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McNamee, Mary Josephine McCarthy John R. "Essential student clinical behaviors for satisfactory completion of initial medical-surgical nursing experiences as perceived by baccalaureate nursing faculty." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907677.
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Thesis (Ph. D.)--Illinois State University, 1988.Title from title page screen, viewed September 23, 2005. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinksi, Mary Ann Lynn, Rodney P. Riegle, David L. Tucker. Includes bibliographical references (leaves 153-166) and abstract. Also available in print.
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Le-Hinds, Nho. "Male nurses: Gender -based barriers in nursing school." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2484.
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This study used three research questions to analyze the barriers male nurses and male nursing students encountered in their nursing education. Further comparison was made between the results of this study and earlier studies using the same survey and recently graduated respondents versus respondents who had been out of nursing school for longer. The findings for this study indicate barriers for male nurses in their nursing program still exist. Nurses are still referred to primarily as "she," there is little to no content on men's contributions to nursing, male nursing students still have difficulty in their Obstetrics clinical rotation, male nurses and nursing students continue to be anxious regarding accusations of sexual inappropriateness when caring for female patients, and male nurses and male nursing students feel like they have to prove themselves because people still expect nurses to be females. Some barriers appear to not be present for most male nurses. The respondents reported feeling accepted by their peers. Respondents were encouraged to strive for leadership roles. People close to the respondents were supportive of their decision to enter nursing. Recommendations for changes in the nursing curriculum were made to help better support men in nursing school. Nursing school administrators can also use the results from this study to help decrease gender-based barriers, which may decrease male nursing students' high attrition rate.
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Jennings, Sheba. "Student and faculty perceptions of accelerated nursing programs on the nursing shortage in the Mississippi Delta." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10312008-151941.
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Dahl, Susan. "Advantages of Re-Establishing Hospital Based Schools of Nursing." Kennedy-Western University, 2006. http://hdl.handle.net/10919/71584.
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This study examined perceptions of hospital-based nursing schools among nursing professionals to determine whether this type of nursing education model is viable in the modern nursing context. Nursing education is faced with the twin problems of insufficient nurses, which creates a demand for rapid education of nurses, and ensuring adequate clinical quality of nurses, which creates a demand for more extensive undergraduate clinical training. Hospital-based nursing schools are three-year programs that provide more intensive clinical training than the two-year university-based programs. The study developed and disseminated a questionnaire to assess the perception of nursing professionals and nursing students on the issues related to hospital-based nursing schools including clinical quality and the shortage of nurses. Secondary research was conducted based on the available literature regarding nursing education and the historical development of the current nursing educational system. The study found that there was a generally favorable opinion of hospital-based nursing schools among the surveyed population, particularly in the area of the level of clinical training received at these types of schools. The study also found that there were significant attitudinal and financial barriers to increasing the number of hospital based nursing schools. The findings of this study are exploratory in nature and serve to define the problems and alternatives associated with nursing education and hospital-based nursing schools.
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Dorsey, Maggie Thurmond. "Nursing education administrators' perceptions of the recruitment and retention of African American male nursing students." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/maggie_t_dorsey/dorsey_maggie_t_200508_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2005."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Michael D. Richardson. ETD. Electronic version approved: December 2005. Includes bibliographical references (p. 124-144) and appendices.
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Lawrence, Annie L. Morris Jeanne B. "Perceptions regarding the articulation process for baccalaureate registered nurses." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806860.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 25, 2005. Dissertation Committee: Jeanne Brown Morris (chair), Larry D. Kennedy, John R. McCarthy, Kenneth H. Strand. Includes bibliographical references (leaves 70-74) and abstract. Also available in print.
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Gaerte, Amy E. "Characteristics of mentoring in nursing faculty." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221290.
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The increasing complexity of today's nursing coupled with the growing need for higher numbers of expertly trained nursing staff requires faculty members who are prepared to handle this challenge. Mentoring has been noted as a successful tool for advancing careers, fulfilling role expectations, and providing resources for guidance. With a nursing shortage threatening and a bulge in the population of baby boomers beginning to retire, nurses are in high demand. The purpose of this study was to examine the concept of mentoring in nursing, determine if nursing faculty have been mentored and to ascertain the characteristics of mentoring reported by nursing faculty.The population for the study was nursing faculty from three mid-western schools of nursing. A convenience sample of all nursing faculty who agreed to participate was used. The participants were given a demographic tool and Darling's Measuring Mentoring Potential (MMP) Scale to complete. The MMP consisted of fourteen items that described the most significant characteristics of mentors.The pool consisted of 52 faculty with a response rate of 84.6% (n=44). All of the faculty that completed the questionnaire were mentored. The majority of respondents (n=43) were female ranging in age from 40-59 (84.1%). Fifty percent were Master's prepared nurses and 41% held doctoral degrees. The respondents reported the three highest characteristics of mentoring as Model, Envisioner, and Energizer which is consistent with Darling's research as denoting a significant mentoring relationship.The findings revealed that nursing faculty have been mentored and that these mentoring relationships were significant as defined by Darling. Due to proposedupcoming shortages in nursing staff and nursing faculty, this study was significant to provide data about the mentoring relationship. Nurse administrators can use information about mentoring to structure formal mentoring programs to facilitate transition into faculty roles. The implication of this study is that mentoring can be used to promote growth in new faculty members and provide schools of nursing with adequately prepared new faculty as more experienced professors retire.School of Nursing
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Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.
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This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system.
Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were.
Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.
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Falk, Nancy L. "Retaining the wisdom deans' reflections on extending the academic working life of aging nurse faculty /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3146.
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Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 162. Thesis director: Jeanne Sorrell. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Nursing. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 152-161). Also issued in print.
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Thobakgale, Ellen Mokgobola. "Factors contributing to absenteeism of pupil nurses in the nursing schools of Capricorn District, Limpopo." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1013.
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Thesis (M.Cur) --University of Limpopo, 2013This study was aimed at determining the factors that contributed to absenteeism of pupil nurses in the nursing schools of Capricorn district in Limpopo Province. A descriptive cross-sectional quantitative design was used to describe factors that contributed to absenteeism of pupil nurses in the nursing schools of Capricorn district. The target population consisted of 124 pupil nurses at two nursing schools in the Capricorn district. Ten pupil nurses from one nursing school were used in a pilot study, but for the main study 114 nurses from both nursing schools were sampled. Systematic sampling was used to select 57 pupil nurses who participated in the study. Data were collected by means of a self-developed questionnaire that comprised 24 items on teaching, course content, learning, assessment and social problems. The Statistical Package for Social Sciences (SPSS, version 18) was used for data analysis. Validity and reliability were ensured by using Cronbach’s test on the pilot study. Ethical clearance was obtained from the Medunsa Research and Ethics Committee, and permission to conduct the study was granted by the Department of Health and Social Development, Limpopo Province. The findings of the study revealed that teaching, course content, learning environment, assessment and social problems were contributory factors to absenteeism of pupil nurses in the nursing schools of the Capricorn district in the Limpopo Province. The study further showed that pupil nurses were absent from classroom and clinical settings due to fear of assessment and attending to social problems. The study recommended the redesigning of nursing education and training in the Capricorn district of the Limpopo Province. The study proposed that appropriate and innovative teaching strategies and support systems be established for pupil nurses.
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McCarthy, Mattie. "Reasons for nurses to return to school to obtain a baccalaureate degree /." Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_mccar_reaso.pdf.
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Cowen, Elaine W. "Perceptions of part-time nursing faculty and administrators related to job satisfaction." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774743.
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The two purposes of the study were to investigate and compare job perceptions (satisfaction-dissatisfaction) of two groups of part-time nursing faculty teaching in Indiana associate and baccalaureate nursing programs and to recommend guidelines for increasing job satisfaction of part-time employees. Referent groups in the study included:1. part-time faculty surveyed in 1983 and 19872. administrators of nursing programs surveyed in 1983 and 1988A 12-item questionnaire containing 12 job satisfiers relating to current and restructured positions was used to gather perceptions from referent groups.Findings1. Achievement, autonomy, and responsibility motivators were ranked in that order as the three most important job satisfiers by the combined 1983 and 1987 part-time faculty respondents in current and restructured positions.2. Part-time faculty, 1983, ranked salaries as eighth most important job satisfier in current positions and sixth most important in restructured positions. Part-time faculty, 1987, ranked salaries as eighth most important job satisfier in current positions and third most important in restructured positions. Administrators in 1983 and 1988 ranked salaries as ninth most important job satisfier for part-time faculty in current positions and most important job satisfier in restructured positions.3. Administrators cited budget, most frequently, as the reason they employed part-time faculty. Part-time faculty frequently mentioned inadequate salary as the most dissatisfying facet of part-time teaching.4. Part-time faculty most often listed interaction with students as the most satisfying facet of their teaching.Conclusions1. The job satisfier, salaries, has become more important to job satisfaction for part-time nursing faculty.2. With the exception of salaries, part-time faculty respondents ranked job satisfiers classified as motivators as more important in the restructured positions than job satisfiers classified as maintenance factors.3. Part-time teaching offers qualified nurses an opportunity for job satisfaction due to the many motivators which are inherent in the position.Department of Educational Leadership
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Wilson, Connie S. "The perception of values and the process of professional socialization through classroom experiences among baccalaureate nursing students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001186.
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Socialization into the nursing profession is essential for student nurses to develop an internalized professional identity and the corresponding professional role. The espoused professional values are the foundation for the development of professional identity and commitment to the profession. Nurse educators have a responsibility to foster students' learning for the development of the student nurse as a professional. The formation and internalization of a professional identity through acquisition of values that are congruent with those espoused by the profession facilitates professional development.The purpose of this qualitative study was to examine how baccalaureate nursing students were professionally socialized into nursing values in the classroom. Mezirow's transformational learning was used to examine how nursing students came to critically reflect on personal and professional values as part of the process of professional socialization.The context for this study was a university classroom setting. A purposive sample of eight nursing students in a baccalaureate program in the first nursing, non-clinical course was used.The study used interviews, observations, and review of documents which included the informants' journals, course text, course examinations and syllabus. Two one-hour interviews were conducted with the informants at the fifth week of a seven week course and at completion. The instructor was also interviewed following completion of the course. The three classroom observations were conducted every other week to correspond with significant content areas. Journals were collected every other week.The findings suggest that nursing students do not attain the espoused professional values from the formal curriculum or role-modeling of the instructor in a classroom setting. Qualities attributed to the professional values were expressed rather than the values themselves through personal experiences. Content areas which were controversial and value-laden held the most meaning and triggered critical reflection on personal and professional values. Eight subcategories emerged from the data analysis: formal curriculum, perceived personal values, perceived values learned in the classroom, perceived values role-modeled, triggers for critical reflection, hidden curriculum, sense of belonging to the profession, and consequences of professional socialization.This study has implications for nurse educators regarding teaching strategies, nursing education and curriculum development, professions concerned with professional socialization, and adult educators interested in Mezirow's theory. Further study is recommended on aspects of belonging, triggers for critical reflection, and professional values.Department of Educational Leadership
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Fisher, Gohwa. "An investigation of learning style preferences of nurses in training at two nursing schools in public health facilities in Cape Town." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/19886.
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Aim: To investigate the preferred learning styles of learner nurses i.e. enrolled/staff nurses and auxiliary nurses, in nursing schools within public health facilities in the Cape Town Metropolitan district of the Western Cape, South Africa. Objectives: To determine individual learning styles of learner nurses registered for a training programme in a school of nursing. To establish the differences between the categories of learner nurses with regards to the learning style preference. To determine a possible relationship between demographic and educational background of the individual and the preferred learning style.
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Thomas, Francine Simms. "Experiences of Black Women who Persist to Graduation at Predominantly White Schools of Nursing." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1026.
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This study was designed to explore the experiences of Black women who attended predominantly White nursing schools. A phenomenological design was used to investigate eight nurses who persisted through to graduation from their nursing programs in the 21st century. The study examined persistence through the lens of academic involvement, alienation, loneliness and isolation, culture, identity and fit, self-concept, and institutional climate and racism. In-depth interviews were conducted to answer the following questions: (1) What does it mean to be Black in a PWI? What are Black nurses' perceptions of the nursing school experience, (2) How did the Black culture fit in with the nursing education culture, (3) What factors influenced your persistence to completion of the program? van Manen's qualitative methods were used for data analysis. Interviews were recorded and transcribed and analyzed exegetically (test is organized around the literature review using the concepts that have already been identified) and thematically. The six themes that emerged were (1) Dealing with stress and nobody cares, (2) Indifference and the need for recognition, (3) Do they even know I am here, (4) Invisibility vs. Visibility, (5) Differentness, unfairness, and condescension, (6) Yes, I am Black and a Woman and I am moving on. The purpose of this study was to explore the lived experiences of Black nurses who graduated from predominantly White nursing schools by using stories told by those nurses. This study sought to add to the dearth of literature available on Black's experiences in PWIs which would increase awareness and understanding of Black nurses' experiences. Educators and nursing schools can then prepare programs to recruit and retain students of color.
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Strong, Linda Lee. "Phenomenological analysis of faculty perceptions towards teaching of nursing students of color /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976779.
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Thesis (Ed.D.)-- Teachers College, Columbia University, 1996.Includes tables. Typescript; issued also on microfilm. Sponsor: Marie O'Toole. Dissertation Committee: Raechele Pope. Includes bibliographical references (leaves 179-192).
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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.
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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.School of Nursing
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Dowell, Mary L. "Why they succeed : completion, retention, and early departure of registered nurses returning for the baccalaureate degree in nursing /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004255.
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Wishart, James. "Producing nurses, nursing training in the age of rationalisation at Kingston General Hospital, 1924-1939." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20713.pdf.
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Strevy, Sonia R. "Communicating with difficult patients : nurses' perceptions." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865936.
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Communicating With Difficult Patients: Nurses' Perceptions Effective communication is paramount in any nurse-patient relationship. Nurses must develop good interpersonal skills with which to evaluate patient needs, provide therapeutic interaction and obtain mutual goals. The purpose of this study was to describe the variables present in nurses self reported communication with difficult patients.Imogene King provides the theoretical framework for this study using the concept of goal attainment as the basis. The Difficult Patient Assessment Tool (Podrasky & Sexton, 1988) was used to measure communication with difficult patients, along with the addition of an open-ended question. A convenience sample of 25 (40%) R.N.'s and L.P.N.'s from a community hospital in the Midwest was used. The procedures for the protection of human subjects were followed. Descriptive statistics were used to analyze the data.Findings of the study included that nurses perceive difficult patients as demanding, never satisfied, confused, frustrating, female, noncompliant, manipulative and uncooperative. Nurses reacted to the communication that takes place with the difficult patient, with feelings of frustration, incompetence, anger, disgust, anxiety, and at times, "O.K.". Nurses most frequently interact with difficult patients in informative, pragmatic, supportive, prescriptive and catalytic manners. The resulting transaction between the nurse and the difficult patient included feelings of frustration, fright, confusion and hurt.Conclusions were that difficult patients are perceived as making unrealistic demands on the nurses' time, and impair nursing interactions. Nurses' transactions resulted in both positive and negative reactions, depending on the situation, and the reactive patterns of the nurse. Nurses tend to take a more authoritative, rather than a facilitative role in interactions with difficult patients.Implications include the need for learned communication patterns which may or may not be effective in dealing with difficult patients. Effective communication skills involve not only acquired knowledge, but also knowledge of self and one's perceptions and values. Self knowledge of communication patterns, and how to improve on those patterns, might be helpful.School of Nursing
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Skally, Mary Helen. "An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/337.
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Mason, Brenda. "Advanced-Beginner Registered Nurses' Perceptions on Growth From Entry Level." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6921.
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Many entry-level nurses are not prepared to handle medical emergencies. Although responsible for managing the care of individuals with complex medical conditions, many of these nurses compromise the safety of patients due to a lack of experience and an inability to apply clinical judgment. The purpose of this study was to explore the perceptions of registered nurses about their transition from entry-level to advanced beginner. Bandura's social cognitive theory, along with Colaizzi's descriptive method of data analysis, provided a basis for this phenomenological study. Research questions focused on challenges that entry-level nurses have experienced with problem-solving and complex patient care that requires advanced critical thinking and the application of clinical judgment. Criterion sampling facilitated recruitment of advanced-beginner RNs, with data collected through semistructured, one-on-one interviews. Data analysis occurred in a series of steps, including extracting and developing meanings from interview transcripts, clustering meanings into description lists, and eliminating outliers. Data analysis revealed 12 major themes aligned with behavior, clinical environment, and personal/cognitive factors. Among the findings were that nurses often felt unsupported, unable to manage conflict, unprepared, unseasoned, inefficient, and unable to lead others effectively. This study was necessary because its findings may provide insights leaders in health services can use to develop strategies to better prepare entry-level nurses to care for individuals with complex medical conditions. Among the implications for positive social change are developing a better tool for the training and advancement of entry-level nurses, consequently improving patient safety and reducing health care costs.
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Andrews, Kathleen E. Wilson Thad. "Perceptions of high school boys toward nursing as a career choice." Diss., UMK access, 2005.
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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2005."A dissertation in nursing." Advisor: Thad Wilson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 140-151). Online version of the print edition.
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Chang, Mei-Ying. "The impact on families who have children with mental retardation in Taipei City : implications for school nursing service." Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272190.
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King, Kate. "Creating Voice in School Nurses through Increasing Self-efficacy." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1596205414668537.
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Sherwin, Sarah Grace. "Performing school nursing : narratives of providing support to children and young people." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/614997.
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Background: Child and adolescent mental health is an important public health issue within the UK. Providing support to young people, to help them cope with everyday life, is a key aspect of the school nurse’s role. Yet there is a paucity of published research within the UK and internationally about how this support is provided. Methodology: Using a narrative inquiry approach, presented as a performative text, this study set out to address the following research question, ‘How do school nurses provide support to young people?’ Stories were gathered from eleven school nurses to explore their experiences of providing support to young people using purposive sampling. The stories were analysed using an adapted version of the interpretivist-interactionist model (Savin-Baden, 2004). Poetic re-presentations were used to tell the stories of individual school nurses; an approach seen to be a novel in school nursing research. Using Soja’s (1996) spatiality theory as a framework the stories were analysed collectively, to explore different spaces used when providing support to young people. Findings: This study extends school nursing current literature about what it means to provide support. The importance of regular support and building trusting relationships is identified. Yet challenges exist in terms of the amount of emotional investment required by the nurses, as well as a lack of workforce capacity and organisational demands. It provides an original contribution to the body of school nursing knowledge by using an approach new in school nursing research, and distinguishing different and new spaces in which they perform to provide support to young people. Recommendations: Further research is necessary to gather stories from young people themselves. Additional support and training is recommended to enhance school nurses’ knowledge and skills in providing support. Findings should be conveyed to commissioners to provide insight into the school nurses’ role.
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Berg, Julie Marie. "Educator's perceptions of priority school nursing activities and influencing factors." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2341.
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The purpose of this study was to compare the relative priority rankings assigned by educators and practiontioners of activities performed by school nurses. It examines the factors that under lies the differences in priorities assigned.
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Rickenbach, Christina. "School Nurses' Role During Disease Outbreak." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9055.
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Background and Purpose: School nurses have the critical task of overseeing the health and wellness of school-aged students. Utah is 1 of 17 states which allow parents to exempt their children from vaccines. The most common parental reason for exempting children from vaccines is personal choice. With the number of students without vaccinations on the rise, school nurses are tasked with responsibilities related to the spread of vaccine-preventable diseases. However, few studies have explored the role of school nurses in managing a disease outbreak. Therefore, the purpose of this study was to 1) explore the responsibilities of Utah school nurses during a disease outbreak; 2) review disease outbreak training for Utah school nurses; 3) identify groups with which the Utah school nurse would collaborate during a disease outbreak; and 4) identify Utah school nurse concerns while attempting to manage a disease outbreak. Methods: A qualitative descriptive design was used with a semi-structured interview guide for focus groups (3 focus groups, 24 total participants) of Utah school nurses. Qualitative analysis of content and themes was utilized. Results: School nurses' responses revealed their collaborative role and cited strong teamwork with the local health department; lack of standardized disease outbreak training; high student-to-nurse ratios; and concerns with communication with parents and community. Thematic descriptions with illustrative quotes are presented as well as perceived challenges and barriers Utah school nurses faced during a disease outbreak. Conclusion: Utah school nurses face barriers that prevent them from working effectively during a disease outbreak. Most barriers are due to communication difficulties and lack of training for school nurses. Findings of this study have implications for standardized training, funding to decrease the high nurse-to-student ratio and for further education in the community to raise awareness of outbreak guidelines.
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Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.
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Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.
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McCormick, Sarajane Y. "Nurse Educator and Nursing Student Learning Style Match and Its Effect on the Problem Solving Ability of the Nursing Student." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331200/.
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This investigation concerned the effect of nurse educator/nursing student learning style match on the latter's problem solving ability. Problem solving ability was defined as the processes of finding facts, problems, ideas, solutions and their acceptance in other than past experience, tradition and habit. The underlying conceptual framework was Kolb's holistic model of experiential learning which combines experience, perception, cognition and behavior. The model has vertical and horizontal axes resulting in four quadrants or kinds of learners: diverger, assimilator, converger and accommodator. Instruments used were Kolb's Learning Style Inventory and Gover's Nursing Performance Simulation
Instrument.
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Fraley, Hannah E. "School Nurses' Awareness and Attitudes Towards Commercial Sexual Exploitation of Children| A Mixed Methods Study." Thesis, University of Massachusetts Boston, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264694.
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Human trafficking is a global problem and a multi-billion dollar industry. Most victims are women and girls and more than half are children. In the United States, many at risk youth continue to attend school with school nurses on the frontlines. Using the Peace and Power Conceptual Model, a mixed methods study was conducted to explore their awareness, attitudes, and role perceptions in prevention of commercial sexual exploitation of children (CSEC). Two factors related to increased awareness, and positive attitudes and role perceptions to prevent of CSEC included prior exposure to working with vulnerable students, and prior education about CSEC. Two factors that inhibited identification of CSEC included an uncertainty in identifying CSEC, and a lack of collaboration with colleagues in schools. Four sub-themes were identified; ‘exposure/knowledge, ‘collaboration’, ‘role boundaries’, and ‘creating respite space’. Future research should target the multidisciplinary school team. Simultaneous policy efforts should focus on improving practice conditions for school nurses to support their role in identification and intervention to prevent CSEC among at risk youth.
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Finnell, Deborah S., Elizabeth L. Thomas, Wendy M. Nehring, Kris A. McLoughlin, and Carol J. Bickford. "Best Practices for Developing Specialty Nursing Scope and Standards of Practice." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6707.
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Nursing specialization involves focusing on nursing practice in an identified specific area within the entire field of professional nursing. A defined specialty scope of practice statement and standards of professional practice, with accompanying competencies, are unique to each nursing specialty. These documents help assure continued understanding and recognition of nursing’s diverse professional contributions. The purpose of this article is to demystify the process for specialty nurses who are creating or revising their specialty nursing scope and standards of practice. We provide best practices for the developmental process based on our recently published scope and standards of specialty nursing practice. The conclusion provides strategies to disseminate scope and standards documents to appropriate stakeholders.
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Witney, Lois W. Thomas Clayton F. "Nurse educators self-concept and leadership behaviors /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101129.
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Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed November 16, 2005. Dissertation Committee: Clayton F. Thomas (chair), Edward R. Hines, Vivian R. Jackson, Douglas H. Lamb, Kenneth H. Strand. Includes bibliographical references (leaves 114-124) and abstract. Also available in print.
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Sawyer, Susan S. "Factors Affecting the School Nurse's Role in Effectively Managing the Child with Asthma: A Dissertation." Diss., eScholarship@UMMS, 2002. http://escholarship.umassmed.edu/gsn_diss/6/.
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Thesis (Ph. D.)--University of Massachusetts Worcester and University of Massachusetts Amherst, 2002.Title from opening page (viewed Oct. 10, 2007). "February 2002, Collaborative PhD in Nursing Program, Worcester and Amherst." Includes bibliographical references (p. 86-97).
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Curry, Tamika. "Adopting Innovative Approaches to Care: Facilitators & Barriers of School Nursing Practice in an Urban School District." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/551882.
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Urban EducationPh.D.
As new approaches to practice become available for school nurses, urban school districts must address the need to provide facilitators for the dissemination and adoption of new evidenced based practice models. With instructional capacity, curriculum challenges, and school climate at the center of the decision making of educational leaders, the needs of school health become neglected. As new innovations become available, school nurses working in urban school districts often rely on individual continuing education to access new ideas due to barriers that exist in urban schools with limited funding and resources. This dissertation research had two primary aims: (1) expand current research regarding specific barriers and facilitators to practice, and (2) to better understand the school nurses’ adoption of the Framework for the 21st Century School Practicing Nurse in an urban school district. This framework addresses the specific needs of the school nurse working in an evolving educational health setting. Using a descriptive and inferential quantitative design with a convenience sample of school nurses in the School District of Philadelphia (SDP), participants completed an online survey designed to examine awareness, agreement, and alignment with the framework, as well as barriers and facilitators of adoption. The results revealed differences in level of awareness of the framework across various demographic groups within the SDP. After presenting the framework to participants, school nurses agreed with the importance of fully aligning practice. Further, there were variations in level of importance regarding specific practice components of the framework. Participants identified facilitators and barriers that impacted their ability to fully align school nursing practice with the framework.
Temple University--Theses
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Marker, Jan Robey. "Perceptions and practices of nurse educators in recognizing and addressing student nurse stress." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221275.
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Three hundred and eight nurse educators, who teach in NLN Accredited Bachelor of Science in Nursing Programs in the Midwest, were requested to complete a three-page survey concerning their perceptions and practices concerning student stress. The study demonstrated that nurse educators, in this study, were aware of the level of stress among students who were pursuing undergraduate degrees in nursing. The study found that most nurse educators understood that the sources of stress were a combination of the many roles and responsibilities of students. They were aware that most students needed services/interventions to assist them in coping with stress. Most nurse educators thought that they were responsible, to some degree, for intervening to assist students in decreasing their stress level. However, they expressed frustration at their attempts to help students. They indicated that many of the sources of stress were not within faculty control and that there was low participation when services/interventions were offered. Finally, the study found that most nurse educators thought that stress management for nursing students was included in the nursing curriculum. However, very little time was actually spent on stress management in the nursing program. Nurse educators indicated that they relied on other institutional services/interventions to provide stress management skills. However, many nurse educators indicated that they were willing to make changes to assist students. Nurse educators need to reconsider the amount of time that is spent facilitating students in reducing stress and helping them build coping skills that will continue to help them become competent nurses. Given the predicted nursing shortage that is estimated to last until 2020, the low application rate to nursing school, and the graying of America, it would seem prudent that nurse educators assist students who are in nursing programs become successful. The health of our nation may be at stake. The task for nurse educators is to help students recognize the signs of stress, understand the effects that unmanaged stress can produce, and teach the techniques that students can use in coping with stress.Department of Educational Leadership
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Tennis, Margaret D. Rhodes Dent. "Resolving an instructional problem in nursing education through the use of generic instructional design." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323745.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed February 20, 2006. Dissertation Committee: Dent M. Rhodes (chair), Ray Davidson, Donald Kachur, Rebecca Shaw. Includes bibliographical references (leaves 237-246) and abstract. Also available in print.
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Stevenson, Brenda K. "The relationship between faculty practice and scholarly productivity of nurse educators in NLN accredited baccalaureate schools of nursing." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1059499159.
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Egnell, Maria. "SKOLSKÖTERSKORS MOTTAGNING SOM ETT OMVÅRDNADSVERKTYG : -Skolsköterskors erfarenhet av att använda fysisk miljö på skolsköterskemottagningen som stöd i arbetet med skolbarn." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11115.
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ABSTRACT Title: The environment as a tool in nursing - School nurses experiences from using the physical environment in their office supporting schoolchildren Author: Egnell, Maria Department: School of Health and Education, University of Skövde Course: Master Degree project in Nursing, OM854A, 15 ECTs Supervisor: Thorstensson, Stina Examiner: Larsson, Margareta Pages: 28 Keywords: School nurses, environment, health environment, nursing, children Background: According to research, the physical environment effects children’s well-being. School nurses offer a range of nursing activities promoting health to schoolchildren and to support school performances. The nursing activities occur at school in a psychosocial as well as a physical environment. The school nurses office as a health environment, affects meetings and schoolchildren that occur within it. School nurses take support in the physical environment in their work with schoolchildren. The field has not yet been researched as an important part of nursing at school. Aim: The aim of this study was to elucidate the school nurses perceptions of using the ward atmosphere at their office, as a tool in nursing. Method: A qualitative research method was selected for the study. The result emerged through qualitative content analysis. Five school nurses from various schools in Gothenburg were interviewed, using semi structured interviews. Results: Three major categories and six subcategories emerged during the analysis. Major categories were: offering a health environment for well-being, to be present in the environment for the children and to use the environment for health education. Conclusion: The school nurses strived to make the office a place for well-being. They also used it for health information, as a sanctuary and as a connection point that considers children’s need for integrity. How the school nurses used the environment depended on who they were as individuals, as the field until now, not has gone through research. Obstacles depended on all those around, with too little knowledge in what school nurses work consist of and also from a complexity in being available to the children.
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Davis, Kierrynn Miriam Davis. "Finding voice, being heard and living in the tension : novice nurse academics critical engagement with a problem orientated curriculum in the academic and practice setting /." View thesis, 1993. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031204.100220/index.html.
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Kenny, Patrick Edward. "To know and to serve : the history of the Pennsylvania Hospital Training School for Male Nurses of the Department for Mental and Nervous Deseases 1914-1965." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11625636.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.Includes tables. Typescript; issued also on microfilm. Sponsor: Robert V. Piemonte. Dissertation Committee: Douglas M. Sloan, Elizabeth M. Maloney. Includes bibliographical references (leaves 114-119).
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Vikman, Stina, and Anne Östman. "Skolsköterskors erfarenheter av att arbeta med gymnasieelever som har långvarig ogiltig frånvaro." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13823.
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Elever som stannar hemma från skolan har uppmärksammats allt mer under de senaste åren och trots den svenska skolplikten i grundskolan och frivilligheten på gymnasiet väljer allt fler elever bort skolan. Elevhälsan har en viktig roll i att främja elevers närvaro i skolan, fokus ligger på att sätta in insatser i tidigt skede vid frånvaro. Syfte: Syfte med studien är att undersöka skolsköterskors erfarenheter av att arbeta med gymnasieelever som har långvarig ogiltig frånvaro. Metod: Studien genomfördes med en kvalitativ metod. Studien baseras på sexton mejlintervjuer med skolsköterskor verksamma på gymnasiet och analyserades med hjälp av innebördsanalys. Resultat: Fyra innebördsteman framkom som beskriver skolsköterskornas erfarenheter av att arbeta med gymnasieelever som har långvarig ogiltig frånvaro; hälsosamtalet möjliggör att lära känna elever, att skapa en trygg relation till elever, samarbete med andra professioner och vårdnadshavare och betydelsen av rutiner för att främja elevers närvaro. Slutsats: Skolsköterskor behöver bygga upp en förtroendefull relation till elever för att en trygg relation ska uppstå. Det är viktigt att elever blir sedda och hörda på ett respektfullt sätt i mötet med skolsköterskorna så orsaker till den långvariga ogiltiga frånvaron kommer fram.Students who stay at home from school have attracted increasing attention in recent years. Despite the Swedish compulsory school attendance in primary school and the voluntary nature of high school, more and more students give up school. Students health has an important role in promoting students school attendance, the focus is to put in effort in the early stage at absence. Aim: The aim of the study is to investigate the school nurses experience of working with high school students who have a long term absenteeism. Method: The study was conducted with a qualitative approach. The study is based on sixteen mail interviews with nurses working in high schools that were analyzed using significance analysis. Results: Four meanings were found describing the school nurses experience of working with high school students who have a long term absenteeism; the health dialogues enables to get to know the students, to achieve a safe relationship with students, cooperation with other professions and guardians and the importance of routines to promote students attendance. Conclusion: School nurses need to build a trustful relationship with students so that a safe relationship can occur. It’s important that students are being seen and heard in a respectful way, in the meeting with school nurses so that the cause of long term absenteeism appears.
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Hughes, Mary Laurette. "Attitudes and Practices of School Nurses and Pediatric Primary Care Providers toward Collaboration around Childhood Obesity:." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107301.
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Thesis advisor: Susan Kelly-WeederBackground: Addressing childhood obesity requires a multidisciplinary approach. School based BMI screening and referral provided an opportunity for school nurses (SNs) and pediatric primary care physicians to collaborate. Understanding the capacity to collaborate, as well as the barriers and benefits, help to support interprofessional care. Purpose: The purpose of this investigation was to determine SNs’ and pediatric physicians’ attitudes toward collaboration as well as the presence of successful collaboration proposed in the Four Dimension of Collaboration Model (FDCM). Methods & Sample: An exploratory, cross-sectional mixed methods study of SNs’ and pediatric physicians’ attitudes and practices regarding collaboration was conducted using a combination of web-based and mailed survey instruments utilizing both open and closed-ended questions. One hundred and fourteen school nurses and sixty-three pediatric physicians completed the study. Results: While SNs and physicians both reported high scores on the Jefferson Scale of Attitudes toward MD-RN Collaboration (JSAC) indicating a positive attitudes toward physician – nurse collaboration; SNs scores were significantly higher than physician scores (55.05 + 3.30 v 52.42 + 5.74, p = .001). A regression model identified that physician’s age, community location, and having a moderate percentage of obese patients within their practices were associated with positive (age) and negative (community and moderate percent obese patients) effects on attitude toward collaboration. Providers’ responses indicated deficits throughout the FDCM. Dimension indicator, “mutual acquaintanceship” indicated that 37% physicians did not know any SNs. Similarly, 24% SNs reported that they did not “trust” local physicians to listen to their concerns. Qualitative analysis indicated the myriad of challenges faced by both providers. Benefits and barriers were similar for SNs and physicians; however, their experiences suggested a lack of mutual knowledge. Conclusions: Collaboration around childhood obesity is a unique struggle due to its multifaceted nature. School nurses and physicians showed positive attitudes toward collaboration; however, their capacity to act was limited. School nurses and pediatric physicians recognized the value of interprofessional collaboration recommending improvements to the current system
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
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Orsolini-Hain, Liana M. "An interpretive phenomenological study on the influences on associate degree prepared nurses to return to school to earn a higher degree in nursing." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324576.
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Reynolds, Carol A. (Carol Ann). "Attitudes of Nursing Faculty Toward Patients With AIDS and Patients With a Homosexual Lifestyle." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332811/.
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The purposes of this study were (1) to determine whether patients with AIDS are stigmatized by nursing faculty, (2) to determine whether practicing homosexuals are stigmatized by nursing faculty, (3) to determine whether faculty attitudes toward AIDS patients are influenced by the patients' sexual preference, and (4) to determine whether faculty attitudes toward practicing homosexual patients are influenced by the patients' disease. This study is a modified replication of studies by Kelly et al.
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Caka, Ernestina Masebina. "Best practice guideline for the transition of final year nursing students to professional nurses in the military health service in South Africa." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021097.
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The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.
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Boland-Shepherd, Susan. "The Role of School Nurses in the Early Identification, Referral and Provision of Services for Students with Early Signs of Mental, Emotional or Behavioral Disorders: A Dissertation." eScholarship@UMMS, 2012. https://escholarship.umassmed.edu/gsn_diss/25.
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The purpose of this qualitative study was to explore school nurses’ (SN) perceptions of factors influencing their ability to identify, refer, and provide mental health services to students with early signs of mental, emotional, and behavioral (MEB) needs. The National Research Council and Institute of Medicine have urged a preventive public health approach to decrease adverse outcomes of unidentified and untreated MEB needs among children (O’Connell, 2009). Historically and theoretically based in public health, SN have daily contact with students and are in an optimal location for early identification, referral and provision of services, yet little empirical research describing their role is available.
Five focus groups with 29 SN were conducted and four themes emerged through analysis of data: Frequent flyers : student visits to SN offices, the observations that alert SN to potential MEB needs; Digging to get the whole picture : the process SN frequently used to collect information necessary to confirm MEB needs; Road to referral : the resources used and barriers encountered within the referral process; and, Safety zone : the important role SN play in the provision of services to students with early signs of MEB needs. Within the provision of services was a collective subtheme across all five focus groups: What we need to better help our kids. In this category SN identified their educational limitations and learning needs, as well as potential strategies to improve provision of services for students with MEB needs.
The findings of this study provide a lens into the complex and little explored are of early identification, referral and intervention processes used by SN to care for students with MEB needs. Understanding the role of the SN is a critical first step towards improving outcomes.
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Kolm-Valdivia, Nicole. "Self-Efficacy of School Nurses in Providing Support for Pregnant and Parenting Teenagers." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353023673.
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Campbell, Irene. "The Lived Experiences of School Nurses: Transitioning From Hospital to School Worksite." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3339.
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School nurses who transition from hospital or clinic-based settings to a school-based work environment often lack sufficient transitioning skills and orientation to cope with the roles and responsibilities of school-based nursing. The result is a high attrition rate among school-based nurses. School nurses may leave their positions due to experiences of marginalization, including isolation, role confusion, and barriers to practice. In this phenomenological study, the lived experiences of 12 school-based nurses who transitioned from hospital or clinical settings were explored. Bandura's self-efficacy and Spreitzer's psychological empowerment theories were used in interpreting the findings. Data were collected via face-to-face individual interviews with nurses residing in the State of Maryland. The study findings revealed the difficulties experienced by these nurses during the initial years of their transition to school nursing. Multitasking was very challenging at the initial stage of transition for nurses who were new to school-based-practice. For nurses who were learning to navigate the school system, adhering to educational standards and protocols while setting appropriate priorities to provide quality nursing care for students was difficult. The nurses' understanding of health and wellness shaped and influenced their decision to continue with school nursing to help students reach their maximum health and academic achievements. This study may lead to positive social change by helping readers to better understand the transition process for hospital-based nurses who enter the school environment. With an improved understanding of this population, it may be possible to lower attrition and burnout rates among school nurses.
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Van, Zyl Ann Elizabeth. "Exploring the potential theory-practice gap in the teaching methods of nurse educators." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86609.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice gap.
AFRIKAANSE OPSOMMING: Die gebrek aan teorie-praktyk integrasie in verpleegkunde het ‘n lang gekiedenis in verpleegonderwys as gevolg van verskeie faktore en oorsake. Navorsing toon deurgaans dat daar nie ‘n maklike of perfekte oplossing vir hierdie probleem is nie. Die oorsake vir die teorie-praktyk gaping kan teoretiese en/of klinies van aard wees. Onderrigmetodes word deur navorsing as een van die belangrikste oorsake vir die teorie-praktyk gaping aangedui. Die informele terugvoer van dosente en verpleegdiensbestuurders het getoon dat teorie- en praktyk integrasie nie voldoende is nie. Dit was dus noodsaaklik om die onderrigmetodes van dosente in verpleegkunde te ondersoek. Die doel van die studie was om te bepaal tot watter mate die huidige onderrigmetodes van die dosente wat verbonde is aan ‘n hoër onderrig instelling voldoen of nie voldoen nie aan onderrigmetodes wat in literatuur aangedui word as essensieël vir die bevordering van teorie-praktyk integrasie. In hierdie studie is beskrywende en ondersoekende navorsingsmetodes gebruik om die onderrigmetodes van die dosente in verpleegkunde te ondersoek. Vraelyste is uitgestuur na dosente en student-verpleegkundiges wat besig is met die Diploma in Algemene Verpleegkunde. Die vraelys, wat hoofsaaklik geslote vrae bevat het, is gebruik om die nodige data te versamel en te analiseer. Die data is by vier van die hoër onderrig instellings se leersentrums versamel. Die geldigheid van die resultate is geverifieër deur ‘n waarnermer in die veld wat ‘n gestruktureerde kontrolelys vir hierdie doel gebruik het. Die resultate het getoon dat ‘n wye spektrum van onderrigmetodes deur die dosente in verpleegkunde gebruik is en dat die student verpleegkundiges beperkte internet toegang by die leersentrums het. Van die literatuur geïdentifiseerde onderrigmetodes wat as essensieël vir die bevordering van teorie-praktyk integrasie is, het die dosente agt (8) metodes gebruik. Dit was duidelik dat formele lesings grootliks oorbenut is. Dit is kommerwekkend aangesien die lesingmetode nie voldoen aan die onderrigmetodes wat essensieël is vir die bevordering van teorie-praktyk integrasie nie. Inteendeel, die metode beperk studente se vermoë om kritiese denke te ontwikkel en word beskou as een van die moontlike oorsake vir die teorie-praktyk gaping. Die resultate het verder getoon dat die meeste onderrighulpmiddels wat gebruik is, is die data-projektor met PowerPoint skyfies, die witbord en handboeke. Die oorbenutting van handboeke word algemeen in literatuur beskou as die beginpunt van die teorie-praktyk gaping. Die studieresultate impliseer dat ‘n toenemende bewusmaking en opleiding van die dosente in verpleegkunde ten opsigte van hul onderrigmetodes moontlik onderrig- en fasiliteringsvaardighede kan bevorder. Dit blyk dat dit individuele dosente se verantwoordelikheid is om te verseker dat die essensiële onderrigmetodes vir die bevordering van teorie-praktyk integrasie gebruik word en dit is die bestuur van enige hoër onderrig instelling se verantwoordelikheid om te verseker dat die nodige opvoedkundige- en informasietegnologie beskikbaar is. Dit word aanbeveel dat verdere studies gedoen word om vas te stel of dosente in verpleegkunde onderrigmetodes effektief aanwend ten einde die teorie-praktyk gaping te verklein.