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Dissertations / Theses on the topic 'Nursing Research Education'
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Mansour, Tamam Botrous. "Teaching research to undergraduate nursing students." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052197.
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Crow, Sonia. "The integration of nursing education within higher education : an exploratory study." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297852.
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Hemphill, Jean Croce. "Trends in Nursing Education: Integration of Education, Research, and Practice: When Mission Meets Reality." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7561.
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Bailey, Christopher Donald. "A sentimental education : rediscovering strong evaluation in qualitative nursing research." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414389.
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Williamson, Graham Richard. "Developing lecturer practitioner roles in nursing using action research." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/414.
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The lecturer practitioner role in nursing is widely seen as offering hope for the future of nurse education, by overcoming the 'theory-practice gap', and establishing and maintaining effective links at many different levels between education and practice. It is clear, however, that there are a number of issues of concern about the role. These can be summarised as: lack of role clarity about overcoming the theory-practice gap; varying conceptions of the role and unclear job descriptions; and role conflicts and overload, from the conflicting demands of service and education settings Despite current political support for strengthening the links between higher education institutions and practice settings, a new governmental emphasis on the support of students in practice, and a growing in-depth evaluative literature about the role, there is no research examining its systematic development, or measuring and addressing aspects of lecturer practitioners' occupational stress and burnout. Initial project planning work found that lecturer practitioners perceived themselves as 'adding value' to education provision, with personal and professional gains for postholders. However, their key concerns were: absence of role clarity; absence of effective joint review/appraisal;a bsenceo f formal support In, order to develop and address aspects of lecturer practitioners' work roles and their employment position, this action research project was established. Using a spiral methodological framework, and a multi-methods approach to data collection to triangulate the findings, new knowledge about lecturer practitioner roles was uncovered, and employment practices were developed as a result. The project established three new mechanisms, and these outcomes can be summarised as: joint appraisal policies and materials; orientation/induction policies and materials; group support network. In addition, previously validated measures of occupational stress and burnout were used to meas. ure those conceptsi n this group of lecturer practitioners, and the impact of the project. They were found to be generally no more stressed or burnt out than comparable workers, and the project was unable to demonstrate statistically significant differences in beforeand after-scores. Synthesis of quantitative and qualitative findings indicates that these LPs were 'thriving rather than just surviving'.
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Washington, Georgita T. "Mentoring the Clinical Nurse in Nursing Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7606.
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The purpose of this article is to describe the research mentoring process used with a small team of nurses by a PhD prepared nurse certified as a Nursing Professional Development Specialist and as a Critical Care Clinical Nurse Specialist. It will describe how bedside nurses were actively engaged in the research process by having them learn about research while operationalizing that knowledge as simultaneously were mentored in conducting a relevant research study. The process described and discussed in this article should be useful to nurse leaders to facilitate removing the traditional barriers to nursing research that still remain in healthcare organizations today. These include lack of time and knowledge, about the process, lack of institutional support, and lack of mentoring through the process. It should also be helpful to nurse educators in the clinical area to encourage more nurses to participate in nursing research.
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Weierbach, Florence M., Mary Kay Goldschmidt, E. Cha, Rebecca Sutter, and C. Sutter. "Merging Education and Practice Program Grants with Community Based Participatory Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7382.
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Pinkowski, Jacqueline Carol. "Educating Nurses How to Critique Research Reports." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3628.
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When bedside acute care nurses support their clinical practice with current best evidence, patient outcomes improve. Most bedside acute care nurses base their clinical decision-making on tradition and not the application of evidence based practice (EBP). The ability to appraise research is a critical component in the application of EBP and best care practices. The purpose of the DNP project was to obtain 5 content experts' evaluations of an education module for bedside nurses on how to analyze a research report, complete a literature review, and create a table of evidence (TOE). The theoretical framework guiding the project was the Advancing Research and Clinical Practice through Close Collaboration (ARCC) Model, which supports the integration of research in clinical practice. The content experts provided qualitative, summative evaluations to strengthen the content. Recommendations included adding information to the content of the module that would identify the differences in analyzing quantitative and qualitative research, providing more information related to the 51 criteria of the RAC used to guide nurses when analyzing a research article, and providing a script and talking points to assist other facilitators when implementing the module. A final suggestion by the experts included presenting the EBP module in two parts: part 1, how to analyze an article and part 2, how to pool the data. The project has the potential to improve nurses' knowledge and the application of evidence based practice to enhance social change through improved clinical outcomes for patients.
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Rahman, Alphonsa A. "Development of a Nursing Informatics Competency Assessment Tool (NICAT)." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1715.
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Nursing workforce competency in informatics is crucial to providing safe patient care, improving quality, and reducing healthcare costs. Assurance of informatics competency in a workforce with increasingly diverse educational preparations, demographics, and informatics skills poses significant challenges. The question addressed was the lack of nursing informatics competency assessment tool relevant to bedside nursing. The purpose of this project was to develop and review a new nursing informatics competency assessment tool designed to address the individual educational needs of newly hired nurses. The tool was designed to measure nurses' competency in computer literacy, informatics literacy, and informatics management skills recommended in the American Nurses Association's Standards and Scope of Practice and Technology Informatics Guiding Education Reform. This tool supports practices at the bedside by providing individualized education according to the results of a self-assessment. The project was guided by the Benner's model and the Rosswurm and Larrabee framework. Content validity was established by item analysis, relevancy scale, and validation by the identified experts from the organization's Nursing Informatics Department (n = 4); the Department of Education, Practice, and Research (n =8); the Clinical Outcomes Department (n = 1); and bedside nurses (n = 14). The administration recommended this tool be incorporated into its strategic plan. This project promoted positive social change by developing a tool to assess informatics competencies in newly hired nurses and guide educators in developing future educational strategies. These efforts will assist in creating a workforce that is prepared to deliver healthcare safely, efficiently, and cost-effectively in the increasingly technology-savvy environment of U.S. healthcare in the 21st century.
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Ousley, Lisa, Retha Gentry, and Candice Short. "Pre-Research Face and Content Validity for New Dermatology Education Tools for Use in Simulation." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7361.
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McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.
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<p> <b>Background:</b> Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts. </p><p> <b>Purpose:</b> This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education. </p><p> <b>Philosophical Underpinnings:</b> A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study. </p><p> <b>Method:</b> Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level. </p><p> <b>Results:</b> Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically. </p><p> <b>Conclusions:</b> The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; <i>The Theory of Professional Advancement.</i></p>
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Field, Dorothy. "Use of action research to reduce the theory-practice gap in a nursing course." Thesis, n.p, 2003. http://ethos.bl.uk/.
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Mueller-Froehlich, Christa. "An action research study on interprofessional education with nursing and medical students in Germany." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/an-action-research-study-on-interprofessional-education-with-nursing-and-medical-students-in-germany(5e283ca4-ab9e-46a0-a497-ce347f813877).html.
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Background: In Germany, the process of moving pre-registration nursing education into higher education within a faculty of medicine has differed from developments at universities of applied sciences. This is because such a process implies radical change for the status of and relationship between nurses and physicians. Literature review: The body of knowledge on interprofessional undergraduate education of nursing and medical students, including work on the nurse-physician relationship and collaborative practices of nurses and physicians, provides the foundation of this research. Aim: The primary aim has been to involve the active participation of educational practitioners of the nursing and medical professions concerned in working towards a collaborative culture, including interprofessional undergraduate education for nursing and medical students. Methodology and methods: A participatory paradigm position guided this research, using cooperative inquiry as one approach in action research. The inquiry group decided on the methods to be used for the inquiry and planned, acted out, and reflected on eight interprofessional educational sessions in three cycles over a process of two years. Data from inquiry group members' experiences were audiotaped during this process and analysed with a focus on experiential and propositional knowledge development. Inquiry group members gained feedback from nursing and medical students after their interprofessional sessions in eight group discussions. Framework analysis of qualitative data was used to guide data analysis. In addition, students had the option to provide feedback by completing a questionnaire to evaluate the sessions. For the analysis of the questionnaire data descriptive statistics was used. Findings: The 3P model (presage, process, product) was used as a meta-structure for the IPE_NUMESO model to guide further classroom teaching of nursing and medical students. It was found that undergraduate education of nursing and medical students is a complex social process accompanied by mixed emotions and a strong desire to overcome the separation of both professions. Discussion: The research adds new insight into IPE for undergraduate nursing and medical students: emotions, values, and a problematic reality in which both groups of professionals work together (presage), role change in simulation, the asset of a safe learning environment, peer learning, and strategies to overcome the separation (process). Certain experiences are proposed to be worthwhile (product), such as being able to understand the essence of clinical situations and deal with issues like emotions, values, knowledge and its communication, clinical experience, and power. Social learning theory provided a suitable explanatory approach for the findings. Conclusion and recommendations: This research adds to the knowledge on interprofessional education for undergraduate education for nursing and medical students. Considering IPE as a complex social process offers promising potential to transform future collaborative practices by preparing students for a complex and dynamic collaboration of both professions at the patient's bedside. Recommendations for clinical practice, interprofessional education, and policy are presented.
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Ramsden-Meier, Joanna L. "Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/500.
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As there continues to be a nursing shortage and a lack of diversity in the nursing profession, it is important to retain at-risk students who have been admitted to nursing programs. The purpose of this program evaluation was to compare at-risk students who had not received retention services to at-risk students who had received retention services at a Midwestern college. A formative evaluation was conducted using information from three sources: the college, the students, and the community. Guided by a constructivist theory defined by Ponticell, this study examined the effectiveness of the retention program in terms of its impact on course completion rates, semester, and cumulative GPAs, and number of students on probation and dismissed from the college. Using a retrospective quasi-experimental design, data from 72 students in 2 groups were compared using chi-square, t tests, and one-way repeated-measures ANOVA. Although the results were not significant, students who received retention services were less frequently on probation and dismissed, had higher course completion rates, and had higher GPAs. In addition, 54 graduating students were surveyed, and their perceptions of the retention services were positive, with an overall mean score of 4.02 out of 5.0. Themes identified through a community key informant interview included student/personal responsibility, family responsibility, and community responsibility. The program evaluation was summarized in an evaluation report that included the results and recommendations for continuation or the addition of retention services. This study may impact social change as the retention services are reviewed and adjusted in order to produce an increased number of qualified, diverse registered nurses.
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Keen, Adam. "A grounded theory study to explore how clinical nurses undertaking research as master's students accommodate and adjust to the experience." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620392.
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Taught master's degree programmes represent a popular mechanism for part-time students to access postgraduate level education. A common feature of such programmes is the inclusion of some form of independent research project. Whilst such projects are recognised as being demanding for the students involved, there is a scarcity of research literature that explores their experiences. In this study I have now explored how clinical nurses, as an example of a particular professional group, accommodated and adjusted to the experience of undertaking part-time master's research. My intent was to contribute to the body of knowledge relating to the support of part-time students undertaking master's research.
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Chien, Li-Yu. "Reculturing curriculum within a nursing context in Taiwan : an action research approach." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16469/.
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The focus of this study is on curriculum change within a nursing institute in Taiwan where there is a growing demand for reform to nurse education in order to produce more competent practitioners. I conceptualised a framework to guide the transformation process in ways that were empowering, sustainable and generative. I argued that curriculum change also involves the beliefs, customs, attitudes or expectations of those who participate in the process: essentially it is a reculturing process. My conceptual framework included notions such as student-centredness, reculturing, collaborative practices and reflections, personal growth, and professional development. A plan of action was developed based on the notions contained in the conceptual framework and carried out within an Action Research methodology. Action Research provided the mechanism by which the collaborators explored and understood their conceptions of teaching and learning and then planned and implemented action to change the current situation, and evaluate and reflect on the transformations. Strategies such as personal practical theorising, focus group, critical debate, and collaborative reflection were used to bring about the curriculum change. The significance of this study lies in its practical contribution to all aspects of curriculum making including innovation, planning, implementation and ongoing review. Although information generated from this study is not generalisable, lessons learned from it may be utilised by other educational institutes with similar issues and similar contexts.
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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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Coyer, Fiona Maree. "The Development of Family-Focused Intensive Care Nursing Through Action Research." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15932/.
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Introduction: The purpose of this study was to facilitate an improved understanding by intensive care nurses about their care of family members of critically ill patients. The study aimed to challenge intensive care nurses to reconceptulaise family nursing within the context of the intensive care unit (ICU). Background to the study: Critical illness is not an event that occurs in isolation for the patient and staff. It affects the patient's family in a unique way. A plethora of literature exists identifying the needs of family members in the ICU. However, there are considerably fewer studies which have examined interventions to meet family members' needs and no identified research that discreetly examined the concept of family-focused nursing in the intensive care environment. Design of the study: This study utilised a collaborative action research methodology. It was developed in four phases through the cyclical, dynamic steps of action research. Setting: This study was undertaken in the general intensive care facility of a metropolitan tertiary referral hospital. Phase One: Phase One of the study was the establishment of a collaborative action research group (CARG) with interested registered nurses working in a general intensive care unit. The CARG explored the first two research questions of this study: 1) What are intensive care nurses' perceptions of family-focused nursing? and 2) Is familyfocused nursing appropriate in the intensive care environment? Data were collected through audio taping meetings, flip chart notes and the researcher's reflective diary. Data analysis was undertaken utilising open coding. For the first research question, open coding of the data revealed two categories relating to perceptions of family focused intensive care nursing: partnership in care and maintaining a balance. For the second research question, CARG members agreed unanimously that family focused nursing was appropriate in the intensive care environment. The CARG determined future direction of the action research phases, commencing with a family needs analysis in Phase Two. Phase Two: Phase Two of the study was the utilization of a descriptive survey to determine family member needs in the ICU to determine focuses for interventions during Phase Three. Both family members and staff in the ICU were surveyed utilising the Critical Care Family Needs Index (CCFNI) (Molter & Leske, 1983). Data were analysed by the CCFNI subcategories of assurance, proximity, information, comfort and support, comparing means, rank ordering of means and t-test for statistically significant differences in means between the family members and staff participants. Results indicated that statistically significant differences in means scores between family members and staff participants were in the CCFNI categories of assurance, proximity, information and support. On the basis of these results, a platform for Phase Three of this study arose. The areas for intervention for Phase Three were identified by the CARG as: the provision of staff education seminars to raise staff awareness of family needs and the development of a structured family assessment tool to identify family needs in the ICU. Phase Three: Phase Three of the study addressed research question three: "How can intensive care nurses provide care that is focused toward the family of the critically ill patient?" Phase Three examined practice interventions in two areas. Phase Three Part A was the implementation of nursing staff education seminars. Forty-two nursing staff participated in the family needs education seminars. Data were collected by detailed researcher field notes and completion of a descriptive survey, the CCFNI, post seminar attendance. Thirty-five participants completed the CCFNI. This CCFNI data from nursing participants in the education seminars was compared to family members CCFNI data from Phase Two. Open coding of data from the education seminars revealed codes of family needs, visiting, family presence, encouragement, simple things and boundaries under the theme of "establishing the context" and attitudes, confidence, empathy and culture under the theme of "building a partnership". CCFNI results highlighted statistically significant differences in means scores between family members and staff participants were in the subcategories of proximity and support. Results demonstrated that through understanding family members needs that intensive care nurses can provide care that is focused toward the family of the critically ill patient. This is a building process to be achieved over time. Phase Three Part B was the content validity development of a family assessment tool for the Computer Information System (CIS) in the ICU. A family assessment tool (See Figure 6.1) was developed through the literature and in consultation with the CARG. A series of focus groups were organised. All nursing staff in the general ICU were invited to participate. Twenty-nine registered nurses (43.9%, n=66) participated in the family assessment tool focus groups. The five domains of the family assessment tool, family roles, family spokesperson, family perception and coping, family issues and family health needs, were each discussed to determine readability, clarity and applicability. The focus groups agreed on content validity of the family assessment tool. (See Figure 6.2). Phase Four: Finally, Phase Four of the study has addressed research question four: "Is action research an appropriate methodology to transform intensive care nursing practice?" Somekh's (1995) framework was utilised to guide this critical evaluation. It is suggested that action research is an appropriate methodology to transform intensive care nursing practice as it enables the development of professional, it is sensitive to the specific nature of intensive care nursing, it acknowledges of attributes of the researcher in the process. It is also an appropriate methodological choice as it provides opportunity for a critical evaluation and a platform for the ongoing nature of the action research journey. Conclusions: Overall the findings achieved the objectives of the study in that organisational, cultural and clinical practice changes were identified to facilitate family-focused intensive care nursing. Collaboration occurred with intensive care nurses to effect change. The action research process involved in the change process was articulated throughout the four phases of the study. An improved understanding by intensive care nurses about their family nursing practice was demonstrated in Phase Three and the efficacy of action research methodology for clinical practice change was demonstrated in Phase Four.
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Crawford, Cecelia L. "Using a collaborative center for integrative reviews and evidence summaries to narrow the education-practice-research gap." Thesis, Western University of Health Sciences, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557774.
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<p> The overarching purpose of this dissertation project was to design a collaborative center for integrative reviews and evidence summaries (CCIRES) to advance the state of the art and science of nursing knowledge and narrow the education-practice-research gap. The CCIRES program was created as a web-based platform embedded in the Kaiser Permanente Southern California infrastructure. The specific purpose of this project was to implement CCIRES via that infrastructure, and evaluate the implementation, structures, processes, and usability of CCIRES. The Diffusion of Innovations was the theoretical framework, as supported by the Model of Diffusion in Service Organizations and the Colorado Patient-Centered Interprofessional Evidence-Based Practice Model. These theoretical perspectives and models informed the structures and processes for the design, implementation, and evaluation of the CCIRES innovation. The literature captured the history of the education-practice-research gap and the use of translational research to support evidence-based nursing practice. A rigorous methodology involving formative and summative evaluation structured data collection and analyses. Four expert members of CCIRES comprised the sample targeted for voluntary participation in the SWOT web-based survey and construction of a logic model providing the data outcomes. NVIVO was the qualitative software program chosen for SWOT data storage and management. The SWOT analysis identified nine individual themes, with three themes spanning all categories and four themes populating four separate categories. These data results allowed deep examination of the essential core functions needed to achieve CCIRES' goals and succeed as a program. Group consensus during a webinar meeting was the data analysis technique for the construction of the 2012 CCIRES logic model. CCIRES members analyzed the alignment of multiple model components to understand the gaps, commonalities, and interrelated elements needed for a successful academic-service partnership program. Secondary outcomes included increased membership, website design, increased evidence review competencies, development of resources, and tool testing. CCIRES' goal of narrowing the education-practice-research gap facilitates the delivery of meaningful knowledge into the caring hands of professional nurses. CCIRES next bold step is to partner with other influential groups seeking to increase the breadth, depth, and rigor of the evidence. By heeding this call to action, CCIRES can translate, diffuse, and disseminate 21<sup>st</sup> Century nursing knowledge that has meaning for the two people who seek it and need it most—the nurse and the patient.</p>
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Dyckman, Frances Maria. "Domestic violence education and risk mitigation for prelicensure nursing students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.
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The purpose of this project is to develop a domestic violence consciousness raising-education program and a self-administered risk assessment for a population of community college nursing students. When the faculty became aware that attrition rates were rising and that a high number of requests to drop out of nursing school were disproportionately linked to recent incidences of domestic violence, a potential contributing cause of the high drop out rate was revealed.
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Senita, Julie A. "Defining Critical Thinking Experiences of Senior Nursing Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491305761316241.
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Hussain, Hurmaira. "A study of teacher stress exploring practitioner research and teacher collaboration as a way forward." Thesis, Bournemouth University, 2010. http://eprints.bournemouth.ac.uk/14994/.
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There is widespread concern over the high levels of reported work-related stress, job dissatisfaction and psychological distress associated with teaching and the effects of stress on teacher's sense of well-being and their willingness to stay in the profession (Borg, 1990; MSLAT, 1996; Troman, 1998; Schonfeld, 1990; Wilson, 2002). Much of the traditional research on teacher stress has been carried out by external 'experts' using quantitative survey type approaches to analyze occupational stress levels resulting in restrictive data analysis unrepresentative of the true picture of stress in the teaching profession. Researchers have advocated a more holistic approach incorporating mixed methods combining both qualitative and quantitative methods in order to gain subjective teacher reports of stress and coping mechanisms resulting in a fuller picture on teacher stress with future recommendations grounded in research. Recently, the reflective practice movement in healthcare (eg:-Boswell, 2007) has suggested using a more integrative approach to advance practitioner knowledge and empower them to improve practice through reflection to create an understanding ofthe issues within a local context. My research was particularly interested in the issues relating to teacher stress including the way teacher stress was being measured and the effectiveness of qualitative over quantitative methods, the inclusion and exclusion practices of disruptive students and the use of practitioner research to encourage teacher collaboration as a way of dealing with teacher stress. Practitioner-Research methodology has been successfully adopted in Nursing and Health-Care and has recently been used in Education with mixed findings some successfully advocating p-r while other research was hampered by bureaucracy and top-down managerial agendas. In relation to this a single UK Secondary school was researched as a case study by the investigator who taught Sixth formers A'level Psychology at the school. The research was conducted in phases using a qualitative multimethod approach incorporating triangulation to include staff, students and researcher reflections about practice in order to encourage staff collaboration, empowerment and meta-cognition. A reflexive stance was thus adopted to underpin the research methodology. Semi-structured qualitative interviews were conducted on 20 teachers (varying levels, ages and mixed gender) to assess the proposed research objectives. Classroom observations and student interviews were carried out for a year 10 class to complete the data collection. The findings revealed how students felt caught up in a selffulfilling prophecy with teachers seeing them negatively, leading to a spiral of failure and lack of motivation and the teacher interviews with both newly qualified and experienced teachers, uncovered how different coping strategies were used to deal with disruption, classroom and task management in general. The most important findings came from middle managers who claimed there was poor communication between senior tiers and lower teaching tiers with a strong sense of bureaucracy ruling their decisions. In order to bridge this gap, the practice development phase of the research tried to establish collaborative meetings in order to encourage teachers from all levels to self-reflect, deal with problematic issues and action research solutions of teaching practices. The Senior Management Team (SMT, including the Head) did not encourage staff or the researcher to proceed further with the final phase and the research was abruptly halted. Despite this, I believe that practitioner-research is a viable methodology in education research as it gives 'ownership of knowledge' to the practitioner using a self-reflexive stance to increasing their evidence-based practice resulting in a growth in meta-cognition to make improvements in practice. I feel, we need to increase insider research and use Action Research spirals and collegial collaboration as a wayforward.
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Hall, Rachel M. "Effects of High Fidelity Simulation on Knowledge Acquisition, Self-Confidence, and Satisfaction with Baccalaureate Nursing Students Using the Solomon-Four Research Design." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2281.
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High Fidelity Simulation is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. The problem addressed in this study is the conflicting research results regarding the effectiveness of HFS for students’ knowledge acquisition after participating in simulation exercises. Specifically this researcher determined the effects of a formatted simulation scenario on knowledge acquisition among nursing students and the students’ satisfaction and selfconfidence with the simulation learning activity. Kolb’s Experiential Learning Theory (1984) provided the framework for this study.
This study used a quantitative quasi-experimental design, specifically, the Solomon Four Research Design with 43 first semester senior nursing students enrolled at a baccalaureate nursing program at a state university in the southeastern United States.
The results of the study found that there was not a statistically significant difference between the experimental group (E1) who received HFS (z = -1.47, p = 0.143) in cognitive gains when compared to the students who did not receive the intervention of HFS (C1) (z = -1.78, p = 0.75). The students’ overall perception of HFS was very positive and the simulation activity increased their self-reported level of self-confidence.
The results of this study imply that simulation should not be used with the exclusive goal to increase knowledge but rather for students to increase their confidence and to demonstrate their ability to care for a patient at the bedside. It is our duty as nurse educators to systematically evaluate new teaching efforts such as simulation to determine the effectiveness of this remarkable but expensive technology to ensure that we are providing the best learning opportunities possible for our nursing students.
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Watson, Wendy Elizabeth. "Relationship Between Student Characteristics and Attrition Among Associate Degree Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3847.
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High nursing student attrition has been a pervasive problem in the nursing program at the research site of this study. The purpose of this project study was to investigate the relationship between attrition and nursing student characteristics, including age, gender, ethnicity, English as Second Language (ESL) background, licensed practical nurse (LPN) licensure, grade point average (GPA), the number of preadmission college credits, and the Test of Essential Academic Skills (TEAS) scores. This correlational study of archival data was guided by Jeffreys's nursing undergraduate retention and success model and included a convenience sample of 240 students admitted to the program between the Spring 2011 and Fall 2013 semesters. Point biserial and phi coefficient statistical analyses indicated that significant relationships existed between attrition and ethnicity, GPA, TEAS scores, college credits, and LPN status. There were no significant relationships between attrition and age, gender, and ESL background. Student characteristics correlated with higher attrition included ethnic minority background, more college credits, lower TEAS composite and math scores, lower GPA scores, and not having LPN licensure. These research results were the basis for policy recommendations for changes to the admission process within the nursing program and for early identification of students at risk for attrition, with the goal of providing early supportive measures. The overall goal of the policy recommendations was to decrease attrition at the local research site, which may help foster positive social change by promoting the educational and professional progress of nursing students. Nursing student attrition can negatively affect a nursing program's finances and reputation. For students, attrition represents lost time, lost finances, and a limited possibility for achieving socioeconomic progress.
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Boshoff, Ellen Louisa Dorothea. "Ideaal en werklikheid in die opleiding van verpleegkundiges in Suid-Afrika: ‘n Aksienavorsingsbenadering tot praktykyerbetering." University of the Western Cape, 1997. http://hdl.handle.net/11394/8374.
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Philosophiae Doctor - PhD<br>This dissertation documents the attempt to address one of the major problems in nursing education i.e. the existing gap between the educational philosophy of nursing and nursing education practices, by means of an action research project during the period 1991-1996. The
research in this dissertation is recorded in three phases. Phase One elaborates on the biographical and professional background of the researcher and the reasons why action research was selected for the purpose of this particular project Since action research provides opportunities for teachers to change and transform their own teaching practices, it was obviously the best choice for the research. The emphasis was on collaboration and participation and the researcher was morally bound to consider and observe all internal and external factors which influence and limit her own teaching practice, in order to initiate change and transformation in teaching. In order to define and contextualize the problem and to describe the situation in which this particular problem has been identified, the role of the statutory body, the South African Nursing Council which governs the profession and basic professional nursing education were explored. The problem is formulated as the existing gap between the educational philosophy on which existing nursing and nursing education practices are theoretically grounded and the way in which both nursing and nursing education practices appear in reality. Phase One also deals with the historical and philosophical foundations and development of nursing and nursing education. In an attempt to describe the researchers's teaching practice appropriately, as a social practice, it was essential to consider not only the professional and social boundaries of
nursing education, but also the current situation regarding national education, the existing health system and all factors related to education and health. The dissertation then draws the attention to the essential features and historical context of a progressive and critical pedagogy, as a foundation for action research. In this regard it was especially the contributions of Dewey, Habermas, Freire, Giroux and McLaren, which
guided the research to approach nursing education from a critical perspective. Phase Two deals with the research methodology. For this particular research project John Elliotts's Action Research Framework for Self-Evaluation in Schools was used. Within this framework of Elliott the dissertation then describes the research methodology of this particular project: Ideal and Reality in Nursing Education and Nursing Practices in South Africa: An Action Research Approach. The rationale and the development of the project is first described, whereafter action research is discussed as a process which enables nursing .practitioners and tutors to become empowered and to initiate change and establish transformation within their own practices. A major part of the dissertation is dedicated to the project in action with two groups of
participants during two action research cycles. Finally Phase Three of this dissertation draws the attention to the conclusions based on the
outcomes of the project. with the emphasis on the urgent need for change and transformation within the nursing profession in order to lessen the extensive gap between nursing theory and nursing practices. The existing gap between the philosophy on which nursing practices are based and how existing nursing practices appear in reality, seems to be the major cause of the prevailing discontent in the nursing profession.
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Shearer, Jessica B. "Examining Content Validity of the Nurse Competence Scale in the United States." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6585.
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Nursing competence is a necessity as it affects public health, safety and welfare; however there are very few reliable and valid tools that measure nursing competence. The Nurse Competence Scale has been used in many different countries outside of the United States and is based on Benner’s Novice to Expert theory. The purpose of this study was to examine the content validity of the Nurse Competence Scale using a mixed methods approach. Descriptive statistics were used to report results of the frequency of use scale and the critical to practice scale. Nursing faculty indicate Prioritizing My Activities Flexibility According to Changing Situations in the Managing Situations category of the Nurse Competence Scale as most frequently used. Nursing faculty rated Acting Appropriate in Life Threatening Situations as most critical to practice. Based on the results from this study, there is evidence to support the content validity of the Nurse Competence Scale in the United States. Results may be used to assess students prior to National Council Licensure Examination and may further the discussion on how nursing competence is measured globally. Additional research is need on the use of the NCS in the United States.
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Bezerra, Camila Carlos. "Pesquisa científica na graduação em enfermagem: experiências das práticas discentes nas Universidades de Manaus - Amazonas." Universidade Federal do Amazonas - Universidade do Estado do Pará, 2014. http://tede.ufam.edu.br/handle/tede/4042.
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Previous issue date: 2014-08-25<br>FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas<br>INTRODUCTION: the scientific research at undergraduate level consists on the
investigation conducted by academics, under advisor guidance, produced according
to the scientific method rules, in search of the new, the answers still unknown by
science. The scientific research practice at undergraduate level is imperative to meet
the egress of nursing establish by nowadays way of care and society. OBJECTIVE:
analyze the features of scientific research practice by finalist students of nursing
undergraduate course of universities in Manaus - AM. METHODOLOGY: qualitative
approach, in a descriptive and exploratory way, carried out in four universities in
Manaus city, Amazonas state, having as subject 51 finalists’ students of nursing
course and 04 coordinators. As data gathering technique, it was used questionnaires
applied to the students, documentation of Pedagogical Projects (PP) and semistructured
interviews with course coordinators. RESULTS: the finalists’ students
define research as seek for a subject or theme and consider as a tool for generating
scientific knowledge. The experiences of scientific research at undergraduate
comprehend three dimensions: the inclusion of students in scientific research;
scientific production; and the divulgation of the results presented at scientific events.
Although the reference of these practices has been increased, the acceptance by
partners and the publication of papers has been shown to be scarce. The analysis of
PP evidenced disarticulation between teaching and research, besides presenting
planning in disagreement to the reality found and described by students. Material
resources exist. However, they were in conditions that did not meet the needs of the
objects of research of nursing students. The number of qualified professors for
guidance was not enough, when compared to the number of students in the course.
CONCLUSION: the experiences of the practice of scientific research at
undergraduate level, indicated by the students, were characterized as a study
process more than a production of new knowledge. It is necessary that students
understand the difference between academic works and scientific research.<br>Introdução: a pesquisa científica na graduação consiste na investigação realizada
por discentes, sob orientação docente, produzida segundo as regras do método
científico, em busca do novo, de respostas ainda desconhecidas pela ciência. A
prática da pesquisa científica na graduação é um imperativo para atender ao perfil
do egresso de enfermagem que a atual sociedade e o cuidar estabelecem. Objetivo:
analisar as características da prática da pesquisa científica dos discentes finalistas
do curso de graduação em enfermagem das universidades de Manaus – AM.
Metodologia: estudo de abordagem qualitativa, do tipo descritivo e exploratório,
realizado nas quatro universidades da cidade de Manaus, estado do Amazonas,
tendo como sujeitos 51 discentes finalistas de enfermagem e quatro coordenadores
de curso. Utilizou-se, como técnica para coleta de dados, questionário com os
discentes, pesquisa documental nos Projetos Pedagógicos de Curso (PPC) e
entrevista estruturada com os coordenadores de curso. Resultados: os discentes
finalistas de enfermagem definiram pesquisa como busca por assunto ou tema e a
consideraram como uma ferramenta geradora de conhecimento científico. As
experiências de pesquisa científica na graduação compreenderam três categorias: a
inserção dos discentes na pesquisa; a produção científica; e a socialização dos
resultados apresentados em eventos. Embora a referência destas práticas tenha
sido elevada, o reconhecimento pelos pares e as publicação dos trabalhos se
apresentou escassa. A análise dos PPC evidenciou desarticulação entre ensino e
pesquisa, além de apresentar planejamento em desacordo com a realidade
encontrada e descrita pelos discentes. Os recursos materiais existiam, porém
apresentavam condições que não atendiam às necessidades dos objetos de
pesquisas dos discentes de enfermagem. O número de docentes qualificados para
orientação não era suficiente, se relacionado à quantidade de discentes no curso.
Conclusão: as experiências da prática de pesquisa científica na graduação,
indicada pelos discentes, caracterizaram-se mais como processo de estudo, do que
produção de conhecimento novo. É necessário que os discentes compreendam a
diferença entre os trabalhos acadêmicos e a pesquisa científica.
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Gross, Monty Dale. "Instructional Design Thought Processes of Expert Nurse Educators." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29747.
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This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction.<br>Ph. D.
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Duncan, Darcy N. "Educating to the Collaborative Care Model." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3560.
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The problem addressed in this project was the lack of experienced RNs needed in the acute care setting to deliver safe, quality patient care, while effectively managing resources and providing job satisfaction. The purpose of this project was to determine if an education module designed to educate charge and rover nurses on the Collaborative Care Model (CCM) would enhance staff nurses' abilities to provide safe, high quality care to patients, and improve staff nurse retention on one unit in an acute care setting. The theoretical frameworks utilized to guide the education module included: Lewin's theory of planned change, Benner's novice to expert model, and AACN's synergy model for patient care. The project question asked if an educative process designed around the CCM for charge nurses and rovers would result in improvement and sustainment of nursing quality indicators on the unit and improve staff nurse retention. The educational modules included two, four-hour education sessions with power point presentations and interactive assignments presented on two separate dates. Analysis of effectiveness was determined by comparing initial and post education nursing quality indicators (Hospital Consumer Assessment of Healthcare Providers & Systems Dashboard and the Human Resources Score Card) for the unit. Results showed that staff turnover was reduced from 41% to 35.9% and patients' perceptions of teamwork increased from 47.4% to 60.9% following the education modules. This project contributes to positive social change by providing education to promote quality care and staff nurse retention.
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Rahman, Anna N. "Bridging the Chasm: Translating Evidence-based Practice into Daily Practice in Nursing Homes." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303241789.
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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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Apple, MaryLou Reagan. "A study of grade distribution and grade-point averages of the Tennessee Board of Regents associate-degree nursing programs." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0218102-110419/unrestricted/AppleM022802a.pdf.
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Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.
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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.
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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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Jones-Worthing, Chandra Evette. "REM Initiative to Develop Educational Strategies for Inductions of Labor." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5090.
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Inductions of labor that occur prior to 39 weeks' gestation can pose increased risks for the mother-baby dyad. In the target setting, there is a gap in knowledge among the pregnant women about options for delivery, hospital policies and procedures, and what to expect in the labor and delivery experience. Because of this gap in knowledge, the pregnant patient is unable to make informed decisions regarding her needs, expectations, and care. This lack of knowledge has resulted in a 40-50% rate of inductions of labor at the target site, which is well above the 2014 national average of 25%. In response to this gap, an evidence-based initiative was developed that focused on appropriate use of inductions of labor to increase safety and quality of care of the pregnant patient in a suburban women's hospital located in southeastern Georgia. The design used for this project was the development of an evidence-based, theory-supported educational initiative that underwent a formative and summative evaluation by a 10 member, interdisciplinary expert panel. Watson's theory of human caring provided the theoretical basis for the educational program. The interdisciplinary expert panel found that the initiative was educationally sound. The materials were found suitable for the intended audience and easy to understand. It is projected that the initiative will not only benefit the pregnant woman but will also increase the interaction, collaboration, and respect of members of the healthcare team. Implications for positive social change include the development of an educational program that will result in patients being more informed and becoming active participants in their care which will result in better outcomes for the mother and baby dyad.
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Wright, Kristina Michelle. "Improving Health Literacy Assessments in Pediatrics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6154.
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Low health literacy (LHL)--when patients do not understand their treatment or medications--has been linked to poor healthcare outcomes. Nurses need to know how to assess health literacy (HL) and teach pediatric patients and their families to help ensure that patients and family members can understand and follow health education messages. Evidence-based HL tools were obtained from a literature search and used to create a nursing staff education program on pediatric patient HL assessment and education. The project answered the practice-focused question that asked whether a staff education program on HL assessment and management would improve nursing knowledge of HL for pediatric patients and families. Piaget's theory was used to guide the development of the education program on age-specific literacy needs; Kotter's theory of change was used to inform the plan for using HL assessment, which was presented to 34 participants in the local practice setting. Participants were randomly chosen from local professionals in nursing education and participation was voluntary. A panel of 3 experts, including a nurse expert on HL, reviewed and approved the education program, quiz questions, and participant survey. Pretest results (N = 32) showed a mean score of 6.53, and the posttest mean score was 7.66. Results of the paired t test showed significant improvement (t = -4.378, p = .000) in participant knowledge of HL after the education program. The project findings can promote positive social change through improvement in nurses' knowledge about HL and health outcomes for pediatric patients.
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Olbrych, Dawne DeVoe. "Predicting the NCLEX-RN Pass Rate at an Associate Degree Nursing Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5579.
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The National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time pass rate for an associate degree in nursing (ADN) program was below the national mean, presenting a problem for graduates who failed the NCLEX-RN and could not enter the workforce as registered nurses. Knowles's assumptions of adult learning, Ebbinghaus's forgetting curve, and Zull's neuroscience research served as the theoretical frameworks for this study. The purpose of this study was to identify which academic and time-lapse variables predict the graduate's first-time passage for the NCLEX-RN. Archived academic records and NCLEX-RN results for all 786 graduates from one ADN program who took the NCLEX-RN for the first time in 2015 were reviewed. Binary logistic regression analysis of the data identified multiple academic and one time lag factor as significant predictors for first-time NCLEX-RN passage. Key results included positive relationships between academic variables (prerequisite grade point average [GPA], nursing GPA, cumulative GPA, final course grade in 1 medical surgical course) and NCLEX-RN passage. An inverse relationship was shown between NCLEX-RN pass and the number of nursing component failures and time lag between clinical capstone completion and first NCLEX-RN attempt. Results informed a policy recommendation to provide timely intervention and resources for students at risk, with a goal of promoting success on the first attempt of the NCLEX-RN. Increasing the numbers of graduates who successfully complete the NCLEX-RN on the first attempt and promptly join the nursing workforce will demonstrate positive social change by mitigating the nursing shortage, which promotes safe patient care.
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Lauridsen, Towestam Inger, and Britta Olsson. "Sjuksköterskors/barnmorskors och avdelningschefers inställning till forskning och utveckling inom omvårdnad." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-140.
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<p>Bakgrund: Sjuksköterskor är genom författningar ålagda att utföra sitt arbete i enlighet med vetenskap och beprövad erfarenhet. Omvårdnadsforskning har ökat i omfattning men resultaten har inte omsatts i praktisk användning i lika stor utsträckning. Betydelse har sjuksköterskans inställning, typ av ledarskap, organisationens förväntningar men också traditionen av att inte betrakta sjuksköterskeyrket som akademiskt.</p><p>Syftet med studien var att undersöka dels avdelningschefers, dels sjuksköteskors/barnmorskors inställning till forskningsanvändning samt att undersöka om skillnader fanns i utbildningsnivå, ledningsstöd och forskningsanvändning.</p><p>Metoden var en beskrivande och jämförande tvärsnittsundersökning. Respondenterna bestod av samtliga avdelningschefer (n=50) anställda på tre landstingsdrivna akutsjukhus i Mellansverige och samtliga sjuksköterskor (n=284) på vårdavdelningar på ett av dessa sjukhus. Svarsfrekvens 79% respektive 63%. En enkät bestående av delar av etablerade instrument samt frågor utarbetade av författarna användes. Data bearbetades statistiskt i SPSS, icke- parametriska test valdes eftersom data var på ordinalskalenivå.</p><p>Resultatet av undersökningen visade att sjuksköterskor med utbildning i omvårdnadsvetenskap ≥ 40 poäng hade mer positiv inställning till forskning och utveckling inom omvårdnad. Fler sjuksköterskors faktiska forskningsanvändning ökade om avdelningschefen hade en positiv inställning. Ingen skillnad i sjuksköterskors inställning till forskning och utveckling inom omvårdnad kunde ses i förhållande till om avdelningschefens inställning var positiv eller negativ. Avseende ledningsstöd hade avdelningschefer och sjuksköterskor skilda uppfattningar om vilket stöd som fanns tillgängligt. Exempelvis ansåg 47 % av sjuksköterskorna att avdelningschefen stödjer sjuksköterskor som vill bedriva vårdutveckling medan 87 % av avdelningscheferna ansåg att så gjordes.</p><p>Konklusion: Resultatet indikerar att om avdelningschefen har positiv inställning till forskning och utveckling inom omvårdnad samt att sjuksköterskor har minst 40 poängs utbildningsnivå i omvårdnadsvetenskap ökar det möjligheten för sjuksköterskor att arbeta med forskningsrelaterade aktiviteter.</p><br><p>Background: Nurses are ruled by statutes to carry out nursing in accordance with science and proven experience. The extent of nursing research has increased but the implementation of research results in nursing practice has not increased to the same degree. Important in this context are the nurses’ attitudes, type of leadership, organizational expectations and also the tradition of not viewing the nursing as an academic profession.</p><p>The aim of the study was to investigate nurse managers’, nurses’/midwives’ attitudes towards research and development within nursing, and to study if there were differences in level of education, management, support and utilisation of research.</p><p>Method: The design was a descriptive, cross-sectional study using parts from an established instrument (questionnaire) completed with questions constructed by the authors. The respondents were all nurse managers (n=50) in three county council hospitals in a province in mid-Sweden and all nurses (n=284) in the wards of one of the hospitals. The response rate was 79% respectively 63%. Data were analysed with the software Statistical Package for Social Sciences, SPSS. Non-parametric tests were used to analyse the ordinal data.</p><p>The results of the study showed that nurses with an education in nursing science comprising 40 or more (Swedish) credit points had a more positive attitude towards research and development within nursing. The nurses’ actual research use increased if the nurse manager had a positive attitude towards research and development within nursing. No difference in nurses’ attitudes towards research and development within nursing could be seen in relation to whether the nurse manager had a positive or negative attitude. With regard to management support the nurse managers and nurses had different opinions about the availability of support. For example, 47 % of the nurses believed that the nurse managers support nurses who want to develop the nursing care while 87 % of the nurse managers believed so.</p><p>Conclusion: The results indicate that when the nurse manager has a positive attitude towards research and development within nursing, and when nurses have an education of at least 40 credit points in nursing science, the possibility for nurses to work with research related activities increases.</p>
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Gabrielli, Joyce Maria Worschech. ""Formação do enfermeiro: buracos negros e pontos de luz"." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-27102004-094004/.
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O presente estudo constituiu-se em uma pesquisa quantitativa, não experimental, do tipo survey, de natureza descritiva. Teve como objetivos analisar a avaliação que enfermeiros e enfermeiros chefes fazem em relação à formação conferida pelo curso de graduação em enfermagem, bem como identificar, segundo esses mesmos enfermeiros, os pontos fortes pontos de luz - e os pontos fracos buracos negros - dessa formação. Foram sujeitos deste estudo, 53 enfermeiros, atuantes profissionalmente em Instituições de Saúde de um município do interior paulista, que concluíram o curso de graduação em enfermagem nos anos de 2000, 2001, 2002 e 2003, e 31 enfermeiros, seus respectivos chefes. Para a coleta de dados construímos um instrumento, utilizando a escala analógica visual, contendo a descrição de 45 (quarenta e cinco) competências inerentes à atuação profissional do enfermeiro e uma questão sobre o estímulo fornecido, durante o curso de graduação, para a participação em entidades de classe. Após a validação (aparente e de conteúdo) do instrumento de coleta de dados e aprovação do projeto de pesquisa pelo Comitê de Ética, demos inicio ao presente estudo. A análise dos resultados foi feita utilizando-se o Programa SPSS (Statistical Package for Social Science), versão 11.5. De acordo com os resultados, o presente estudo nos possibilitou concluir que: o preparo conferido pela graduação ao enfermeiro para organizar e dirigir serviços de enfermagem e/ou de saúde, em especial, foi considerado pouco adequado pelos dois grupos estudados; para os enfermeiros chefes, o preparo para a liderança da equipe de enfermagem é inadequado, o que contradiz a percepção dos enfermeiros; o preparo para a pesquisa que tenha impacto e possa intervir na prática profissional do enfermeiro foi considerado pouco adequado pelos dois grupos; quanto às competências educativas, também foram consideradas pelos dois grupos, como pouco adequadas; em especial, para a questão de programas de capacitação, recrutamento e seleção de pessoal, o preparo foi praticamente considerado como inadequado; para todas as competências, de todas as 31 categorias utilizadas nesse estudo, os enfermeiros avaliam-se melhor preparados pela graduação do que avaliam os enfermeiros chefes; tanto para o grupo de enfermeiros chefes, como para o grupo de enfermeiros, os pontos altos pontos de luz - da graduação se referem, principalmente, às competências assistenciais; sob a avaliação dos dois grupos - enfermeiros e enfermeiros chefes - os pontos fracos buracos negros - se referem, majoritariamente, às competências políticas; o processo formativo ainda nos parece desvinculado da prática profissional, levando a um descompasso entre o que se aprende e o que se vivencia; o discurso de formarmos um profissional crítico, reflexivo, capaz de atuar e promover mudanças na realidade que os rodeia, continua apenas na retórica; as várias reformas curriculares dos cursos de enfermagem têm levado apenas a alterações de aspectos pontuais; a utilização da pesquisa como norte da formação do enfermeiro, ainda está muito distante; a graduação deixa a desejar também quanto ao preparo do enfermeiro para desempenhar a função de ensinar/educar.<br>The present work was made up of a quantitative, non experimental, survey type study of a descriptive nature. Its aims were to analyse what the nurses and their nursing chiefs do in relation to the preparation given by the graduate courses of nursing, as well as identify, according to these same nurses, the strong points or points of light- and the weak points or black holes in this training. The study subjects were 53 nurses, professionally active in health institutions in a municipality in the interior of São Paulo State, that concluded their graduate nurses training in the years of 2000,2001,2002 and 2003, and 31 nurses who were their respective nurse managers. For data collection an instrument composed of the visual analogue scales containing 45 questions was used containing 45 inherent competencies to the professional activities of the nurse and a question about the stimulus given during the graduate course for participation in professionally linked entities, After the validation (appearance and content) of the data collecting instrument and the approval of the project by the ethics committee the present study began. For analysis of the results the SPSS (Statistical Package for Social Science) programme was used. According to the results, this study allowed us to conclude that: the preparation given to the nurses for organizing and managing nursing and/or health services by their graduate courses was considered somewhat inadequate by both the groups studied; for the head nurses the preparation for team leadership is inadequate, which contradicts the nurses perception; the preparation for research that would have an impact on and would alter professional practice was considered slightly inadequate by both groups; as far as educative competency is concerned, both groups indicated this to be a little inadequate also; in relation to the question of qualification programmes, selection and recruitment of personnel, the preparation was practically considered to be inadequate; for all competencies in all of the categories used in this study the nurses assessed themselves as better prepared by the 34 graduate course than did their counterparts, the head nurses; both the head nurses and the nurses indicated the high points - points of light in the graduate course refer principally to assistance competency; both groups also agreed that the weak points black holes refer, in the majority, to political competence; the formative process to us, still seems to be separated from professional practice, leading to a huge difference between what you learn and what you experience; the discourse about training the critical, reflexive professional, capable of performing and promoting changes in reality what surrounds us, continues to be only rhetoric; the various curricular improvements of nurses' undergraduate courses has taken into account only the immediate aspects; the use of research as a guide to the training of nurses is still very distant; the graduate studies leave a lot to be desired as far as the preparation for the carrying out of teaching and educational functions.
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Yimer, Endris Mekonnen, Firew Ayalew Desta, Kefyalew Muleta Akassa, et al. "Assessment of Midwifery and Nursing Students’ Nutrition Competence in Ethiopia: A Cross Sectional Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/2.
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Background: Malnutrition is a major public health problem in Ethiopia contributing to half of infant and child mortality. The 2014 mini Ethiopian Demographic and Health Survey revealed that four out of ten children under five are stunted, nearly one out of ten are wasted, and a quarter are underweight. One of the factors that contributed to the high stunting rate is the shortage of capable providers who are competent to provide nutrition services. The purpose of this study was to assess graduating midwifery and nursing students’ nutrition competence and explore the factors that influence their competence.
Methods: A cross-sectional survey was employed in June 2015. Students’ knowledge was assessed using objective written assessment questions; and their skills were assessed using a five-station objectively structured clinical examination. Students’ perception of the nutrition learning environment and their learning experience was obtained by administering a structured questionnaire using interviews. Bivariate and multivariable analysis, including Chi-square test and independent sample t-test, were used to detect statistically significant associations or differences.
Results: A total of 113 students from four public universities in Ethiopia participated in the study. Only 38.1% of students demonstrated adequate competency in nutrition. The mean percentage score for nutrition knowledge and skills were 63.8% and 46.6% respectively. There was no statistically significant difference between midwifery and nursing students’ nutrition competence (P>0.05). Both cadres scored a mean value above 50% in the knowledge assessment, except in the competency areas of nutrition and HIV. However, both showed lesser competence in performing basic nutrition skills such as anthropometry. Midwives scored higher than nurses on counseling mothers on optimal breast feeding (p=0.001). The majority (98.2%) of students reported that they had no access to nutrition skills laboratory when they took the nutrition course. In multivariable analysis, students who perceived the practice sites as conducive for nutrition skills learning achieved higher levels of competence.
Conclusions: The target students were deficient in nutrition competencies. The study suggests revision of midwifery and nursing curricula for adequacy and relevance of nutrition contents, learning and assessment techniques. Nutrition skills learning both in skills lab and at clinical and practical settings need to be strengthened.
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Thomas, Sarah. "Addressing Need for Research-Focused Nurses By Increasing Interest and Socialization at the Undergraduate Level." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1645.
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The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of
Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.<br>B.S.N.<br>Bachelors<br>Nursing<br>Nursing
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Desormeaux, Lorraine V. "Organizational structural and cultural variables as predictors of quality in federally approved nursing homes." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1105102-132902/unrestricted/DesormeauxL111502b.pdf.
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Nehring, Wendy M., and Felissa R. Lashley. "Nursing Simulation: A Review of the Past 40 Years." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6706.
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Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.
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Jackson, Sara. "Developing an Impella Education Program for the Critical Care Registered Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4380.
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Every year, hundreds of thousands of patients have coronary angiograms performed in the United States. The Impella is a percutaneous ventricular support device that provides hemodynamic support for patients if hemodynamic instability occurs during the procedure. The critical care nurse is responsible for the recovery and management of the patient with the Impella device in place. The purpose of this scholarly project is to provide registered nurses (RN) who have not previously managed the Impella device with the appropriate education in order to demonstrate competency. The program demonstrated improved RN knowledge about the Impella and increased confidence when managing the Impella device and controller. King's goal attainment theory was used as a framework to develop nurse-patient collaboration. Kirkpatrick's 4-level training evaluation model provided the framework for evaluation of the RN educational program. The sources of evidence included literature and an expert panel that was recruited to evaluate the material prior to implementation of the educational program. The data were analyzed by comparing the results of the preeducational and posteducational questionnaires. The paired t test demonstrated statistical significance based on the scores from the pre- and post-tests taken by the RNs before and after the Impella educational program as p < .001. Increased RN confidence was demonstrated by p < .001, while a change in RN attitude towards the Impella established improvement by p < .001. Providing professional development opportunities has been shown to benefit RNs to allow the delivery of safe care while allowing for positive social change by impacting patient lifestyle and outcomes.
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Smith, Annetta. "An action research inquiry exploring the transfer of pain knowledge from a continuing education course into practice." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/474.
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Acute and chronic pain conditions have a significant impact on the individual who is experiencing pain and resolution of pain continues to present a challenge to nurses and other health care professionals. It is widely accepted that pain education for nurses is necessary if nurses are to deliver effective, evidenced based pain care. Although it has been shown that participation in pain education improves nurses’ pain knowledge, very little is known about the way in which nurses use their improved pain knowledge in their practice or about the conditions that promote application of that pain knowledge. The aims of this study are (a) to explore the transfer of pain knowledge from a continuing education nursing course into practice, and (b) to investigate the impact that the nurses’ participation in action research has on their ability to improve aspects of their pain practice. Participants are 14 registered nurses who successfully completed two accredited pain course units as part of their BSc / BN degree in Nursing. The nurses formed two groups of inquiry, who used both their participation in the pain course and in action research to investigate and change aspects of pain assessment and management practices within their clinical areas. The inquiry groups were located in two different Health Board locations in Scotland. Following involvement in a pain course, the strategies used by the participating nurses to enhance their pain assessment and management practices are examined. Qualitative data was obtained through individual and group interviews, and analysis of significant incidents. An action research approach contributes to an understanding of conditions that promote application of pain knowledge into practice following participation in the course, and focuses on the possibilities for action and improvement of pain care. The findings from this study demonstrate how nurses develop a more patient-centred approach to pain care and become more accountable for their pain practice. The research also identifies a range of strategies used by nurses to improve collaborative working practices with their colleagues that help to reduce some of the obstacles to delivery of effective pain care. From the outcomes of the inquiry, it is evident that these nurses’ participation in action research has increased the possibilities of their involvement in pain practice interventions. Conditions are created through pain course participation and involvement in action research, which supports nurses’ transfer of pain knowledge into practice Additionally, findings demonstrate the potential action research has for identifying problems with pain care and its potential for helping to develop relevant and workable solutions for improving aspects of care. The findings from this study are significant because they inform teaching and learning approaches which can be used with pain education that helps to prepare nurses to deliver more effective pain care within their health care settings.
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Kobayashi, Rika Miyahara. ""Caracterização da disciplina noções de administração de enfermagem dos cursos de técnico de enfermagem"." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/7/7131/tde-06082003-041315/.
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Kobayashi RM. Caracterização da disciplina noções de administração de enfermagem dos cursos de técnico de enfermagem. [dissertação] São Paulo (SP): Escola de Enfermagem da USP; 2002 Este estudo, do tipo exploratório e documental, teve como propósitos identificar as competências e os enfoques temáticos descritos nos Planos de Ensino da disciplina Noções de Administração em Enfermagem dos cursos Técnico de Enfermagem. A população foi composta por 26 Planos de Ensino das escolas/cursos, em sua maioria, entidades particulares, que formam Técnicos de Enfermagem já há entre 1 a 5 anos, com turmas de 21 a 30 alunos, nos três turnos. A disciplina em questão era trabalhada em diferentes momentos do curso, com carga horária entre 25 e 50h, ministrada por 1(um) a 2 (dois) docentes nas aulas teóricas e no estágio supervisionado, sendo este último realizado em unidades de internação. Com relação às competências gerais e específicas descritas nos Planos de Ensino, obtivemos que a competência do saber fazer (59%, 54%) e do aprender a conhecer (34%, 45%) prevaleceram sobre a competência do saber ser (7%, 1%) mostrando que o saber fazer ainda é prevalente, mas também aponta que o aprender a conhecer é necessário à instrumentalização para o desenvolvimento do saber fazer. Dentre os resultados, relativos aos enfoques temáticos, foram encontrados os processos de trabalho voltados para a assistência de enfermagem e a estrutura organizacional. Assim, acreditamos que este estudo possa contribuir àqueles que trabalham com a educação profissional em enfermagem, permitindo o repensar as competências profissionais desejadas ao TE, conforme o perfil estabelecido bem como, estimulando a reflexão de como este pode atuar nos processos administrativos, sob supervisão do enfermeiro. Descritores: Educação em enfermagem. Técnicos de enfermagem. Pesquisa em administração de enfermagem<br>Kobayashi RM. Caracteristics of the Course Basics of Nursing Administration for Practical Nursing Programs [master´s degree thesis] São Paulo (SP) School of Nursing at University of São Paulo; 2002 This exploratory study was based on course descriptions and aimed at identifying the competences and the topics addressed, as reported in the course description of Basics of Nursing Administration for Practical Nursing programs. Twenty-six practical nursing programs were studied. Most programs have been offered by private schools/institutions for 1 to 5 years. Twenty-one to thirty students attended these courses, offered in the mornings, afternoons, and evenings. Basics of nursing administration was offered in the beginning, middle or end of the program, depending on the institution, and lasted 25-50 hours. One or two teachers were in charge of both theory and clinical practice, which took place in hospitals, mainly in inpatient units. When both general and specific competences described in the programs were analyzed, the know to do competence (59%, 54%) and the learn to know competence (34%, 45%) prevailed against the know to be competence (7%, 1%). This shows that the know to do competence prevails in practical nursing programs. It also shows that the learn to know competence is necessary as a tool for developing the know to do competence. Findings for topics addressed in the programs, as reported in the course description, show that working processes are aimed at nursing assistance and at organizational structure. Thus, we believe that this study can contribute to those working in the field of professional nursing education as a tool to rethink professional competences required for practical nurses, according to the profile established, The study also encourages us to consider how practical nurses can effectly participate in the administrative processes, under the supervision of a registered nurse. Keywords: Nursing education, practical nursing, nursing management research
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Rizzo, Kimberly. "Effectiveness of Continuous Subcutaneous Insulin Infusion Therapy Education in a Clinic Setting." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5258.
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Diabetes affects an estimated 29.1 million Americans, with approximately another 1/3 of Americans not yet diagnosed. Complications associated with diabetes include heart disease, stroke, hypertension, blindness, kidney disease, neuropathy and death. All of these complications can be prevented with optimal control of blood glucose levels. Advances in technology provide people living with diabetes (PLWD) a multitude of treatment options such as continuous subcutaneous insulin infusion (CSII) therapy. Unfortunately, sustained improvement in glycated hemoglobin A1c (HgA1c) is not always achieved even with this advanced therapy. The purpose of this doctoral project was to educate nurses on CSII therapy and promote improved patient compliance, knowledge and ultimately improve HgA1c control. This doctoral project is an evaluation of an Evidence-Based Quality Improvement Project (EB-QIP) that evaluated nurse-led educational sessions for PLWD using CSII therapy. The integrated theory of health behavior change was used to guide the project. The CDC process evaluation model was used to evaluate the outcomes of the education sessions. Results showed that patients who were instructed by the nurses who took part in the EB-QIP had a reduction in the overall HgA1c by an average of 1.1 points 3-months post-education. The project promotes positive social change through establishing the effectiveness of an EB-QIP that focused on the use of education on CSII therapy in improving outcomes for patients living with diabetes.
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Dias, Claudia Aparecida. "O processo de formação do enfermeiro e seu agir profissional." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-30062017-225405/.
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INTRODUÇÃO: O agir profissional do enfermeiro corresponde ao conjunto de saberes adquiridos no período de formação, mas, que só adquire status de ação profissional quando o graduando (aprendiz) o experiencia na realidade prática. Isso, acontece porque o vivido durante o ensino de graduação, em muitos momentos, projeta-se como disposição para a ação prospectiva em enfermagem, no cenário de prática. A conjunção entre o vivido no curso na forma de aulas teórico-práticas e as experiências nos estágios curriculares, materializam-se, então, como um conjunto de práticas. OBJETIVOS: O objetivo do estudo foi compreender como a formação acadêmica orienta o processo didático-pedagógico para o desenvolvimento do agir profissional prospectivo do enfermeiro e, ainda, como o processo de formação em enfermagem e a realidade prática participam do desenvolvimento da disposição para a ação prospectiva, no agir profissional do egresso de enfermagem. MÉTODO: Trata-se de uma pesquisa exploratória, de caráter qualitativo que privilegiou a perspectiva fenomenológica. O cenário do estudo foi o Curso de Bacharelado de Graduação em Enfermagem da Escola de Enfermagem da Universidade de São Paulo (EEUSP). Participaram do estudo 19 egressos de enfermagem que concluíram o curso, com base na última reformulação curricular da instituição (2010/2013) e, já se encontravam inseridos no mundo do trabalho. A coleta de dados aconteceu por meio de entrevistas gravadas. O referencial teórico-metodológico para análise dos resultados utilizado foi a Teoria da Interpretação do filósofo Paul Ricoeur. Este método de análise fundamenta-se na compreensão dos resultados pela aplicação de uma matriz interpretativa nas narrativas, obtidas após a transcrição das entrevistas. Esse método contempla três fases interpretativas: a primeira, denominada de Teoria do Discurso que, corresponde a uma leitura inicial da narrativa e sua organização, com a síntese do evento e significação relacionadas à vivência, que possibilita a primeira interpretação ou pé-compreensão. A segunda fase, nomeada de Teoria do Texto, na qual acontece a análise estrutural do resultado da pé-compreensão, de forma a obter-se ao final desta fase a análise crítica das inferências, na forma de unidades de significado denominadas de Temas/Subtemas. E, por fim, a última fase, a Teoria da Leitura que possibilita uma interpretação mais profunda do material em avaliação, de modo que se possa validar a primeira conjectura, obtida no final da segunda fase, por meio de uma compreensão crítica. Todas estas fases apresentam, em sua estrutura, a dialética tricordiana. RESULTADOS: Após a análise dos resultados, emergiram duas categorias temáticas: a primeira foi O Mundo do Curso, que tratava da expressão do agir do egresso, considerando suas intermediações com a vivência acadêmica. Esta categoria suscitou a divisão em três subcategorias: Proposta Pedagógica, na qual a expressão mais ativa do agir acadêmico foram a postura humanística, a postura investigativa e a capacidade de desenvolver o pensamento crítico-reflexivo. A segunda subcategoria foi a Organização Curricular, que evidenciou a complexa rede de inter-relações presentes nas atividades disciplinares, práticas e relacionais e, por fim, a última subcategoria Prática Docente que trouxe à luz questões relativas ao preparo para a ação pedagógica, apresentada pelo docente e, ainda, o inter-relacionamento docente-discente. A segunda categoria temática foi nomeada de O Mundo do Trabalho, esta representou a expressão do agir do egresso, considerando-se as influências da realidade prática sobre seu agir profissional, tal categoria também foi dividida em duas subcategorias: ressignificação do agir profissional, que teve como resultado expressões e caminhos da ressignificação que sofreu o agir acadêmico e, a segunda subcategoria, disposição para a ação prospectiva, desvelou as percepções dos egressos sobre seu agir no contexto da realidade prática. CONSIDERAÇÕES FINAIS: Ao final do estudo, foi possível observar que a formação acadêmica no ensino de enfermagem apresenta-se como estrutura processual que a depender de sua proposta pedagógica, organização curricular e prática docente é capaz de colaborar com o desenvolvimento da disposição para a ação prospectiva no agir profissional do egresso de enfermagem, mas, é preciso dizer que a incorporação dos atos de disposição para a ação prospectiva só aconteceu de fato quando o egresso contrapôs o arcabouço de conhecimentos e vivências formativas com a realidade prática do mundo do trabalho.<br>INTRODUCTION: The professional action of the nurse corresponds to the set of knowledge acquired during the training period, but, that only acquires professional action status when the graduating (apprentice) experience in practical reality. This is because the experience during undergraduate education, in many moments, is projected as a provision for prospective action in nursing, in the practice scenario. The conjunction between the lived in the course in the form of theoretical-practical classes and the experiences in the curricular stages, materialize then as a set of practices. OBJECTIVES: The objective of the study was to understand how the academic formation guides the didactic-pedagogical process for the development of professional career prospective of the nurse and also how the nursing training process and the practical reality participate in the development of the disposition for the prospective action, In the professional act of nursing egress. METHOD: It is an exploratory research, of qualitative character that privileged the phenomenological perspective. The study scenario was the Undergraduate Nursing Course of the Nursing School of the University of São Paulo (EEUSP). The study was attended by 19 nursing graduates who completed the course based on the last curricular reformulation of the institution (2010/2013) and were already included in the world of work. Data collection took place through recorded interviews. The theoretical-methodological reference for the analysis of the results used was the Theory of Interpretation of the philosopher Paul Ricoeur. This method of analysis is based on the understanding of the results by the application of an interpretative matrix in the narratives, obtained after the transcription of the interviews. This method contemplates 03 interpretative phases: the first called Discourse Theory, which corresponds to an initial reading of the narrative and its organization, with a synthesis of the event and meaning related to the experience, which makes possible the first interpretation or pre-comprehension. The second phase, named Text Theory, in which the structural analysis of the result of pre-comprehension takes place, so as to obtain at the end of this phase the critical analysis of inferences, in the form of units of meaning called Themes / Subtopics. And finally, the last phase, the Reading Theory, which allows a deeper interpretation of the material under evaluation, so that the first conjecture, obtained at the end of the second phase, can be validated through a critical understanding. All these phases present, in their structure, the Ricorian dialectic. RESULTS: After analyzing the results, two thematic categories emerged: the first was \"The World of the Course\", which dealt with the expression of the action of the egress, considering their intermediation with the academic experience. This category raised the division into 03 subcategories: Pedagogical Proposal, in which the most active expression of academic action was the humanistic posture, the investigative stance and the capacity to develop critical-reflexive thinking. The second subcategory was the Curriculum Organization, which showed the complex network of interrelationships present in the disciplinary, practical and relational activities and, finally, the last subcategory Teaching Practice that brought to light questions related to the preparation for the pedagogical action presented by the teacher and , The teacher-student interrelationship. The second thematic category was named \"The World of Work\", this represented the expression of the action of the egress considering the influences of practical reality on his professional action, this category, too, was divided into 02 subcategories: resignification of the act Which resulted in expressions and paths of resignification that underwent academic action, and the second subcategory, a provision for prospective action, revealed the students\' perceptions about their action in the context of practical reality. FINAL THOUGTHS: At the end of the study, it was possible to observe that the academic formation in nursing teaching is presented as a procedural structure that, depending on its pedagogical proposal, curricular organization and teaching practice, is able to collaborate with the development of the disposition to The prospective action, in the professional act of the nursing egress, but it must be said that the incorporation of the acts of disposition for the prospective action, only happened in fact when the egress contrasted the framework of knowledge and formative experiences with the practical reality of the world Of work.
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Webb, Melessia Dawn. "Path analysis of factors affecting student outcomes and continued participation after completing ALNU 1100 Basics of patient care at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0330104-111825/unrestricted/WebbM040704f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0330104-111825. Includes bibliographical references. Also available via Internet at the UMI web site.
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Seixas, Carlos Alberto. ""Implantação de plataforma aberta de educação a distância e sua aplicabilidade no contexto da enfermagem"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-12082005-155143/.
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Este trabalho descreve a trajetória percorrida desde a análise de requisitos até a configuração de todo o ferramental de software, hardware e de recursos humanos necessários para implantação de um sistema que comporte cursos a distância na Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP/USP). É um dos resultados de extensas pesquisas realizadas desde 1998, quando Grupo de Estudos e Pesquisas em Comunicação no Processo de Enfermagem (GEPECOPEn) iniciou suas investigações relacionadas ao uso da videoconferência como ferramenta aplicada ao ensino e a pesquisa, com vistas ao aprimoramento da prática do profissional de saúde. A inclusão do tema plataforma de educação a distância foi o caminho natural de evolução das pesquisas, visto que é preemente a necessidade de oferecimento de alternativas inovadoras para a disseminação do conhecimento, dada a escassez de espaço físico, tempo e de recursos físicos e humanos. A opção pela adoção do software livre está em conformidade com as diretrizes propostas pela Universidade de São Paulo, do Estado e da União. A modalidade de educação feita a distância permite maior flexibilização das agendas de professores e alunos e amplia a capacidade de atendimento da demanda, que se mostra em crescimento constante.Os resultados deste trabalho originaram-se do processo de implantação do sistema e do oferecimento de um curso piloto para uma comunidade de alunos de curso de graduação em enfermagem da EERP/USP. Foram consideradas as etapas que precedem a implantação da plataforma de software até o estágio posterior ao oferecimento de um curso, quando então são analisados os dados obtidos do processo de acompanhamento do curso a distância. Como resultado do trabalho tem-se, portanto: o sistema implantado, o inventário do processo de implantação e o roteiro detalhado para criação do curso a distância na plataforma Teleduc. Este sistema implantado, juntamente com o roteiro, poderá ser utilizado por professores e outros profissionais para iniciar suas atividades neste ambiente virtual de ensino-aprendizagem.<br>This study describes the trajectory from the requirement analysis to the configuration of software and hardware tools and human resources needed to implant a distance course system at the University of São Paulo at Ribeirão Preto College of Nursing (EERP/USP). This is one of the results of extensive studies realized since 1998, when the Study and Research Group on Communication in the Nursing Process (GEPECOPEn) started its research on the use of videoconferencing as a teaching and research tool, with a view to improving health professionals practice. Including the subject of a distance education platform was part of this researchs natural course, considering the urgent need to offer innovative alternatives for knowledge dissemination, given the lack of physical space, time and physical and human resources. The choice of a free software is in accordance with the guidelines established by the University of São Paulo, the State and the Union. Distance education allows for greater flexibility in teachers and students agendas and expands the capacity to attend to a permanently increasing demand. The results of this work are based on the system implantation process and the offering of a pilot course to a group of undergraduate nursing students at EERP/USP. The steps preceding the implantation of the software platform until after the offering of a course are taken into consideration. Next, data obtained from the distance course process are analyzed. This work produced the following results: the implanted system, the implantation process inventory and a detailed script for the creation of a distance course in the Teleduc platform. In combination with the script, this implanted system can be used by teachers and other professionals to start their activities in this virtual teaching-learning environment.