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Dissertations / Theses on the topic 'Nursing programs'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Fraser, Joy H. "Administrative issues in nursing distance education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34765.pdf.

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2

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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3

Merriman, Carolyn S., P. Ramsey, S. Blowers, and J. Grooms. "Creating and Sustaining Nursing Peer Mentor-Tutor Programs." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8442.

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4

James, Sarita. "Exploring Leadership Pedagogy Among Louisiana Baccalaureate Nursing Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4295.

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Nursing accreditation bodies have recommended that nursing education programs prepare graduates who display competence in leadership. However, the reality of how nursing leadership skillsets are acquired at the undergraduate level and transferred into practice remains debatable. The purpose of this qualitative study was to understand how nursing educators teach leadership in Louisiana baccalaureate programs contrasted with ideal policy expectations. The action learning and reflective practice theories provided the foundational theoretical influences for this study. Six face-to-face virtual interviews were conducted with nursing faculty who were currently teaching or had taught leadership in a baccalaureate nursing program for at least 1 year. Data collection and analysis using the constant comparative method of the Corbin and Strauss grounded theory approach was used. From the data analysis, 7 main themes were identified, including the purpose of the leadership course, the selected teaching strategies to meet the purpose of the course, teaching to support student learning styles and workplace expectations, the application of evidence-based practice principles for leadership, the measured effectiveness of selected teaching strategies, faculty perspectives of leadership efficacy at the undergraduate level, and faculty perspectives for future nursing leadership education. Research findings suggest that positive social change for undergraduate nursing education could be influenced by the employment of active learning and reflective practice allowing the student to experience leadership, reflect on leadership, and improve on developing leadership competence. The generalist would become receptive to leadership before entry into practice, impacting the changing healthcare environment.
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Ajanaku, Abiola Olatokunbo. "Systematic Review of Nurse Residency Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4771.

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The first 2 years of a new graduate nurses career can be stressful and traumatic. Many new graduates leave the profession within their first 2 years of employment. Organizations have sought to implement programs that will promote new graduate job retention. Nurse residency programs (NRPs) are programs geared toward fostering and nurturing new graduates once they begin their nursing careers. Residency programs can last anywhere from 3 months to 1year, depending on the nursing specialty. A key component in retaining new graduates is to facilitate a successful transition into nursing practice. This project served as a systematic review regarding the current state of NRPs and best practices to assure a successful implementation. A total of 44 articles met the inclusion criteria identified for the project. Analysis of each article used Melnyk and Fineout-Overholt's 7 levels of evidence. Benner's novice to expert theory served as the theoretical framework for this project. This systematic review revealed variety in the length and type of NRPs. Best practices include the usage of the University Health System Consortium (UHC)/ American Association of Colleges Nursing (AACN) or Vizient model. NRPs may differ in curriculum however each program supports the increase in NG retention and job satisfaction as well as new graduate improved competence and confidence. Assuring that new graduates receive a successful orientation and transition into practice will promote positive social change within the organization, improved new graduate competence, and, ultimately, quality patient outcomes.
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Garner, Nicole A. "Non-Nursing Courses' Impact on NCLEX-RN Pass-Rates in Associate Degree Nursing Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5623.

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Nurse educators make decisions regarding the inclusion or exclusion of non-nursing courses in a curriculum. The current literature lacks research regarding which courses have the most impact on first-time nursing licensing examination pass-rates. The purpose of this quasi-experimental study was to investigate if there is a specific combination of courses that enhance first-time licensing examination pass-rates, using 161 randomly selected accredited associate degree nursing programs. General systems theory applied to nursing education was the framework for the study. ANOVA and independent t-tests were used to address the questions of non-nursing courses or discipline-specific set of non-nursing courses' impact on first-time licensure pass-rates. The ANOVA and independent t-tests analyses did not yield any significant non-nursing courses or discipline-specific sets of non-nursing courses. The findings indicate that non-nursing courses are not a significant subsystem in nursing education when the sole outcome used is NCLEX-RN pass-rates. Nursing faculty can use the results of this study as evidence that the inclusion or exclusion of one non-nursing course over another will likely not be detrimental to their program. This study can lead to positive social change through increasing the evidence-based knowledge from which faculty can base their curriculum.
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7

Guenther, Johanna T. (Johanna Trammell). "A Descriptive Survey of Libraries Supporting Baccalaureate and Higher Degree Programs Accredited by the National League for Nursing and Nursing Doctoral Programs." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332456/.

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The purpose of this study is to provide base line data which does not currently exist for libraries supporting nursing education in baccalaureate, masters and doctoral nursing programs. The survey covers physical environment, clientele, resources, budget, and personnel in these libraries. A survey instrument was developed by the researcher and sent to 537 nursing programs in senior colleges and universities listed in Baccalaureate Education in Nursing 1989-90, and Graduate Education in Nursing 1989-90. Two hundred and fifty two or 47 percent of the institutions responded.
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8

Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.

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Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
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9

Carpio, Elizabeth Ann. "“Moving the Titanic While Avoiding the Icebergs”: A Program Theory for Nursing Home Transition Programs." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1300911527.

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10

Cameron, Nancy G. "Comparative Descriptors of Online and F2F Graduate Nursing Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7054.

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Cameron, Nancy G. "Comparative Descriptors of Online and F2F Graduate Nursing Programs." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7058.

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12

Bosley, Cheryl L. Markuten. "Organizational Culture and Student Empowerment in Baccalaureate Nursing Programs." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1132349909.

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13

Hogan, Kathleen Durkin Piland William E. "Preparation for NLN accreditation in baccalaureate programs in nursing." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514772.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 7, 2005. Dissertation Committee: William Piland (chair), David Chow, Ronald Halinski, Larry Kennedy, Normand Madore. Includes bibliographical references (leaves 174-178) and abstract. Also available in print.
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14

Ouellet, Marie Louiselle Lise. "Perceptions of nursing as a profession of students graduating from college-based nursing diploma programs." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24419.

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This study examined the perceptions of nursing as a profession of students graduating from college-based nursing diploma programs. To answer the research question, the Concept of Nursing Scale designed and tested by Valiga (1982) was administered to 101 students in British Columbia Colleges approximately four weeks prior to graduation. Demographic data were also obtained. The responses were coded and scored by hand and the data entered into computer files. The statistical package used for analysis consisted of the SCSS Conversational System (Nie, et al., 1980). The concepts reflected in the Valiga Concept of Nursing Scale consist of: (a) boundaries of the profession, (b) recipient of the profession's service, (c) goals of the profession, (d) relationship of the profession to others, (e) independence of the practitioner, (f) responsibility of the practitioner, (g) scholarly component of the profession, (h) autonomy of the practitioner, (i) commitment of the practitioner, and (j) activities of the profession. Scores were high in the areas of definition, client, goals, and scholarship. These results indicated that: (a) the students surveyed had a clear definition of the scope of the profession, (b) they were able to identify the recipient of the profession's service and the goal of the profession, and (c) they recognized a scholarly component to the profession. The scores in the areas of independence and commitment were marginally lower than in the four areas mentioned above. These findings implied that the students graduating from college-based nursing diploma programs perceived nursing as functioning independently and that commitment was viewed as a characteristic of the nursing profession. Finally, the scores in the areas of autonomy, responsibility, relationships, and activities were low. These results indicated that the students surveyed perceived nursing as having minimal control over its practice and did not view the members of the profession as being responsible and accountable for their own actions. In addition, these students did not have a clear understanding of the nature of nursing's relationship with other members of the health care team and were uncertain as to the activities of the nurse.
Applied Science, Faculty of
Nursing, School of
Graduate
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15

Simmons, Precious. "Nursing Students Experiences of Career and Technical Education Health Science Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6120.

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The state of education in the United States faces many challenges in preparing students for the workforce and postsecondary education. These challenges are heightened at the postsecondary level for schools of nursing. The current shortage of nurses will continue to rise if recruitment and retention strategies are not employed. The purpose of this qualitative hermeneutic phenomenological study was to understand and explore the experiences of former health science program students enrolled in nursing school. Research questions focused on the experience of career and technical education (CTE), motives and perceived benefits of CTE, nursing experience, career choice, and academic interests. The theoretical framework for this study was based on Lent, Brown, and Hackett's social cognitive career theory. Data were collected through semistructured face-to-face interviews with 6 associate and bachelor degree nursing students in South Carolina that completed CTE health science courses in high school. Data were manually coded and analyzed. The findings of the study indicated that CTE health science program experiences were positive and provided early college preparation and career opportunities. Furthermore, findings indicated that collaborative efforts between secondary, postsecondary, and nursing stakeholders are needed. This study has implications for positive social change by providing information to stakeholders in education about CTE, bridge programs, and secondary-postsecondary partnerships that may lead to a solution for the shortage of nurses.
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Earthy, Anne Elizabeth. "Survey of gerontological curricula in Canadian generic baccalaureate nursing programs." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30546.

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The current status of gerontological nursing curricula in Canadian generic baccalaureate nursing programs has not been studied. As the Canadian society changes the health care system is struggling to provide adequate health care to the growing population over the age of 65. Nurses must be prepared to assist the elderly in the community and in institutions to cope with increasing disabilities. Therefore, the study of gerontological nursing should be a requirement in a nurses' basic education to prepare them to work with older clients in all settings. This study used a survey methodology to determine the present status of gerontological content in baccalaureate nursing education curricula. Questionnaires were sent to each of the 22 deans/directors of the Canadian generic baccalaureate nursing programs and to 31 provincial reputational "experts" in the field of gerontology. A return rate of 90% and 93% was obtained respectively. The study asked five questions: 1) What nursing model or concepts are used by the generic baccalaureate schools of nursing? 2) What gerontological content is included in these programs? 3) What gerontological content is integrated in courses or taught in required or elective specific gerontology courses? 4) What gerontological clinical experiences are required? and 5) Are faculty academically prepared to teach gerontological content? Answers to these questions were compared with similar questions asked of reputational "experts". A quarter of the schools did not use nursing concepts or models while many schools chose a nursing model which was not consistent with their philosophy of health. Ninety percent of the schools taught gerontology content in integrated courses; half of the schools also offered a specific gerontology course of which 40% were elective courses. Even though all 49 listed gerontology topics and 28 patient problems and care techniques were taught by the majority of the schools there is little evidence the schools are producing gerontology prepared nurses. The gerontology clinical hours accounted for only 7.4% of the total clinical experiences. The "experts" recommended gerontology receive 21% of the clinical hours and that it be dispersed in a variety of community and clinical settings. Few (5%) faculty members were prepared with a post graduate degree in gerontology to act as positive role models for the students. Few (2%) students chose a gerontology practicum in their last year. The findings and recommendations are meant to assist educators with the task of expanding the gerontological curricula in generic baccalaureate nursing programs. The nine recommendations address ways to assist schools to reevaluate their curriculum and improve nursing care to the elderly in Canadian society.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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17

Sundstrom, Helen E. "The characteristics of effective clinical teachers in baccalaureate nursing programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0018/MQ53231.pdf.

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18

Smith, Linda D. "Student retention in associate degree nursing programs in North Carolina." Thesis, East Carolina University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564539.

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The purpose of this study was to examine the relationship between socio-demographic characteristics, dispositional factors (academic characteristics, motivation, emotional outlook, physical well-being, and past performances), situational factors (social support, financial status, time commitments, job responsibilities, and family needs), and institutional factors (social integration, faculty support, academic enrichment programs, and program characteristics) and students' successful retention at the end of the first semester in associate degree nursing programs in North Carolina. Additionally, as a newly developed instrument was used, the reliability factor structure and psychometric properties of the instrument were tested and compared to the original study in which the instrument was developed. A secondary aim of this study was to explore the relationship between institutional factors and first semester retention rates of associate degree programs. The study sample consisted of 439 nursing students attending 8 associate degree nursing programs in North Carolina. The relationship between socio-demographic characteristics, dispositional factors, situational factors, and institutional factors and students' successful retention at the end of the first semester was measured by specific items and factors on the Dispositional, Situational, and Institutional Questionnaire (Seago et al., 2008).

Data revealed a relationship between ethnicity, related courses completed, number of developmental courses, and other family members financially dependent and first semester retention. There was also a significant relationship between retention and autonomy, confidence in ability, and flexibility. Students not retained were 3.1 times more likely to have family members financially dependent on them compared to retained students. Students not retained were 2.3 times more likely to not have completed all their related courses compared to retained students and non-retained students were 2.1 times more likely to have taken 2 or more developmental or remedial courses compared to retained students.

Understanding and predicting student retention is a challenge. This study represents a beginning understanding of this relationship and provides implications for nurse educators when reviewing nursing admission requirements and orienting new nursing students to the program and college. With the nursing shortage expected to worsen over the next several years, nursing programs must not only attract qualified students but also employ strategies to retain students and graduate competent professionals.

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Nye, Carla, Suzanne H. Campbell, Susan H. Hebert, Candice Short, and Marie Thomas. "Simulation in Advanced Practice Nursing Programs: A North American Study." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7354.

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Simulation is an effective pedagogy and is used extensively in prelicensure nursing education. Advanced practice nursing (APN) programs also use simulation as a component of their curriculum even though APN accreditation and certification organizations do not allow students to substitute simulation hours for the minimum 500 clinical hours. There is a lack of rigorous research studies supporting the benefits or describing the outcomes of using simulation in APN programs. This article presents the results of a descriptive survey on the use of simulation in APN programs in the United States and Canada. Data obtained from the survey provide a base for current simulation use, so do data on the use of the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice as an organizing framework for the implementation of simulations in APN programs. The results of the survey include courses in which simulation is used, modalities of simulation used, purposes for simulation use, and the number of hours of simulation. Data on barriers to simulation use and faculty educational needs are provided. Key findings include the following: 98% of respondents report using simulation in their APN programs, and 77% of respondents support the replacement of a percentage of clinical hours with simulation. The results from this study provide a base to build further rigorous research on how simulation can enhance the education of APN students, improve knowledge transfer, impact behaviors, and improve outcomes. In addition, the outcomes of this study may help educators develop training and support systems that can enhance the quality of APN simulations.
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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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21

Mulholland, Marion K. "Motivational orientations of licensed practical nurses for enrolling in associate degree nursing programs /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10580554.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1985.
Typescript; issued also on microfilm. Sponsor: Andrea O'Connor. Dissertation Committee: Richard Vigilante. Bibliography: leaves 143-152.
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Andrews, Lois Kemmet. "The difference in affective emphasis between "professional and technical" nursing education programs : a comparative study /." Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_andre_diffe.pdf.

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23

Nye, Carla, Susan H. Hebert, Marie Thomas, Suzanne H. Campbell, and Candice Short. "The Use of Simulation In Advanced Practice Nursing Programs: A North American Perspective." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7362.

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Simulation is an effective pedagogy used extensively in prelicensure nursing education. Advanced practice nursing (APN) programs use simulation even though APN accreditation and certification organizations do not allow substitution of simulation hours for the minimum 500 clinical hours. There is a lack of rigorous research supporting the benefits or describing the outcomes of using simulation in APN programs. This presentation will present the results of a descriptive survey on the current use of simulation in APN programs. A descriptive survey was sent to all APN program Directors in the United States and Canada. Data obtained from the survey provide a baseline for current simulation use, as well as data on the use of International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice as an organizing framework for the implementation of simulations in APN programs. Data on the barriers and resources required to support the provision of simulation in APN programs will also be provided. The information obtained will inform the stakeholders in APN education on current use of simulation, general information on adherence to INACSL’s Standards, perceptions of the value of simulation, and barriers and resources to conducting quality simulations in APN education. The results from this study can provide a base to build further rigorous research on how simulation can enhance the education of APN students, improve knowledge transfer, impact behaviors, and improve outcomes. In addition, the outcomes of this study may help educators develop training and support systems that can enhance quality APN simulations.
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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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Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.

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The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.
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Desmond, Martha A. "Senior Nursing Students' Perception of Faculty Caring and the Caring Milieu in Two Associate Degree Nursing Programs." Thesis, Sage Graduate School, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841961.

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Caring, according to Jean Watson (1979), is the “core” and “essence” of nursing. The link between wisdom (knowledge) and caring can be achieved for the faculty member, according to Berkowitz (2011), if more attention is paid to the learning environment, role modeling, interactional practices, and professional development of the teaching staff. To do so, it will be critical for faculty to model caring as the core value and precept of nursing (Li et al., 2013) as well as create a caring environment (milieu) for students to replicate when they become professional nurses.

A gap was identified in the literature review regarding the experience and perceptions identified by senior associate degree nursing (ADN) students of faculty caring. Overall, there is little written about AD senior nursing students’ perceptions of faculty caring and the caring milieu in an ADN program. This research investigated students’ perceptions of the caring behaviors and actions of the faculty, students’ perceptions of the overall caring milieu of the program as well as the impact these behaviors have on the students’ caring abilities.

The findings in this study identified students’ perception of faculty caring and the impact on their own caring behaviors. The participants expressed both joy and alienation. They shared stories of positive role modeling behavior of faculty such as listening, respecting, and “being there” for the participant. The narratives also shared students’ perceptions that some faculty and staff nurses were uncaring, disrespectful, or not helpful. The implementation of the 4 Rs (Resources, Responsivity, Reachability, and Role modeling) for faculty and nurse administrators may help to change the caring perception of students and nurses.

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Nehring, Pamela Ann. "Guideline Development for an Adjunct Faculty Orientation in Prelicensure Nursing Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6463.

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A research study conducted by the National Council of State Boards of Nursing noted adjunct faculty educators have significant learning requirements and that nursing education throughout the United States has not met the basic needs of novice adjunct faculty educators. Adjunct faculty at a local community college noted a deficit in the orientation process for new clinical faculty. The purpose of this quality improvement project was to develop a guideline for new clinical faculty orientation. The sources of evidence were a literature review and a survey using the Delphi process with an expert panel comprising a group of 7 interested faculty, seasoned educators, and area hospital nurse educators. The Delphi process was used to achieve consensus on methods to orient adjunct faculty to their new role of clinical nurse educator. The knowledge-to-action cycle was used as the foundation for the adjunct faculty orientation recommendations. Benner's novice-to-expert theory was used as the framework to develop and to evaluate the competency level of adjunct faculty educators. Expert panelists recommended that clinical faculty orientation consist of a mixture of group orientation workshops, peer mentoring, seminar, role-modeling, role play, and written resources. An evidence-based adjunct faculty orientation guideline has the potential to positively affect social change by improving the teaching competence of nurse clinical experts who become new adjunct faculty nurse educators; thereby improving the quality of nursing care given by novice nurses beginning clinical practice, and ultimately, promoting positive outcomes in patient care.
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Houser, Andrea. "Facilitating Political Advocacy in Baccalaureate Education Programs in a Southeastern State." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10639015.

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By virtue of position, academic nurse leaders face many challenges including those related to preparing students for clinical practice as well as the demands of meeting curriculum and accreditation standards. Included in accreditation requirements, the American Association of Colleges of Nursing mandates inclusion of political advocacy in baccalaureate nursing education programs. Recognizing a void in the literature for political advocacy in nursing education, this basic qualitative research study explored the experiences of academic nurse leaders with political advocacy. The primary purpose of this basic qualitative research study was to explore the experiences of nursing department chairperson’s experiences with political advocacy in baccalaureate nursing education. Eight academic nurse leaders consented to take part in the study to answer the primary research question: How do nursing department chairpersons facilitate political advocacy in a BSN nursing program? Data collection occurred using semistructured interviews. Three themes emerged from the data: (a) experience as nurse and leader, (b) communication, and (c) the concept of political advocacy. Findings of this study add to the growing body of knowledge on political advocacy in baccalaureate nursing education and offers academic nurse leaders resources to develop communicative action for strategic dialogue to facilitate nursing political advocacy in baccalaureate nursing education.

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Dennis, Connie M. McCarthy John R. "Present and desired computer competencies of graduates of master's degree nursing programs as perceived by nursing academic administrators." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105736.

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Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 17, 2005. Dissertation Committee: John R. McCarthy (chair), Edward R. Hines, George Padavil, Kenneth H. Strand, David L. Tucker. Includes bibliographical references (leaves 146-158) and abstract. Also available in print.
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George, Rajamma Varghese. "Readiness for continued learning and empowered nursing practice among graduating nursing students of associate and baccalaureate degree programs." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40158.

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The critical shortage of competent nurses, disillusionment, and high attrition rate among graduates entering the workforce provided the impetus for this investigation. The purpose of this study was to determine the perceived level of empowerment among graduating nursing students of two basic nursing educational programs and the relationship of empowerment to selected variables. The selected variables were self-directed learning readiness, self-esteem, level in the program, and demographics. In addition, predictors of empowerment were investigated. A sample of 294 nursing students of associate and baccalaureate degree programs from five schools of nursing in the Mid-Atlantic region participated in the study. Instruments used were the Vincenz Empowerment Scale, Self- Directed Learning Readiness Scale, and Self-Esteem Inventory and a data sheet for demographics. The survey was completed from June to September 1994. Nursing students in general perceived themselves to have fairly high levels of empowerment, self-directed learning readiness, and self-esteem which was significantly higher for graduating students as compared to freshman students. There were no significant differences among the variables under study between baccalaureate and associate degree students or the type of institution they represented as private or public. Similarly, there were no differences in their perceived levels of empowerment, self-directed learning readiness, or self-esteem based on gender, racial/ethnic background, or affiliation with Student Nurses' Association. The wide variation in age and educational background ranging from high school to graduate degrees were associated with the participants' levels of self-directed learning readiness and self-esteem. In addition, participants who were involved in community organizations reported higher levels of empowerment. Regression analysis indicated self-directed learning readiness and self-esteem contributed significantly to the variance in empowerment. The findings add to the empowerment literature. Implications for nursing education include: (a) enhancing students' level of self-directed learning readiness and self-esteem may assist in empowering them, and (b) the basic educational process plays a significant role in nursing students' perceived levels of empowerment.
Ed. D.
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MELVIN, NANCY. "A COMPARATIVE ANALYSIS OF THE INSTRUCTIONAL COSTS OF THREE BACCALAUREATE NURSING PROGRAMS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184028.

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Cost behavior analysis was used to operationalize higher education cost factors in the analysis of instructional costs of three baccalaureate nursing programs in one state university system. Higher education cost factors were conceptualized by Robinson, Ray and Turk (1977) to be three; volume, decision, and environmental. The 30 variables derived from the three factors were the independent variables used in this study to explore their influence on the dependent variables of cost per student credit hour and cost per student contact hour. Several data sources were used, including a questionnaire which elicited program administrator's perceptions of the relative importance of the three factors to their instructional costs. Instructional costs were partitioned into direct and indirect costs. The data were analyzed in three phases to describe the relative influence of the independent variables on instructional costs within programs, among programs, relative to their respective institutions, and to their respective classification of institutions. The findings suggest that volume and decision factors more strongly influence costs than do environmental factors. The mix of volume and decision factors influencing costs differed for the three programs. In general, the most influential volume factors on costs were the number and frequency of course and class offerings. The most influential of the decision variables was student-faculty ratio and faculty rank mix. Higher full-time-equivalent enrollments and higher student credit hour production did not correspond to lower instructional costs, largely because of intervening decision factor variables. All three nursing programs were more costly per student credit hour when indexed to the average instructional expenditures for their respective universities. However, when the nursing program costs were indexed to the average instructional expenditures per full-time-equivalent enrollments of their respective institutional classifications, all three nursing programs were lower than the average. The model of instructional cost analysis used in this modified case study proved to be effective in identifying sources of higher costs within programs and variations among the programs. For student contact hour intensive programs such as nursing, student contact hour, as opposed to the student credit hour is recommended as the more sensitive measure of direct instructional costs.
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Zebelman, Edna S. "Attitude change towards faculty careers during the socialization experience in nursing doctoral programs /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7717.

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Freitas, Frances Anne. "Cost-Benefit Analysis of Professional Accreditation: A National Study of Baccalaureate Nursing Programs." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1179842890.

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Thesis (Ph.D.)--Kent State University, 2007.
Title from PDF t.p. (viewed Nov. 21, 2007). Advisor: Steve O. Michael. Keywords: cost, benefit, accreditation, nursing, professional, national. Includes questionnaire. Includes bibliographical references (p. 175-192).
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Kastler, Jaimee Kastler. "Standardized Critical Thinking Tests as a Predictor of Success in Nursing Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3690.

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High attrition rates and a nursing shortage across the nation have led schools of nursing to seek out ways to better identify which applicants will be most successful in graduating from the nursing program and passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Nursing programs have historically included standardized entrance exam scores and prerequisite scores among their admission criteria but have not used standardized critical thinking assessments (CTA), even though critical thinking is an integral part of being a successful nursing professional. Using Astin's input-environment-output (I-E-O) model, the purpose of this retrospective correlational study was to determine whether a significant relationship exists between prerequisite grade point average (GPA), Test for Essential Academic Skills (TEAS) composite scores, entrance and exit CTA scores, and nursing GPA and the outcome of interest, passing the NCLEX-RN exam. Archival data for 64 students enrolled in a baccalaureate degree program at a Texas university were analyzed using binary logistic regression. A significant positive relationship was found between prerequisite GPA, TEAS composite scores, entrance and exit CTA scores, and nursing GPA, and the outcome of interest, passing the NCLEX-RN exam. However, in looking at each independent variable separately, no significant relationship was revealed between the individual scores of the prerequisite GPA, TEAS composite, entrance and exit critical thinking assessment, nursing GPA, and the outcome of passing the NCLEX-RN exam on the first attempt. These findings have implications for positive social change by illuminating the complexities of nursing program retention and graduation and informing efforts to train the most talented nurses.
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Disparti, Josephine. "Ethics education in baccalaureate nursing programs: instructional strategies for an ethic of care /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168122.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Thomas A. Leemon. Dissertation Committee: Mary Mowrey-Raddock. Includes bibliographical references: (leaves 119-141).
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Christie, M. Lee Kennedy Larry DeWitt. "Teacher receptivity and commitment to critical teaching in bachelor's degree nursing programs." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227163.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 10, 2006. Dissertation Committee: Larry D. Kennedy (chair), Eugene R. Irving, John R. McCarthy, Kenneth H. Strand. Includes bibliographical references (leaves 150-158) and abstract. Also available in print.
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Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured using teacher-developed tests. Critical thinking skills were measured using the Cornell Critical Thinking Test. Level Z. The study found that the students in the experiment group achieved higher aggregate semester scores than those in the control group. The difference in mean aggregate semester scores for the two groups was statistically significant. The results of the critical thinking post-test indicated the mean scores of both groups declined, but not significantly. The mean score of the experiment group was higher, but again not significantly. It was concluded that the use of writing-to-Iearn strategies is an effective means of improving community college nursing students' achievement The results of the critical thinking portion of the study were inconclusive.
Ed. D.
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38

McLaughlin, Michael P. "Community college nursing and allied health education programs, and Iowa's healthcare workforce." [Ames, Iowa : Iowa State University], 2009.

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Stringfield, Yvonne Nazareth. "Perceptions of senior re-entry registered nurse students in baccalaureate nursing programs." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618651.

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The purpose of this study was to determine how RNs who were seniors in academic programs leading to a baccalaureate nursing education perceived their programs. These perceptions were determined by assessing: (1) the educational and experiential characteristics of senior re-entry registered nurses, (2) reasons for returning to college for a baccalaureate education, (3) perceptions of the relevancy of nursing course work, and (4) personal, professional and academic difficulties encountered in the program of study. The study also investigated specific demographic data with relationship to perceptions.;Participants attended nursing programs at seven Virginia state supported colleges and universities. A sample of convenience was used with a total of 78 participants (75% return rate). Participants were in their last semester of study at their respective universities.;The five research questions were: (1) What are the educational and experiential characteristics of the senior re-entry registered nurses who return to college for a baccalaureate nursing education, (2) What are the reasons senior re-entry registered nurses cite for their return to college for a baccalaureate nursing education, (3) How do senior re-entry registered nurses rate the relevancy of their nursing course work, (4) Is there a difference between the work experience of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college? (5) Is there a difference between the educational level of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college?;It was concluded that: The average re-entry RN is 31 to 40 years of age, female, married, with children, white and employed 1-10 years in staff nurse positions in hospitals. (1) Registered nurses return to college for personal reasons, because it is the trend in nursing, and for credibility/prestige, (2) nursing education material is current and reflects new research from a variety of sources, and is appropriate for their backgrounds, (3) the cost of education requires RNs to work in order to afford college, (4) and (5) there was no difference between AD graduates and diploma graduates based on experience and education.
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Wang, Yu-Hua Davina. "Analysis of teacher training methods for nursing in selected Southern California programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.

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The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.
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Mbulu, Patience Jegbefu. "Retention in Nursing Programs: Factors Contributing to the Success of ESL Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/590.

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The problem addressed in this project is the high attrition rate among English as Second Language (ESL) students in a local community college associate degree nursing program. If the retention problem is addressed, the increase in the number of ESL nursing student graduates could result in a more diverse nursing workforce, reflecting the diversity of the community. The purpose of this study was to examine student and faculty views regarding factors that contribute to the academic success and retention of ESL students. To that end, a qualitative case study approach was used, guided by the theoretical frameworks of Cummins's contextual interaction theory and Freire's and Mezirow's transformational learning theory. By using purposeful sampling, 8 ESL students and 5 faculty members were interviewed in both structured and unstructured interviews. The data were decoded using Nvivo computer software to establish themes and categories for analysis. The themes pointed to faculty lacking: (a) cultural awareness and sensitivity, (b) knowledge of the academic needs of ESL students, (c) knowledge of teaching strategies to accommodate the learning of ESL students, and (d) skills to prepare ESL students for what to expect. The findings led to creating a professional development workshop for faculty and led to recommending that the director and dean of the nursing program make it mandatory for faculty to continue their education on skills to improve academic success of ESL students. The findings suggest administrators should make cultural awareness competency compulsory. These efforts and faculty training may result in broader positive social change for ESL students and faculty, administrators, and the community, improving the number of graduating nurses to serve a diverse patient population.
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Shoemaker, Mary C. McCarthy John R. "Actual and ideal competencies of the nursing graduate as perceived by deans of nursing programs and selected professional nurses." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525566.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Clayton Thomas, Paul Baker, David Tucker. Includes bibliographical references (leaves 137-156) and abstract. Also available in print.
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LaBine, Nancy L. "Teaching the Spiritual Dimension of Nursing Care: A Survey of Associate Degree Nursing Programs in the Southeast United States." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2615.

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Spirituality is a subject which is often neglected in nursing education. The purpose of this study was to determine associate degree nursing faculty’s perception of their ability to teach the spiritual dimension in the delivery of nursing care. The study explored whether faculty have received training related to spiritual care, how and where nursing programs integrate spirituality education into the curriculum, nursing faculty’s understanding of the terms spirituality and spiritual care, and faculty members perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. Survey research was used in this study. The participants were recruited from publicly funded associate degree nursing programs in the southeast who are accredited by the Accrediting Commission for Education in Nursing (ACEN). The number of faculty participants was 206. The Spirituality and Spiritual Care Rating Scale (SSCRS,) (McSherry & Jamieson, 2011) was used to explore nursing faculties’ understanding of the terms spirituality and spiritual care. The findings showed that participants had very strong beliefs about spirituality and its intrinsic value to patients. The Spiritual Care Content Scale (SCCS; Lemmer, 2002) explored what content was taught in nursing programs, the content most often covered included (a) the influence of cultural beliefs on spiritual care (77.9%), (b) spiritual needs of the dying and their families (76.2%), (c) the assessment of spiritual needs (71.3%), and (d) active listening as a means of spiritual care (66.2%). Integration of spirituality education into the nursing curriculum was also, addressed. Not surprisingly, lecture was the main method for teaching the spiritual dimension, followed by discussions, clinical and reading assignments, nursing models, role play and guest speakers. The final question sought faculty member’s perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. The majority of the faculty said no (84.1%, n=146). These findings support the literature regarding the lack of perceived training and support for nurses related to the spiritual dimension and the need for greater integration of spirituality and spiritual care in the nursing curriculum. Providing guidelines for the provision of spiritual care and continued research in this area is warranted.
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Smith, Morgan Roberta. "Student perspectives on satisfaction with learning in Bachelor of Nursing programs in Australia: A constructivist grounded theory study." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381377.

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Student satisfaction is becoming increasing important as a quality measure in undergraduate programs, including nursing programs, globally. To date theories of student satisfaction have focused primarily on students’ perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary if schools of nursing are to better understand measures of overall satisfaction and balance the requirements of multiple stakeholders. The aim of this study was to explore and better understand students’ satisfaction with learning in undergraduate nursing programs. Constructivist grounded theory methodology, underpinned by symbolic interactionism, was used to identify how students determine satisfaction with learning. The setting for the study was two large, multi-campus nursing schools located within Australian universities. The campuses were city based, metropolitan, semi-rural and rural. One school of nursing offered a program that was designated as online. Seventeen demographically diverse undergraduate nursing students, studying different stages of a three-year program, participated in twenty-nine semi-structured interviews. Participants were asked to describe situations where they had been satisfied or dissatisfied with their learning. Analysis was conducted according to guidelines for constructivist grounded theory. The substantive theory developed suggests that students are satisfied with learning when they shape a valued learning journey that accommodates the social contexts of the self, the university and the nursing workplace. The basic psycho-social problem, therefore, is negotiating a valued learning journey that accommodates the self, the university and the nursing workplace. Students are diverse. They have diverse lifestyles, commitments, abilities and attitudes to their study. The university and the nursing workplace are experienced differently. Workplaces where nurses work are complex and unique. Students must create meaning across contexts if they are to experience learning of perceived value and be satisfied with their learning. The basic psycho-social process, ‘shaping a valued learning journey across the Bachelor of Nursing program’, has three phases. In phase 1 students orient themselves to valued learning in the pedagogical landscape. They identify knowledge requirements and expected standards, making judgments about the relative worth of what they are learning. When they identify they are studying knowledge of high perceived worth and can adjust their lives so that learning of perceived worth is possible they are positioned to become satisfied with their learning. In phase 2 students seek valued learning experiences across diverse pedagogical terrain. They seek learning experiences of value online, on campus and in the nursing workplace. Those students who are able to experience learning of their choosing are more satisfied with their learning than those who are less able to do so. In phase 3 students evaluate their learning as they progress through the program and judge the value of their knowledge acquisition. Where students acknowledge their learning achievements as worthwhile and timely they are satisfied with their learning. When their knowledge acquisition is valued less, or their understanding takes longer to acquire than they anticipate, they are less satisfied with their learning. Similarly, where students recognise a developing, valued, professional identity in the present and for the future, and the grades they receive meet their self-expectations, they are satisfied with their learning. Strategies for enhancing satisfaction with learning ensure all students have the necessary personal, social and economic resources to succeed and a realistic understanding of what the Bachelor of Nursing program entails both on enrolment and as they progress through the program. Programs that are sufficiently flexible to accommodate students’ individual situations, plans, hopes and dreams are required. In conclusion, when students experience a valued learning journey they are satisfied with their learning. When they struggle to do so they are less satisfied. A valued learning journey is an experience that is unique to the individual, changes over time, and may be transient or sustained, mild or intense. Findings from the research indicate how students, nurse academics and nurse clinicians can facilitate satisfaction with learning in undergraduate nursing programs while still being mindful of the learning requirements for professional nursing practice.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing & Midwifery
Griffith Health
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45

Merriman, Carolyn S., A. Nibert, K. Olson, and P. Stewart. "Obtaining Evidence of Reliability and Validity for Computerized Examinations Used in Graduate and Undergraduate Nursing Programs." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8446.

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Merriman, Carolyn S., P. Ramsey, S. Blowers, and J. Grooms. "Creating and Sustaining Peer Mentor-Tutor Programs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8441.

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47

Farabaugh, Jessica. "Perceptions of New Graduate Nurses Competency| Are Hospital Orientation Programs Enough?" Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840346.

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The assessment of new graduate nurses’ competency is an important outcome of orientation. Nurse managers and nurse preceptors are important stakeholders in the transition of new graduate nurses and are often responsible for assessing the competency of new graduate nurses. This study used the New Graduate Nurse Performance Survey to assess the perceptions of nurse managers and nurse preceptors related to new graduate nurse competency post orientation.

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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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Kaddoura, Mahmoud. "New graduate nurses' perception of critical thinking development in critical care nursing training programs /." Access online resource, 2009. http://scholar.simmons.edu/bitstream/handle/10090/9655/Mahmoud%20Dissertation%207%20%20JULY.pdf?sequence=1.

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Free, Kathleen Walsh. "The relationship between critical thinking and clinical decision-making of seniors in baccalaureate nursing programs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036194.

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Interest in developing critical thinking skills in nursing students has grown in proportion to the demand for thoughtful, capable nursing professionals in healthcare. The National League for Nursing has required schools of nursing to combine teaching styles and course content to develop critical thinking, decision making, and independent judgement. Limited research has been done regarding the relationship of critical thinking ability to clinical decision-making. The purpose of this study was to determine the relationship between these two variables, using a sample of senior baccalaureate students in four schools of nursing.Two research questions were addressed: What is the relationship between critical thinking and clinical decision-making of senior baccalaureate nursing students? and, what is the relationship between selected demographic variables and critical thinking and clinical decision-making in senior baccalaureate nursing students?McPeck's (1981, 1990) critical thinking theory, which guided the study, emphasizes consideration of multiple factors in reaching a decision, toleration of differing conclusions, and the importance of teaching and evaluating critical thinking within the context of a discipline. Critical thinking was measured by the California Critical Thinking Skills Test (CCTST, Facione, 1993), a standardized, 34-item, multiple choice test which targets critical thinking skills. Test items are designed to be discipline-neutral and jargon-free, and have a Kuder-Richardson internal reliability coefficient of .70. Judgement in making clinical decisions was measured by the Nursing Performance Simulation Instrument (NPSI, Gover, 1970), which is composed of four simulations that depict typical nursing situations and test problem-solving proficiency. Six-month test-retest reliability of the NPSI was found to be r=.63. Demographic information on age, gender, GPA, number of completed college credit hours, healthcare work experience, healthcare licensure was collected from subjects.The sample included senior baccalaureate nursing students from four universities (N=88). Nursing faculty at each site was contacted before testing for approval to administer the exam to students. Informed consent was obtained from each subject, and students were able to withdraw from the study at any time. Verbal instructions were given to subjects, and confidentiality was insured by the use of a number identifier on each test. The instruments were administered by, and remained in, the possession of the researcher. Results obtained were reported to test sites as group data only. No risks or benefits were identified in participation in the study.Data analysis was done by a combination of methods, using Pearson product-moment analysis, t-test procedures, and canonical correlation. Results indicated that no relationship existed between critical thinking and clinical decision-making, as measured by the CCTST and the NPSI. The only statistically significant relationship was a weak positive correlation between age and performance on the NPSI. Canonical correlation analysis indicated the older subjects, with a lower GPA and, to a lesser extent, fewer credit hours tended to score higher on the NPSI and lower on the CCTST.The study was significant, in that the results will broaden the knowledge of the relationship between critical thinking and clinical decision-making in nursing.
School of Nursing
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