assured with the use of Lincoln and Guba criteria of credibility, transferability, dependability and conformability. A pre-test study was also completed. Ethical considerations: Ethical approval was obtained from the Stellenbosch University and the required consent from the individual participants.
Data collection, analysis and results: Data was collected through an interview using an interview schedule based on the objectives. Data was analysed and the findings show that the care given to patients infected by HIV/AIDS at home through an informal caregiver’s programme has a positive outcome. Recommendations and conclusion: On the spot training of participants and their family members is recommended. The community health workers form a very strong support base for the participants.<br>AFRIKAANSE OPSOMMING: Agtergrond en rasionaal: Suid-Afrika kom te staan voor ’n reuse uitdaging t.o.v. HIV/VIGS. Elke Suid-Afrikaner het ’n belangrike rol te speel in die beheer van hierdie openbare gesondheidsprobleem. Een van die beste maniere om dit te beheer, is om gemeenskappe in te lig en op te voed aangaande MIV/VIGS, aangesien daar ’n gebrek aan kennis hieromtrent is. Probleemstelling: Weens die toename in die aantal pasiënte wat deur MIV/VIGS geaffekteer word, is ’n informele versorgingsprogram daarop ingestel om te verseker dat pasiënte beter tuis versorg word in ’n bekende omgewing en deur hul familielede. Doel en doelwitte: Die doel van hierdie studie was om die effek van ’n informele versorgingsprogram in die versorging van pasiënte met MIV/VIGS te evalueer. Die doelwitte is uiteengesit om die effek van die versorging wat gegee is, te evalueer met verwysing na die fisiese, sosiale, geestelike, emosionele, inligting en opvoedingsondersteuning te evalueer. Metodologie: ’n Fenomenologiese navorsingsontwerp is toegepas om die effekte te evalueer van ’n informele versorgingsprogram wat geïmplementeer is vir die versorging van pasiënte wat deur MIV/VIGS geaffekteer is in die Mfuleni woonbuurt in die Kaapse Metropolitaanse area te evalueer. Bevolking en steekproef: Die bevolking van hierdie studie is MIV/VIGS geaffekteerde pasiënte wat deelgeneem het aan die informele versorger se program. Tien van hierdie pasiënte wat toestemming verleen het, het deelgeneem aan hierdie studie. Betroubaarhied, geldigheid en loodsondersoek: Die betroubaarheid van hierdie studie is verseker deur die gebruik van Lincoln en Guba se kriteria van geloofwaardigheid, oordraagbaarheid, afhanklikheid en ooreenstemmigheid. ’n Aanvoortoets is ook voltooi. Etiese oorwegings: Etiese goedkeuring is van die Stellenbosch Universiteit en die vereiste toestemming van die individuele deelnemers verkry. Dataversameling, analise en uitslae: Data is ingesamel deur gebruik te maak van ’n onderhoudskedule wat gebaseer is op die doewitte. Data is geanaliseer en die bevindinge het bewys dat versorging wat by die huis deur ’n informele versorgingsprogram aan pasiënte gegee word wat met MIV/VIGS geaffekteer is, ’n positiewe uitkoms het. Aanbevelings en gevolgtrekkings: Op-die-plekopleiding van HIV geïnfekteerde pasiente en hul familielede word aanbeveel. Die gemeenskap se gesondheidswerkers bied ’n sterk ondersteuningsbasis aan die deelnemers.
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Mcphail, Lyndsey. "'On being locked out' : the lived experience of mature, female student nurses and their use of Information, Communication, Technology (ICT) in one undergraduate Pre-Registration Nursing Programme." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/on-being-locked-out-the-lived-experience-of-mature-female-student-nurses-and-their-use-of-information-communication-technology-ict-in-one-undergraduate-preregistration-nursing-programme(c76281ee-4521-4064-87b1-ee27f356f8fb).html.
Full textAbstract:
The explosion of Information, Communication and Technology (ICT) use over the last 10 years within healthcare, and particularly within nursing practice, is changing the ways in which patient care is delivered. However a concern highlighted by various policy review and research evidence is that barriers to ICT usage are experienced by some groups of student nurses, particularly those who are mature and female, in a way that constrains potential impact on their professional development. This research adds to and develops the research evidence in the field by examining in what ways, and the extent to which, a group of mature, female, nursing students utilise ICT within the boundaries of one pre-registration nursing programme based on partnership working between a School of Health situated within a large university and its related NHS Trusts. By way of a qualitative, case study approach this study examines the biographical, university and clinical placement use of ICT for this group of student nurses. Consideration is given to the interconnectedness of these experiences as these students begin to develop their professional identities and learning as nurses. The experiences of this group of students are determined through interviews and observation of clinical practice. Three research questions define the parameters of the research. These are: 1) How are mature, female nursing students accessing and using ICT within nursing education? 2) What are the barriers that may prevent mature, female students from accessing and using ICT within nursing education? 3) What actions do mature, female nursing students consider may be taken to improve their knowledge and subsequent use of ICT in both their academic studies and clinical placement work? Findings from the research suggest that experiences of ICT relate to biographical history and the extent to which student nurses are supported and encouraged to engage with ICT in their university programme and on clinical placement. In particular the data suggests that for many student nurses the feeling and experiences of being generationally, emotionally and hierarchically 'locked out' of using ICT raises real challenges for the extent to which government and regulatory policy is being effectively enacted for particular groups of student nurses. This study, therefore, contributes to knowledge in and around pedagogical practice for pre-registration nurse education programmes. In particular it raises the importance of locating policy development in this area around the explicit privileging and enabling of ICT usage in all practice situations. In other words the development of a collective efficacy in nurse pre-registration programmes that is suggestive of notions of being ICT 'logged in' rather than being 'locked out' for mature, female student nurses.
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Coetzee, Catherina Maria (Kayline). "Evaluating facilitation and mentoring in a Management and Leadership Fundamentals programme (MLF) for registered nurses." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71666.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: In the private health care sector the demand for skilled registered nurses as shift leaders
exceeds the supply. The shift leader of each shift plays an important and essential role in the
nursing unit. The Management and Leadership Fundamental (MLF) programme has been
developed to provide, equip and empower registered nurses with the best skills, knowledge
and attitudes to lead a shift with confidence.
The aim of this study was to investigate and evaluate the facilitation and mentoring
experiences of the registered nurses as learners who completed the MLF programme
successfully.
A qualitative methodology was used to address the research questions of the discussion
guide in the real life situation. The discussion guide consisted of four sections: section one
focused on facilitation, section two on mentoring, section three on management, and the
focal point of the fourth section was on the MLF programme.
The data were collected by means of structured interviews conducted with 14 registered
nurses as learners who had completed the MLF programme. The data were analysed by
doing verbatim transcriptions of the interviews, using coding and an Excel spreadsheet
analysis. The results revealed that facilitation and mentoring can contribute significantly to
the success of the MLF programme.<br>AFRIKAANSE OPSOMMING: Die aanvraag na bevoegde geregistreerde verpleegkundiges as skofleiers in privaat
hospitale oorskrei die aanbod. Die skofleier in die verpleegeenheid vervul ’n belangrike en
essentiële rol tydens die skof sodat kwaliteit produktiewe gehalte sorg aan pasiente gelwer
kan word. Die ‘Management and Leadership Fundamental (MLF)’ program is ontwikkel om
die geregistreerde vepleegkundige as skofleier toe te rus met die nodige kennis,
vaardighede en ingesteldheid om met vertroue ‘n skof te kan lei.
Hierdie navorsing ondersoek en evalueer die geregistreerde verpleegkundige as leerder se
ervarings van fasilitering en mentorskap tydens die MLF program wat hul suksesvol voltooi
het.
Kwalitatiewe navorsing is gebruik om die navorsingsvrae in die werklike situasie te
ondersoek. ‘n Besprekingsgids is ontwerp met navorsingsvrae in vier afdelings: afdeling een
se fokus was op fasilitering, afdeling twee het gefokus op mentorskap, afdeling drie het
gefokus op bestuur en afdeling vier se fokus was op die MLF program self.
Die data is versamel met behulp van gestruktureerde onderhoude wat gevoer is met 14
geregistreerde verpleegkundiges as leerders wat die MLF program suksesvol voltooi het.
Die data analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering
daarvan asook ‘n gerekordeerde Excel ontledingstaat. Die resultate van die ondesoek het
aangetoon dat fasilitering en mentorskap ‘n betekenisvolle bydrae kan lewer tot die sukses
van die MLF program.
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Butler, Mollie. "The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16510.
Full textAbstract:
Dissertation (PhD)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The Saudi Arabian Government has implemented a nation-wide policy to prepare its people for the
workforce and has directed that the Saudi Council for Health Specialties (SCHS) be established.
Under the SCHS umbrella the Saudi Nursing Board (SNB) has been formed for the purpose of
regulating the nursing profession. While Saudi Arabia has for many years been dependent on the
international community for nurses, it is now establishing its own nursing workforce. One challenge
for the SCHS and the SNB is to ensure that practice standards are developed, since ultimately
nursing practice affects the quality of the patient services and patient health outcomes.
The Saudi nursing profession has a responsibility to develop its social mandate and provide a full
range of services to the Saudi public. Systems and education programmes are required for all
aspects of the regulatory process, including continuing professional development. Effective
regulation systems are not based on a “one size fits all” approach. Furthermore, nurses need to
insist on high quality education to develop both basic and ongoing competence and should be able
to depend on the profession for social status and credibility.
The purpose of this research was to develop, implement, validate and evaluate a continuing
professional development learning programme for nurses working in Saudi Arabia. The learning
programme was built from a vision of nurses (regardless of country) engaging in lifelong learning
for the purpose of ensuring quality patient care and population health. The development of a
continuing professional development learning programme is an initial step in fulfilling the need for
educational structures to support standards of practice.
The overall outcome of the research was functional by nature in that the knowledge of continuing
professional development in nursing was generated and applied to nursing practice in Saudi
Arabia. In view of the nature of the question, a mixed methodology was selected. Although the
qualitative aspect was dominant, both the qualitative and quantitative aspects were used
simultaneously. The design included exploratory and descriptive aspects. Furthermore, the
researcher employed qualitative methods to develop, implement and evaluate the provisional learning programme and quantitative methods to validate the provisional programme, resulting in a
partial explanation of the research phenomenon. The primary theoretical drive was inductive, as
the purpose was to discover rather than to test the learning programme contents.
Botes’ Research Model and King’s Theory of Goal Attainment were utilised. They complemented
each other, as they both support a comprehensive, dynamic scientific approach to learning (health)
outcomes influenced by the quality of nursing practice and practice environment.
The research, which was outcomes–based, was carried out in the context of quality patient care
(population health) and nursing practice situated within the Saudi Arabian setting, where the
nursing regulatory system is emerging. As the questionnaire mean ( X ) results revealed scores
of 3.0 to 3.9, data saturation was achieved during the first round of the Delphi technique. Fourteen
experts from six different countries were asked to validate the provisional learning programme,
which was duly done. The programme was implemented in a tertiary research hospital in Saudi
Arabia. Formative and summative evaluations were also conducted. The results of the
implementation and evaluation affirmed the effectiveness of the learning programme.
Boyer’s Model for Scholarship was used to triangulate the research findings. These results formed
the basis for the recommendations and final summary. The five broad recommendations that
emerged from the research were that nurses should take on self-regulatory and leadership
responsibilities; that they should engage in continuing professional development collaboration; that
the nursing profession’s self-regulation responsibilities be acknowledged; that a healthy (quality)
workplace environment be ensured; and that further research be done in this field.<br>AFRIKAANSE OPSOMMING: Die regering van Saoedi-Arabië het ʼn landwye beleid geïmplementeer om die mense van die land
vir die arbeidsmag voor te berei en het opdrag gegee vir die stigting van die Saudi Council for
Health Specialties (SCHS,) ʼn raad wat spesifiek met gesondheidsdienste gemoeid is. Die Saoedi
Raad vir Verpleging (Saudi Nursing Board oftewel SNB) is tot stand gebring met die doel om die
verpleegdiens in die land te reguleer. Nadat Saoedi-Arabië vir baie jare van die internasionale
gemeenskap vir verpleegkundiges afhanklik was, word ʼn eie verpleegkorps nou in die land
gevestig. Een van die uitdagings waarmee die SCHS en die SNB te kampe het, is die
noodsaaklikheid om te verseker dat standaarde vir die praktyk ontwikkel word, aangesien die
verpleegpraktyk inderdaad die gehalte van pasiënte-diens en gesondheidsuitkomste beïnvloed.
Die verpleegberoep in Saoedi-Arabië is daarvoor verantwoordelik om sy maatskaplike mandaat te
ontwikkel en ʼn volledige reeks dienste aan die mense van die land beskikbaar te stel. Stelsels en
opvoedkundige programme is nodig vir alle aspekte van die reguleringsproses. Dit sluit
voortgesette professionele ontwikkeling in. Vir ʼn reguleringstelsel om werklik doeltreffend te wees
moet dit op spesifieke behoeftes gerig wees en kan een stelsel nie aan al die vereistes van diverse
instellings voldoen nie. Dit is noodsaaklik dat verpleegkundiges op onderrig van ʼn hoë gehalte
aandring ten einde basiese en voortgaande bevoegdheid te ontwikkel. Daarbenewens behoort
hulle op die beroep te kan steun vir sosiale status en geloofwaardigheid.
Die doel van hierdie navorsing was om ʼn voortgesette leerprogram vir die professionele
ontwikkeling van verpleegkundiges wat in Saoedi-Arabië werk, te ontwikkel, te implementeer, te
valideer en te evalueer. Die leerprogram het onstaan uit ʼn visie van verpleegsters (ongeag hulle
land van oorsprong) wat hulle met lewenslange leer besig hou met die doel om diens van ʼn hoë
gehalte aan pasiënte asook bevolkingsgesondheid te verseker. Met die ontwikkeling van ʼn
leerprogram vir voortgesette professionele ontwikkeling is die eerste stap gedoen om in die
behoefte aan opvoedkundige strukture ter ondersteuning van praktykstandaarde te voorsien. Die algehele uitkoms van die navorsing was funksioneel van aard deurdat die kennis van
voortgesette professionele ontwikkeling in verpleging deur die verpleegpraktyk in Saoedi-Arabië
gegenereer en ook daarop toegepas is. Vanweë die aard van die navorsingsvraag is besluit om ʼn
gemengde metodologie, dit is kwalitatiewe en kwantitatiewe aspekte gelyktydig te gebruik, met die
kwalitatiewe aspek as die dominante metode. Sowel verkennende as beskrywende aspekte is in
die ontwerp ingesluit. Daarbenewens het die navorser kwalitatiewe metodes gebruik om die
voorlopige leerprogram te ontwikkel, te implementeer en te evalueer, en kwantitatiewe metodes om
die voorlopige program te valideer. Die navorsingsverskynsel is deur middel van ʼn gedeeltelike
verklarende metode ontleed. Die primêre teoretiese dryfkrag was induktief, aangesien dit die doel
van die navorsing was om die leerprogram se inhoud te ontdek eerder as om dit te toets.
Daar is van Botes se Navorsingsmodel en King se Teorie van Doelbereiking (Theory of Goal
Attainment) gebruik gemaak. Hulle het mekaar aangevul aangesien albei ʼn omvangryke,
dinamiese wetenskaplike benadering tot leer- (gesondheid-) uitkomste, wat deur die gehalte van
verpleegpraktyk en die praktykomgewing beïnvloed word, ondersteun.
Die navorsing, wat uitkomsgebaseerd was, is uitgevoer binne die konteks van pasiëntediens van
gehalte (bevolkingsgesondheid) en verpleegpraktyk, gesetel in die Saoedi-Arabiese milieu, waar
die reguleringstelsel vir verpleegkunde aan die ontwikkel is. Data saturasie is reeds bevestig
tydens die eerste rondte van die Delphi tegniek met gemiddelde tellings van ( X ) 3,0 en 3,9. Die
navorsingsontwerp is daardeur verder versterk. Veertien deskundiges van ses verskillende lande
is gevra om die voorlopige leerprogram te valideer, wat hulle ook gedoen het. Die program is in ʼn
tersiêre navorsingshospitaal in Saoedi-Arabië geïmplementeer. Formatiewe en summatiewe
evaluering is gedoen en die resultate van die implementering en evaluering het die
doeltreffendheid van die leerprogram bevestig.
Boyer se Wetenskaplikheidsmodel (Model for Scholarship) is gebruik om die navorsingsbevindinge
te staaf. Hierdie resultate het die grondslag gelê vir die aanbevelings en die finale opsomming.
Die vyf breë aanbevelings wat uit die navorsing voortgekom het was dat verpleegkundiges selfregulerende
en leierskapverantwoordelikhede aanvaar; dat hulle aan samewerkingsaksies ten
opsigte van voortgesette professionele ontwikkeling deelneem; dat die verpleegberoep se verantwoordelikhede ten opsigte van selfregulering erken word; dat ʼn gesonde (gehalte-)
werkomgewing verseker word; en dat verdere navorsing op hierdie gebied gedoen word.
27
Heighway, Valerie. "Student nurse perceptions : a case study to illuminate the perceptions developed by student nurses which result in absenteeism as the behaviour of choice in response to difficulties in their educational programme." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22100.
Full textAbstract:
The problem which prompted the undertaking of this study was that of increasing absenteeism amongst student nurses at one South African Nursing College. The information, obtained from individual and group interviews, was analysed to identify the perceptions developed by student nurses. Absenteeism is shown to be a behavioural response to environmental and other factors in the world of the student nurse. A theoretical model is proposed to explain three main types of absenteeism and the factors which contribute to absenteeism and attendance.
28
Dickinson, Julie. "The added-value of non-nurse lecturers teaching on nursing programmes." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4788.
Full textAbstract:
This thesis investigated the added-value of non-nurse lecturers teaching on nursing programmes. In doing this it attempted to answer the following research questions: • To what extent is the contribution of non-nurse lecturers defined in both theory and practice? • What is their potential role in providing ‘added-value’ to pre- and post-registration nurse education? To counteract what was seen as a deficit model in considering the non-nurses’ role, an added-value approach, as defined by Woodward (1993), informed the various approaches to collecting data and the overall structure. The methodology reflected an interpretivist and critical paradigm, with the use of a number of data collection tools conforming to mixed methods research. The overall approach taken was phenomenological in nature and the data collected is largely qualitative. Five surveys were conducted; including the collection of statistics on numbers of non-nurse lecturer posts and advertisements for nurse lecturers and researchers. Other surveys included; interviews with non-nurse lecturers and an online questionnaire for pre-registration nursing students. Official quality reviews were compared to look for differences between Higher Education Institutions, and elements of reflection were used throughout, alongside an extensive critique of supporting literature. The thesis, due to its exploration of Nursing, Nurse Education and Higher Education, also explored the policy and philosophical context in some detail. The non-nurse lecturers’ present and future role was discussed comprehensively and resulted in the following recommendations: • Non-nurse lecturers need to have an equal role in facilitating interprofessional learning and encouraging interprofessional working in practice; • Non-nurses lecturers should be valued for their discipline knowledge, in the enabling of HE specific skills and the depth of information they can provide in relevant subject areas; • Non-nurse lecturers can encourage a HE culture for nurse education including the importance of research and scholarly activity; and • Non-nurse lecturers need to be seen to benefit the evolution of nursing in encouraging both nurses and students to question existing norms, and in contributing to nursing and health and social care policies.
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Ekström, Irene. "Sedd eller osedd." Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7890.
Full textAbstract:
<p>Studiens syfte var att undersöka det pedagogiska mötet ur ett elevperspektiv. Vilka olika typer av möten upplever en elev och hur påverkas hon/han av dessa? Sju intervjuer genomfördes med elever som gick sista året på Omvårdnadsprogrammet. Undersökningen gjordes genom en öppen riktad intervju. Studien var kvalitativ och fem olika teman kunde urskiljas, det var mötet med kompisar, mötet med lärare, mötet med handledare, mötet med patienter och mötet med självet. Under varje tema framkom olika aspekter som haft betydelse för ungdomars lärande och utveckling. Analysen fördjupades med hjälp av Moira von Wright och hennes begrepp för att beskriva det pedagogiska mötet. Kompisar hade stor betydelse för hur ungdomarna upplevde utbildningen. Studien tyder på att ungdomarna insåg att de hade föreställningar om varandra men att dessa förändrades med tiden när de lärde känna varandra närmare. Eleverna upplevde att de flesta lärarna på Omvårdnadsprogrammet hade ett som von Wright beskriver relationellt perspektiv och ingick i en helhet tillsammans med eleven och att de lärde av varandra. Lärarna såg eleven som ett vem och inte ett vad. Handledaren var en viktig person för att den arbetsplatsförlagda delen av utbildningen av lärandet skulle fungera väl. Eleven ville känna att handledaren brydde sig och var intresserad av dennes lärande. I mötet med patienter fick ungdomarna stor erfarenhet av människor med olika behov. De träffade människor som befann sig i olika livssituationer som gav dem en ökad förståelse för de svårigheter människor kan råka ut för. De utvecklade den reflexiva processen och i mötet utvecklades också förmågan att bemöta människor i och med att de lärde av patientens reaktioner. Ungdomarna upplevde att de även utvecklade den egna personligheten. De hade lärt känna sig själva och sina egna reaktioner och blivit öppnare som personer och vågade vara sig själva. I och med mötet med människor med svåra sjukdomar och handikapp hade deras insikt mognat och de hade också fått en annan livssyn.</p><p>Seen or unseen? Upper secondary school students experience of pedagogical meetings. The aim of my study was to investigate the pedagogical meeting at an upper secondary school from a student perspective. What different kinds of meetings do students experience and how are the students influenced by them? Seven students from the third year at the Nursing Care Programme have been interviewed. Five qualitative categories or themes have been discerned, namely the meeting with friends, the meeting with teachers, the meeting with instructors, the meeting with patients and the meeting with themselves. In every category I have discovered important aspects of learning and development on behalf of the students. My analysis has been inspired by Moira von Wright`s conception of a pedagogical meeting. Friends were important for the students` educational experience in general. The results show that the teenagers tend to better understand the minds of each other and gradually change within themselves as they learn to know one another more. The students thought that most of the teachers at the Nursing Care Programme participated entirely in the social, pedagogical and mutual development of the students over time, which von Wright describes as the relationship of equals. The teachers tend to look upon the students as a who instead of a what. The instructor was an important person for the education at the working place. The students wanted the instructor to take care of them and be interested in their learning potential. In the meeting with patients, the students learned a lot about different people and their behaviour. They meet people who find themselves in different stages of life and come to understand the hardships and trouble that are sometimes linked to a human life experience. In doing so, the students developed a reflexive process which allows them to be more open to other people, by meeting them beyond the reaction of the moment, and, indeed, to dare being themselves. By meeting a large number of patients with diseases and various forms of handicap, the students learned more about themselves in the relative and shivering time span of life that awaits us all, and new thoughts keep growing as they gradually understand and tend to look upon life in a new and different way.</p>
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O'Sullivan, Ciaran Anthony Mary. "Evaluation of a successful high risk nursing student assistance program| One ADN program's journey." Thesis, National-Louis University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560140.
Full textAbstract:
<p> A college education is, for many in America, part and parcel of the American Dream, and is certainly achievable. For countless reasons, students may enroll at community colleges underprepared, unprepared, anxious, and destined for a high risk of failure. Although community colleges are higher education institutions open and accessible to all who want to pursue an education, some degree programs are selective enrollment programs, such as nursing. Considering the stringent admission criteria and rigors of an associate degree in nursing (ADN) program, few are admitted. However, due to the pending shortage of registered nurses, assistance programs to help high risk nursing students succeed in school and pass their licensure exams to become RNs are needed for the future of the profession. </p><p> The purpose of this exploratory study is to identify factors of the successful Gateway/HRNS program embedded in the community college Associate Degree in Nursing program that fostered student retention, graduation and passing of the NCLEX-RN licensure exam on the first attempt. A qualitative case study methodology was utilized for this comprehensive program evaluation of one very successful ADN nursing program in a Midwest community college. Interviews of graduates of this high risk nursing program, focus groups of faculty teaching in the program, and archival and current document analysis were used to determined program factors that have helped high risk students over the past twenty years to succeed and become licensed, employed RNs. </p><p> Findings revealed that students and faculty highly valued three components of the high risk nursing student assistance program. These components were a) a pre-nursing summer introduction to nursing component comprised of many small courses; b) a mid-curricular second summer LPN option component; and c) regularly-scheduled weekly tutoring sessions throughout the two years of the ADN program. The most valued experience, according to program graduates, was the mid-curricular LPN Option course, which is mandatory for these high risk students and optional for other nursing students. It was felt this second summer component in the assistance program helped students to integrate nursing theory coursework and clinical which provided a substantial benefit as they entered their final year of the ADN program. </p><p> As a result of this study's findings, the O'Sullivan Strive to Thrive (S2T) Model for Student Success was developed to enable community college nursing leaders to develop assistance programs for high risk nursing students. There are eight steps in the Strive to Thrive (S2T) Model, designed to help ADN leaders and faculty promote and orchestrate the successful persistence and graduation of high risk students. Also included are directions for each of the steps as well as corresponding useful forms. This model to plan and design assistance programs for high risk students can be adapted by nursing department leaders in community colleges, as well as other nursing program venues and degree programs.</p>
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Chung, Yuk-seng, and 鍾玉倩. "An educational programme to prevent central venous catheter-related infections in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44623380.
Full text
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Herrera, Antoinette Navalta. "Educational journeys of Hispanic women in nursing." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/24.
Full textAbstract:
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.
33
Whorley, Elizabeth. "Implementation of The Essential Competencies for Evidence-Based Practice in Baccalaureate Nursing Education." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_con_stuetd/46.
Full textAbstract:
Integrating evidence-based practice into healthcare education has been a recommendation for the past 16 years. Despite this, barriers still exist with the utilization of evidence-based practice. The purpose of this study was to describe the current state of EBP scholarship in the curriculum of baccalaureate pre-licensure nursing programs. Essential Competencies for Evidence-Based Practice in Nursing (Stevens, 2009) was utilized to measure the state of EBP scholarship. The research question stated: how is evidence-based practice scholarship addressed within baccalaureate pre-licensure nursing programs? The research design was guided by Rogers’ diffusion of innovations theoretical framework and the star model of knowledge transformation ©. The study was a non-experimental descriptive design, and a convenience sample of n=96 surveys from program leaders was evaluated. The findings from this study fill an identified gap in nursing literature and show that EBP is addressed within baccalaureate pre-licensure nursing programs, described by the leaders in the programs. Keywords: evidence-based practice competencies, baccalaureate pre-licensure nursing programs
34
Messas, Jussara Tolardo. "Análise do ambiente educacional: construção e validação de um instrumento de avaliação para graduação em enfermagem." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-12062013-130933/.
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Introdução: O Ambiente Educacional é um dos pilares para o alcance do perfil e das competências definidas na formação do enfermeiro e, portanto, é essencial avaliá-lo, na enfermagem do Brasil, no entanto, não encontramos instrumentos específicos para esta finalidade. Objetivos: conhecer o significado de ambiente educacional para estudantes e professores do Curso de Graduação em Enfermagem da Escola de Enfermagem da Universidade de São Paulo; construir e validar um instrumento para avaliação do ambiente educacional desta Escola e avaliar, na perspectiva do estudante, o ambiente educacional da Escola. Material e métodos: O estudo teve duas fases: a primeira foi de natureza qualitativa, na modalidade da análise temática, que, entrevistando três docentes e seis estudantes, buscou conhecer o significado e os elementos constitutivos do ambiente educacional. Com base nesta análise e a fim de atender às demandas específicas dos cursos de graduação em Enfermagem no Brasil, foi desenvolvida a segunda fase da pesquisa de abordagem quantitativa, que construiu e validou uma escala psicométrica para avaliação do ambiente educacional. Participaram dessa fase, respondendo ao instrumento, 176 (55%) graduandos matriculados na Escola durante a coleta de dados. Resultados: A primeira fase da pesquisa ambiente educacional, além disso, e assim como a fase quantitativa, foram identificados aspectos relevantes a serem apreciados sobre o ambiente. Dentre eles, destacamos: a necessidade de ajustes entre a metodologia de ensino utilizada para a construção do conhecimento e da identidade profissional, com a pressuposta no projeto político pedagógico; o relacionamento interpessoal nos diferentes níveis que, embora considerado harmonioso, pode ser melhorado; a exigência de discussão dos aspectos éticos do cotidiano, visto que os estudantes tem vivenciado situações de desrespeito; a vida social e as atividades extra-curriculares podem ser intensificadas. Conclusões: Este trabalho propiciou a significação de Ambiente Educacional em uma Escola pública paulistana. Em continuidade, é preciso aplicar o instrumento em outras realidades da enfermagem, para não restringir a validação da escala e também, para aumentar a população e refazer o teste de confiabilidade. Apesar dessa limitação, o conhecimento produzido oferece, a outras instituições de ensino superior, um novo construto para avaliação do processo ensino-aprendizagem.<br>Introduction: The Educational Environment is one of the pillars upon which the profile and the competences defined in nurse training and, therefore, it is essential to evaluate it in nursing in Brazil, however, did not find specific tools for this purpose. Objectives: To know the meaning of the educational environment for students and teachers of the Undergraduate Nursing School of Nursing, University of São Paulo; construct and validate an instrument to assess the educational environment of this school and evaluate the student\'s perspective, the environment Educational School. Methods: The study had two phases: the first was qualitative in nature, in the form of thematic analysis, which, interviewing three teachers and six students, sought to know the meaning and the elements of the educational environment. Based on this analysis and in order to meet the specific demands of graduate programs in nursing in Brazil, we developed a second phase of quantitative research approach, we built and validated a psychometric scale to assess the educational environment. In this phase, responding to the instrument, 176 (55%) undergraduates enrolled in school during data collection. Results: The first phase of the research educational environment, moreover, and as the quantitative phase were identified relevant aspects to be examined on the environment. Among them include: the need for adjustments between the teaching methodology used to construct the knowledge and professional identity, with presupposed in political pedagogical project; interpersonal relationships at different levels, although considered harmonious, can be improved, the requirement for discussion of ethical aspects of daily life, as students have experienced situations of disrespect; social life and extra-curricular activities may be intensified. Conclusions: This study provided the significance of Environmental Education in a public school in Sao Paulo. In continuation, we need to apply the instrument in other realities of nursing, not to restrict the validity of the scale and also to increase the population and re-test reliability. Despite this limitation, offers the knowledge produced, other institutions of higher learning, a new construct to assess the teaching-learning process.
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McKenzie, Beth A. Bancroft. "Predictors of Academic Success in a Career-Ladder Nursing Program at Hocking College." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210860967.
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Vernon, Yvonne B. (Yvonne Bailey). "The Effects of an Educational Program on Registered Nurse Students' Ability to Write Complete Nursing Diagnoses." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332074/.
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This study examined the effectiveness of a training program on the ability of registered nurse students to write complete nursing diagnoses. A comparison group was used as a control. There were 47 participants in the training group and 51 participants in the comparison group who received no training. Five hypotheses were used to examine the (1) complete nursing diagnoses, (2) labels, (3) clarifiers, (4) etiologies, and (5) mislabeled medical diagnoses or clinical problems as nursing diagnoses. As a pretest and posttest, participants in both groups viewed a video tape of a nursing situation and were asked to write nursing diagnoses. The training group received nine clock hours of classroom instruction on the nursing process of which three hours were on nursing diagnosis with a focus on the inclusion of label, clarifier, and etiology necessary for a complete nursing diagnosis. In the clinical component of the educational program the training group wrote nursing diagnoses as part of the nursing process. It was assumed that the comparison group did not receive comparable education. The mean difference of proportions between the pretest and posttest was computed for each group on the item tested by the hypotheses and for the difference between the two groups. Three of the five hypotheses tested in the study were accepted. The training group did have a significant increase in the average (mean) difference of proportions in the number of complete nursing diagnoses and etiologies and a significant decrease in the number of mislabeled nursing diagnoses. There was no significant difference in the number of labels and clarifiers. The training group did show a percentage increase in the number of labels and clarifiers written. There was little or no change in the comparison group over the time period of the study.
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Russo, Brooke Stelle. "Civility Promotion Actions and Decisions of Prelicensure Baccalaureate Nurse Faculty." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7838.
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Acts of incivility in nursing education and practice settings are a growing concern. Previous research has indicated that uncivil behaviors, especially among nurses in the healthcare workplace, create toxic work environments and pose risks to patient safety. Uncivil behaviors among nurse educators and students were found to erode the learning environment and lead to poor program outcomes. Researchers provided evidence to show varied levels of incivility in academic and workplace environments and recommended solutions to improve civility, yet little evidence exists to show how nurse faculty approach civility promotion in their practices. This qualitative, descriptive study was designed to explore the actions and decisions of prelicensure nurse faculty who promote civility in their baccalaureate programs. Fifteen full-time, prelicensure nurse faculty from varied baccalaureate programs across the southeastern United States volunteered to participate in individual, online interviews. Husted and Husted's theory of bioethical symphonology was used to support the study design and analyze the findings. Thematic analysis of participant interview transcripts revealed 4 themes to explain civility promotion actions and decisions which included (a) guiding civil professionalism, (b) championing civil communication, (c) negotiating civil partnerships, and (d) empowering civility awareness. The findings of this study are beneficial to nurse faculty seeking civility promotion solutions which will enhance awareness, knowledge, and professional civility skills among nursing students and effect positive social change as new graduate nurses are prepared to promote civility in the healthcare workplace.
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Gray, Sylvia Jane. "The Impact of a Nursing Program on Stress, Physical Illness, Anxiety, and Self-Concept of Participants in a Community College Nursing Program." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331716/.
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This research study was designed to investigate the relationship between participation in a nursing education program and the factors of stress, physical illness, anxiety, and self-concept experienced by the participants. Also, the study examined the relationship between age of participants and these same factors. The purposes of this study were (1) to determine if beginning and ending nursing students differ in stress, physical illness, anxiety, and self-concept, (2) to examine the relationship between age of nursing students and stress, physical illness, anxiety, and self-concept, (3) to provide information that may help develop a theoretical base concerning stressful life events and illness in nursing students, and (4) to provide information that may be beneficial with regard to future research involving stress, physical illness, anxiety, self-concept, and age in nursing students.
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Arunasalam, Nirmala. "A defining moment : Malaysian nurses' perspectives of transnational higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.
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Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and adjusting to new ways of learning. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to enable data saturation. Semi-structured interviews were conducted to enable the nurses’ voices to define, describe and evaluate their TNHE experiences that were focused on personal and professional development, implementation and reaction of others towards change. In addition to the interviews, three threads of my own personal, professional and researcher experiences were reflected upon, to provide the contextual lens to shape the research process and situate the work firmly in the practice context. Data was analysed using thematic analysis. Four pre-determined key areas drawn from the literature were investigated and eight new sub-themes emerged. Findings indicated nurses’ improved self-confidence, knowledge, questioning skills and professionalism. The extent to which TNHE theory was applied in clinical practice was unable to be determined due to conflicting perceptions, contradicting views and restricted number of nurse-led examples. The main contribution this thesis offers to practice is what the voices of nurses tell about their experiences in TNHE programmes and in applying the taught theory in clinical settings. This study indicates enhanced application of theoretical knowledge in practice for improved quality and culturally competent patient care is unlikely to occur under current TNHE arrangements. Nurses’ motives for enrolling were mainly to obtain the high status western degree and the extrinsic benefits of a financial incentive and promotion. However, drawing on their resilience, nurses developed self and professional perspective transformation. The research provides new insights to inform continuous professional education policy for nurses, employers and the Malaysian Nursing Board, and can assist TNHE provider institutions to improve their programme delivery.
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Messias, Melissa. "Construção coletiva de programas educativos: potencialidade para consecução da educação permanente em saúde." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-25062015-163002/.
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Introdução: Visando uma construção coletiva de ações educativas que privilegiem as necessidades dos trabalhadores e as condições de trabalho, com sustentação nas diretrizes da Política Nacional de Educação Permanente em Saúde e nos princípios dos Núcleos de Educação em Urgências, este estudo teve como Objetivos: Caracterizar o ambiente dos prontos socorros quanto aos insumos; conhecer o processo de educação oferecido pelas instituições à equipe de enfermagem; identificar e avaliar as necessidades de treinamento dos profissionais de Enfermagem dos prontos socorros; construir um programa de educação para estes profissionais, baseado no diagnóstico de necessidades de treinamento, considerando o ambiente de trabalho como suporte à aprendizagem contínua. Metodologia: Pesquisa quantitativa e qualitativa, com desenhos exploratório e descritivo, desenvolvida em três prontos socorros de duas instituições, uma pública e uma privada do município de São Paulo. A população constituiu-se de 31 enfermeiros, 84 técnicos ou auxiliares de enfermagem, três gestores de Enfermagem e cinco enfermeiros de Serviço de Educação. A caracterização do ambiente foi realizada por meio de entrevistas com os três gestores de enfermagem; para avaliação das necessidades de treinamento, foi aplicado um questionário a toda a equipe de enfermagem; a construção do programa de educação foi operacionalizada por meio de três encontros de grupo focal em cada pronto socorro, do qual participaram, no total, 14 profissionais; entrevistas com dois enfermeiros dos serviços de educação viabilizaram dados para caracterização do processo de educação da equipe de enfermagem. Resultados: Dentre os principais resultados, destacam-se que os treinamentos técnicos foram os mais prevalentes no levantamento de necessidades (75,6%); a maioria das sugestões de mudanças nos treinamentos foi relacionada às estratégias instrucionais (32%) e ao horário (19,7%); os treinamentos foram apontados como úteis na prática (72,7%), por possibilitarem aperfeiçoamento profissional (62,5%); participariam do planejamento dos treinamentos 77,7% dos enfermeiros e 46,3% dos profissionais de nível técnico; as unidades oferecem condições para aplicação dos conhecimentos aprendidos nos treinamentos, na opinião de 70,3%, principalmente, no que se refere ao ambiente e insumo. Os programas de educação construídos pelos grupos apresentam temas técnicos; modalidade de entrega presencial; domínios e objetivos, predominantemente, cognitivos, nos níveis do conhecimento, compreensão, aplicação e análise; estratégias participativas e práticas. Os processos de educação desenvolvidos nas instituições apresentam fragilidades nas fases de avaliação de necessidades e avaliação de resultados de treinamentos. A participação no grupo focal foi avaliada positivamente pelos participantes. Considerações Finais: Construir programas educativos baseados nas diretrizes da Política Nacional de Educação Permanente em Saúde e nos princípios dos Núcleos de Educação em Urgências é uma ação possível e promissora, pois problematiza a prática do trabalho e a transforma em necessidade de educação. É essencial, todavia, que os programas sejam executados e avaliados para os ajustes necessários para contemplar o paradigma educacional que fundamenta essa Política, pois aspectos culturais e políticos são indissociáveis da educação. Assim, este estudo tem potencialidade para ser replicado nas demais estruturas que compõem a Rede de Atenção às Urgências e a Rede de Assistência à Saúde, envolvendo a equipe de Enfermagem e as equipes multiprofissionais.<br>Introduction: This study aims at a collective construction of educational actions that take into account workers needs and working conditions, based on the guidelines of the National Permanent Health Education Policy and the principles of the Emergency Education Centres. Objectives: to characterize the emergency room environment according to the inputs; to know the education process provided by the institutions for nursing staff; to identify and to assess training needs of nursing professionals in emergency rooms; and to develop an education program for these professionals, based on the diagnosis of training needs, considering the work environment to support continuous learning. Methodology: Quantitative and qualitative research, with exploratory and descriptive designs, developed in three emergency rooms of two institutions, one public and one private, in São Paulo city. The population consists of 31 nurses, 84 nursing technicians or assistants, three nursing managers, and five nurses of education services. To characterize the environment, three nursing managers were interviewed; to assess the training needs, a questionnaire was applied to all nursing staff; to develop the education program, there were three focus group meetings in the three emergency rooms, attended by a total of 14 professionals; to the description of the nursing staffs education process, two nurses of education services were interviewed. Results: Among the main results, it was observed that technical training was the most prevalent in the needs assessment (75,6%); most of the suggestions of changes in training concerned instructional strategies (32%) and schedule (19,7%); training was identified as useful in practice (72,7%) because it enable professional improvement (62,5%); 77,7% of the nurses and 46,3% of the nursing technicians or assistants would take part in the planning of the trainings; the units provide conditions to apply knowledge learned in trainings (70,3%), mainly in relation to environment and input. The education programs developed by the groups contain technical topics; face-to-face delivery method; predominantly cognitive domains and objectives, at the knowledge, comprehension, application, and analysis levels; and participation strategies and practices. The education processes carried out by the institutions show signs of weaknesses in training needs and results assessment. Participants assessed positively the focus group meetings. Final Thoughts: To construct educational programs based on the guidelines of the National Permanent Health Education Policy and the principles of the Emergency Education Centres is a possible and promising action, discussing the work practice and turning it into a training need. However, it is essential that programs are implemented and assessed, considering necessary adjustments to take into account the National Policys educational paradigm, since cultural and political aspects are inseparable from education. Finally, this study has the potential to be replicated in other settings of the Emergency Care Network, involving the nursing staff and the multidisciplinary teams.
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Ortelli, Tracy. "Evaluating the knowledge of those who teach : an analysis of candidates' performance on the certified nurse educator (CNE) examination." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/hpd_con_stuetd/8.
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This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of content areas (dependent variables). The Chi-square test of independence revealed the lack of a statistically significant relationship between educational preparation and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between Option B study participants and content area three (use assessment and evaluation strategies), (t[2,671] = -2.20, p = .03); four (participate in curriculum design and evaluation of program outcomes), (t[2,671] = -2.06, p = .04); and six (engage in scholarship, service, and leadership), (t[2,671] = -2.34, p = .02). Binary logistic regression revealed that a one year increase in full-time employment resulted in a 1.05 times greater likelihood of passing the CNE examination (OR = 1.05; 95% CI 1.03, 1.06; p = .00). Last, simple linear regression revealed that years of full-time faculty employment contributed to 3.2% of the variability within content area four, 2.8% within content area six, and 2.1% within content area three. The results of this study provide insight about faculty development and mentoring needs, present evidence to policy makers and nursing education leaders, and offer guidance to curricula developers.
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Farrell, Rachael. "Faculty and Student Perspectives of Nursing Student Completers in a Community College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6722.
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Research about retention of nursing students has focused on either specific student characteristics or on nursing students at the university level. A problem experienced by a community college nursing program in Maryland is low completion rates, which can affect the institution and the nursing profession. This qualitative case study explored faculty-related factors leading to success of students in the nursing program at this school, so the low completion rate can be addressed. The conceptual foundations for this study were Tinto's theory of student retention and Jeffreys' nursing undergraduate retention and success model. The research questions addressed how faculty-related factors affected students' success in the nursing program. The study was conducted with 9 second year nursing students and 7 nursing faculty providing information through face to face interviews at a community college in central Maryland. Data analysis was conducted using inductive processes to code, identify, and analyze the themes. The findings of this case study suggested that students can benefit from improving their critical thinking abilities. The findings of this case study also suggested that faculty affect students' critical thinking abilities when faculty are approachable, provide a nurturing environment, and are helpful to students. A professional development workshop for nursing faculty and staff was developed based on the findings from these study results. This workshop will provide guidance to faculty and staff on strategies to assist student with improving critical thinking abilities. Implications for positive social change include addressing the nursing shortage by increasing the number of qualified nursing students from this program, understanding the perspectives of nursing students, and helping to meet the needs of nursing students.
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Goetteman, Mary. "A DESCRIPTIVE COMPARATIVE STUDY OF TRADITIONAL AND NON-TRADITIONAL MASTER'S OF SCIENCE IN NURSING DEGREE PROGRAMS OFFERING T." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2328.
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ABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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Cornine, Amanda. "Facilitators and Inhibitors of LPN-to-RN Student Transition: A National Survey Study." eScholarship@UMMS, 2021. https://escholarship.umassmed.edu/gsn_diss/66.
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PURPOSE: The purpose of this national survey study was to describe the transition conditions (facilitators and/or inhibitors) encountered by LPN-to-RN students.
SPECIFIC AIMS: (1) describe the frequency of specific transition conditions experienced by LPN-to-RN students; (2) explore relationships between transition conditions experienced by LPN-to-RN students and student (personal) and program (community) characteristics; and (3) characterize (through open-ended questions) transition conditions experienced by LPN-to-RN students that were not included in the empirically-based investigator-designed survey.
FRAMEWORK: This study was framed by Meleis et al.’s (2000) transition theory; each transition condition included in the survey was linked to one or more category of transition conditions described by Meleis et al.
DESIGN: In March 2020, a cross-sectional national survey was distributed to all LPN-to-RN programs in the United States.
RESULTS: 873 students, in programs across 37 states, responded to the survey. The least frequently reported facilitators were emotional support from faculty and finding online courses helpful. The most frequently reported inhibitors were personal stress and balancing school with non-school responsibilities. The most frequent characteristic related to transition conditions was taking classes with non-LPNs. Respondants reported several transition conditions not included in the survey, including prior experiences (facilitator) and challenges related to the COVID-19 pandemic (inhibitor).
CONCLUSION: These results suggest areas where faculty can further support LPN-to-RN students through their own actions and highlight the importance of carefully planning how to integrate LPN and non-LPN nursing students if they share classes.
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Brabham, Deborah Denise. "Senior Nursing Students' Knowledge, Attitudes, and Perceived Competency about Older Adults." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_con_stuetd/48.
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Background: Nurses entering the workforce may have limited education in gerontological nursing. Therefore, many nurses are unprepared to provide quality care to older adults. An unprepared nursing workforce could negatively influence older adults’ health outcomes and care experience. Purpose: To determine differences in senior nursing students’ knowledge, attitudes, and perceived competency about older adults based on enrollment in a bachelor of science in nursing degree (BSN), associate’s degree nursing (ADN), and practical nursing (PN) program that offers geriatric content in curricula. Theoretical Framework: Bandura’s social cognitive theory, triadic reciprocal determinism model provided the theoretical framework. Methods: A non-experimental, descriptive survey design with a convenience sample of students enrolled in a BSN, ADN and PN program. A total of 178 students participated in this dissertation study. Palmore Facts on Aging Quiz 2, Kogan’s Attitudes Toward Old People Scale, and the Hartford Geriatric Nurse Competency tool was used to collect data. Results: Students enrolled in BSN, ADN, and PN programs demonstrated limited knowledge about facts on aging. Students’ attitudes toward older adults were positive, and a correlation was found between knowledge and attitudes. Students perceived competency about older adults were high, but purely subjective. Students’ preference to work with older adults post graduation in the PN group were higher compared with students in both the BSN and ADN group. Conclusions: This study underscore the need to systematically design an evidence-based curriculum inclusive of geriatric content across (BSN, ADN, and PN) programs to prepare the future nursing workforce to care for older adults.
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Scorzoni, Marília Ferranti Marques. "O espaço da formação docente nos programas de pós-graduação em enfermagem: uma revisão sistemática da literatura." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-12062013-202530/.
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A formação pedagógica para a docência universitária no âmbito da pós-graduação stricto sensu enfrenta desafios. Os espaços para tal formação mostram-se reduzidos na universidade. A prioridade dada à formação para a pesquisa reforça a necessidade de valorizar a docência, bem como sua formação no âmbito da pós-graduação. Discute-se centralmente a importância dos conhecimentos específicos, articulados com os pedagógicos de modo que estes tragam subsídios para o professor atender mais plenamente às necessidades formativas. O estudo objetivou então, fazer uma reflexão sobre a percepção do pós-graduando acerca da formação docente, considerando os novos paradigmas que se instalam no campo da educação e da saúde. Trata-se de revisão sistemática da literatura, cujo objetivo foi levantar dados sobre o processo de formação docente na pós-graduação em Enfermagem considerando a importância de sintetizar e categorizar os estudos primários, realizados no Brasil no período de 2000 a 2012, sobre o assunto em apreço. A amostra foi constituída por dez estudos dos quais indentificou-se as situações-limites através da fala dos pós-graduandos com relação à formação pedagógica para a docência no ensino superior. Nota-se que os espaços destinados ao ensino na pós-graduação são incipientes para atender a demanda da formação docente. Contudo muitos pós-graduandos identificaram como espaços para a formação pedagógica, a existência de algumas disciplinas que fundamentam as questões relativas ao ensino e aprendizagem, além da reflexão sobre paradigmas que identificam posturas e características docentes, entre outros aspectos, bem como o Programa de aperfeiçoamento de ensino (PAE), como uma oportunidade relevante de aproximação com as questões mais amplas que dizem respeito ao processo do ensino superior e seus desafios no século XXI.<br>The pedagogical preparation for university teaching in the post-graduate programs faces challenges. Spaces for this development turned out to be very limited at university. The priority given to research training reinforces the need to enhance the professorship as part of their graduate program. It discusses the importance of expertise, articulated with the pedagogical knowledge so that it is beneficial for the teacher to more fully meet preparation needs. Then, the study aimed to reflect on the perception of the graduate student about teacher education, considering the new paradigms settled in education and health. This is a systematic review of the literature, whose goal was to collect data about the process of teacher education in graduate nursing, considering the importance of categorizing and synthesizing primary studies carried out in Brazil from 2000 to 2012, on the subject in appreciation. The sample consisted of ten studies which identified the limit situations through the speech of graduate students regarding pedagogical preparation for teaching in higher education. Note that the spaces for teaching in graduation are incipient to meet the demands of education. Yet, many graduate students identified as main spaces for exercising teaching knowledge, the existence of some courses concerning issues related to teaching and learning, and reflecting on paradigms that identify pedagogical postures and faculty characteristics, as well as Brazilian Improving Teaching Program, as a significant opportunity for rapprochement with the broader issues that concern the process of higher education and its challenges in XXI century.
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Suzan, Zelda. "The Relationships Among Job Satisfaction, Length of Employment, and Mentoring of Nursing Faculty." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2060.
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The shortage of faculty in nursing education programs has been well documented by the National League for Nursing. Job satisfaction is important in retaining nurse educators, and one New York nursing program was interested in examining the potential impact of mentoring on satisfaction. The purpose of this quantitative study was to examine job satisfaction, measured by the Job Descriptive Index/Job in General scale (JDI/JIG), between nurse faculty participants in formal mentoring programs compared to participants receiving an informal type of mentoring. In addition, the length of employment was examined as a possible factor in predicting job satisfaction. The theoretical framework for the study included Knowles's theory of adult learning, Maslow's theory on motivation, and Erikson's theory of psychosocial development. Forty-nine nursing faculty completed a survey with 2 components including a faculty questionnaire and the JDI/JIG scale. Logistic regression was used to assess whether formal mentoring programs or length of employment were predictive of job satisfaction. Scores on the 6 component parts of the JDI/JIG determined job satisfaction. Neither length of employment nor formal mentoring programs were predictive of job satisfaction. Recommendations included continued research on job satisfaction with larger samples of nurse faculty. These findings will promote positive social change by informing discussions at the local site on ways to improve job satisfaction amongst nursing faculty, which could reduce the nursing faculty shortage at the local site.
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Heimann, Candice. "Capacitação pedagógica de docentes de enfermagem: desenvolvimento e avaliação de um curso a distância." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-11052012-105441/.
Full textAbstract:
O papel estratégico da educação como alavanca do crescimento e desenvolvimento socioeconômico é hoje consenso internacional. Além da democratização do acesso ao ensino, faz-se mister garantir uma educação de qualidade, que prepare cidadãos para atuar de maneira crítica e participativa da vida social, possibilitando-lhes a entrada e a permanência em um mercado de trabalho em constante transformação. Muitas universidades e professores tem tido dificuldades em acompanhar as mudanças, o que tem provocado debates e publicações sobre educação, discutindo-se tanto a premência de reformulações nos projetos pedagógicos, quanto de formação, atuação e desenvolvimento dos que nela ensinam. Nesse sentido, a possibilidade de utilizar a tecnologia como ferramenta pedagógica se mostra como um caminho promissor, tanto na intenção de alcançar objetivos educacionais, bem como, de ir ao encontro de interesses e necessidades, de professores e de alunos, quanto da demanda do mercado. O presente estudo constitui-se de uma pesquisa aplicada de produção tecnológica, que teve como objetivos desenvolver e avaliar um curso à distância de Capacitação Pedagógica para Docentes de Enfermagem. A metodologia de desenvolvimento do curso baseou-se no modelo Addie fundamentado no Design Instrucional Contextualizado (DIC) e baseou-se nos referenciais pedagógicos de Lev Vygotsky, Pierre Levy, John Dewey. O tema central do curso foi dividido em 10 unidades de aprendizagem com 30 horas cada, todas seqüenciais e complementares. O curso foi avaliado por doze especialistas nas áreas de ensino à distância, enfermagem e educação, baseados em três dimensões: pedagógica, tecnológica e comunicacional. De maneira geral o curso foi avaliado pelos especialistas como muito satisfatório e satisfatório em 251 (95%) dos itens, os quais apresentaram sugestões de melhorias. Concluiu-se que a proposta deste curso de especialização permitirá a capacitação dos docentes de enfermagem por meio de uma aprendizagem dinâmica e colaborativa, promovendo um saber fazer reflexivo com o uso das tecnologias de informação e comunicação para atender às reais necessidades da graduação de enfermagem.<br>The strategic role of education as a lever for growth and socioeconomic development is now an international consensus. In addition to the democratization of access to education, it is mister ensure a quality education that prepares citizens to act as a critical and participatory social life, enabling them to enter and stay in a job market in flux. Many universities and teachers are struggling to keep the changes which has led to debates and publications on education, discussing both the urgent need for reformulation of educational projects, and training, performance and development of those who teach it. In this sense, the ability to use technology as a pedagogical tool appears as a promising way, both the intention of achieving educational goals, as well as to meet the interests and needs of teachers and students, as the market demand.The present study consists of a production technology applied research, which aimed to develop and evaluate a distance learning course Pedagogical Training for Nursing Faculty. The development methodology of the course was based on the model based on the Addie and grounded in Instructional Design Contextualized (DIC) and was based on the pedagogical framework of Lev Vygotsky, Pierre Levy, John Dewey. The central theme of the course was divided into 10 learning units with 30 hours each, all sequential and complementary.The course was evaluated by twelve experts in the areas of distance education, nursing and education, based on three dimensions: pedagogical, technological and communication. Overall the course was rated by experts as highly satisfactory and satisfactory in 251 (95%) of items, which made suggestions for improvements. It was concluded that the proposal of this specialization course will enable the training of nursing faculty through a dynamic and collaborative learning, promoting a reflective know-how with the use of information and communication technologies to meet the real needs of the nursing degree
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Švecova, Svetlana. "Hemodializuojamų pacientų mokymo programos sukūrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_144803-98499.
Full textAbstract:
Darbo tema – hemodializuojamų pacientų mokymo programos sukūrimas. Hemodializuojami pacientai turėtų būti mokomi taisyklingos mitybos, arterinio kraujo spaudimo (AKS) reguliavimo principų ir teisingos arterio – veninės (A-V) fistulės priežiūros. Sergantiesiems būtina suteikti psichologinę pagalbą, išmokyti juos pasinaudoti artimųjų parama. Galima daryti prielaidą, kad pradėjus mokyti hemodializuojamus pacientus, gydymo ir slaugos rezultatai bus geresni. Teiginį, kad pacientų mokymas yra nepakankamas, pagrindžia tai, kad nėra sukurtos mokymo programos.
Darbo tikslas–ištirti hemodializuojamų pacientų mokymo poreikį ir sukurti hemodializuojamų pacientų mokymo programą. Tyrimo metodai: Mokslinės literatūros analizė; Anketinė apklausa; Statistinė duomenų analizė.
Tyrimas buvo atliktas 2006m. gruodžio - balandžio mėnesiais. Tiriamųjų apklausa atlikta Klaipėdos Jūrininkų ligoninės nefrologijos ir hemodializių skyriuje ir UAB „Nefrida“ hemodializių skyriuje. Išvados: Hemodializuojamų pacientų mitybos mokymo poreikis yra didelis. Hemodializuojami pacientai informaciją mitybos apribojimų klausimais gavo, ta�����iau pavėluotai t. y. 29 pacientai (51 proc.) informaciją gavo mažiau nei pusė metų iki pirmos hemodializės procedūros. Dauguma pacientų net 47 pacientai (82 proc.) negavo iš šeimos gydytojo informacijos mitybos apribojimų klausimais. Iš dializės skyriaus slaugytojos daugiau nei pusė pacientų t. y. 34 pacientai (60 proc.) gavo informacijos mitybos apribojimų klausimais... [toliau žr. visą tekstą]<br>It is necessary to teach haemodialysed patients how to take health nourishment,how to regulate blood pressure (BP),how to take appropriate care about arterial-venal fistula. Patients need psychological help,to take family support. Possibly,this teaching will improve rezults of treatment and medical care.Statement,that teaching of such patients is insufficient, is based on the fact ,that there is no training program nowadays. Aims-to examine haemodialysed patient‘s demand of teaching,and to create training program.Methods- analysis of science terature,questionnaire,statistic data evaluation.
Questionnaire took place in nefrology and haemodialysis department of Klaipeda Seamen hospital and in haemodialysis department of private clinic „Nefrida“. Conclusions-almost all patients (95 per cent)with chronic renal insufficiency were informed about nutrition limitation.More than half of them (51 per cent)were informed too late-less tan 6 month before first haemodialysis.The vast majority of patients(96,5)state that information about nutrition limitation they get mostly from nephrologist.17,5 of respondents state that such information they get from family doctor.
The most of patients (92 per cent) were informed about A-V fistula imprtance and medical care during haemodialysis.Training program of haemodialysed patients was prepared.It consist of flyer,CD record,booklet about limitation in nutrition and A-V fistula care.The training program for haemodialysed patients are based... [to full text]
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Anjos, Danielly Santos dos. "Os cursos de graduação em enfermagem de Maceió/AL: um olhar complexo sobre os projetos pedagógicos." Universidade Federal de Alagoas, 2013. http://repositorio.ufal.br/handle/riufal/1169.
Full textAbstract:
This investigative process has as its object of study the organization of the Pedagogical Projects (PP) of the Undergraduate Nursing from Maceió/AL. This is a survey with a qualitative approach type exploratory-descriptive that follows a complex perspective of education and adopted the document analysis as a technique for processing data and production of information. Was used as primary sources the PP of the six courses of graduation in Nursing from Maceió/AL and data collection instrument was constructed from the landmarks that makes up the PP and its constituent elements. Pre-analysis of the information produced was given from the drafting tables and summaries, and then the analysis of the three categories and eight subcategories identified from the PP studied. Was possible to see, from the analysis of the PP, which under graduate courses in nursing are experiencing a transition from a liberal perspective to a progressive perspective. In general, the courses have sought to break with the traditional Cartesian model, adhering initially DCNEnf and adopting the theories, methods and strategies of teaching-learning in an active way, dynamic and formative even structuring their curricula in disciplines. However, the conflict of concepts which sometimes are directed to liberators models and another for conservatives show that has not been an easy task to organize a PP in a new perspective. The analysis outlined from the idea of operators/principles of complexity and organizational tetragrammaton, which allowed a reflection towards the construction of complex PP, despite not having identified PP in this study that walked for that direction. With the result of this study, it is expected to offer nursing courses subsidy to the discussion on the organization of PP in order to contribute with a more humane society, supportive, critical, reflective, socially committed and with the principles and guidelines of the National Health System, finally complex.<br>O presente processo investigativo tem como objeto de estudo a organização dos Projetos Pedagógicos (PP) dos Cursos de Graduação em Enfermagem de Maceió/AL. Trata-se de uma pesquisa com uma abordagem qualitativa do tipo exploratório-descritiva que segue uma perspectiva complexa na educação e adotou a análise documental como técnica para tratamento e produção das informações. Utilizou-se como fontes primárias os PP dos seis cursos de graduação em enfermagem de Maceió/AL e para a coleta dos dados construiu-se um instrumento a partir dos marcos que compõe um PP e seus elementos constituintes. A pré-análise das informações produzidas se deu a partir da elaboração de quadros e sínteses e em seguida pela análise das três categorias e oito subcategorias identificadas a partir dos PP estudados. Foi possível constatar, a partir da análise dos PP, que os cursos de graduação em enfermagem estão vivenciando uma fase de transição de uma perspectiva liberal para uma perspectiva progressista. De um modo geral, os inicialmente, as DCNEnf e adotando teorias, metodologias e estratégias de ensino aprendizagem ativas, dinâmicas e formativas, mesmo estruturando seus currículos em disciplinas. Contudo, o conflito de concepções que ora se direcionam para modelos libertadores e ora para conservadores revelam que não tem sido tarefa fácil organizar um PP numa perspectiva inovadora. A análise se delineou a partir da idéia dos operadores/princípios de complexidade e do tetragrama organizacional, o que possibilitou uma reflexão em direção a construção de PP complexos, apesar de não ter identificado neste estudo PP que caminhassem por essa direção. Com o resultado deste estudo, espera-se oferecer aos cursos de enfermagem um subsídio para a discussão sobre a organização dos PP de forma a contribuir com uma sociedade mais humana, solidária, crítica, reflexiva, comprometida socialmente e com os princípios e diretrizes do Sistema Único de Saúde, enfim complexa.