Dissertations / Theses: 'Nursing theory'

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Reed, Pamela G., Shearer Nelma B. Crawford, Jo-Ann Marrs, and Lois W. Lowry. "Nursing Theory and Practice: Connecting the Dots." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7102.

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Book Summary: Perspectives on Nursing Theory is a comprehensive anthology of important articles addressing diverse theoretical and philosophical perspectives on the nature of theory and knowledge development in nursing. This informative and contemporary resource features some of the most widely read and cited articles that facilitates thought and discussion among nurses, researchers, students, and teachers.Features 52 of the most widely read and frequently cited articles reflecting seminal, modern, and futuristic perspectives on nursing theory. Includes new articles reflecting current, cutting-edge views of nursing theory and trends. Includes biographical information about each author that provides insight into the author's perspective.

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Marrs, Jo-Ann, and Lois W. Lowry. "Nursing Theory and Practice: Connecting the Dots." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/7104.

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The authors propose connecting the dots among theory, practice, and research by adopting an expanded conceptual-theoretical-empirical structure of nursing knowledge and matrix process to guide the placement of nursing knowledge in a contextual whole. An overview of the theoretical journey of nursing knowledge development is contrasted with the journey from practice resulting in a theory-practice disconnect. Both approaches are united to present an integrated view of the dimensions of the knowledge development of nursing as a professional discipline.

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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.

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Weierbach, Florence M., and Sharon D. Loury. "Nursing Theory: Education to Practice in Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7388.

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Neehoff, Shona Maree, and n/a. "Pedagogical possibilities for nursing." University of Otago. School of Social Science, 1999. http://adt.otago.ac.nz/public/adt-NZDU20051020.183802.

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Nursing practice is a very physical business. The work that most nurses do involves the use of their bodies as the primary tool of their work. Nurses take their physical selves to patients in order to carry out that work, the body of the nurse is often in direct contact with the bodies of patients that they care for. This thesis is about what I have called the �invisible bodies of nursing�, and I describe these throughout the body of the thesis. The physical body of the nurse, the body of practice, and the body of knowledge. The physical body of the nurse is absent in most nursing literature, it is sometimes inferred but seldom discussed. My contention is that the physical body of the nurse is invisible because it is tacit. Much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. I approach these issues through an evolving �specular� lens. Luce Irigaray�s philosophy of the feminine and her deconstructing and reconstructing of psychoanalytic structures for women inform my work. Michel Foucault�s genealogical approach to analysing discourses is a powerful tool for exploring the history of the creation of the nurse and offers critical insights in to how nursing is perceived today. Maurice Merleau-Ponty�s phenomenology provides the flesh for my discussions about the embodied practice of nurses as beings in the world. Nursing�s struggle for recognition is ongoing. I discuss strategies that nurses could use to make themselves more �visible� in healthcare structures. The exploration of the embodied self of the nurse and through this the embodied knowledge of nursing is nascent. I hope to provide for nurses some food for both thought and discussion.

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Laschinger, Heather Kathleen. "Learning styles of baccalaureate nursing students and attitudes towards theory-based nursing practice a validation study of Kolb's experiential learning theory." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5223.

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Henderson, Jo-Anne. "A grounded theory study, nursing aides learning to care for nursing home residents with dementia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0024/MQ62129.pdf.

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Wadensten, Barbro. "Gerotranscendence from a Nursing Perspective - from Theory to Implementation /." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3544.

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Roxburgh, Claire Michelle. "Practice learning and nursing education : rethinking theory and design." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21403.

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The significant influence that practice learning plays within undergraduate nurse education cannot be overstated. By practice learning, I mean work-based learning immersed in the activities of nursing practice, typically involving learning undertaken in placements at hospitals and other clinical worksites. Practice learning is intended to achieve standards defined by professional regulatory bodies, and aims to enhance learners' capability and employability. Learning here refers to processes through which student nurses develop capabilities to practice effectively, critically, confidently and professionally in health care settings. Practice is a key concept in this thesis, much contested in debates about professional learning in practice which I will examine in detail in chapter 2. In terms of current policy regarding practice learning, I would, however, suggest that what we have at the moment is an inherited legacy which to date has not been robustly scrutinised. Based on my experiences as a nursing educator I came to believe that it was timely for a re-examination of policies, practices and philosophies underpinning the duration and structure of the current practice learning model. Taken together, the above experiences led me to focus this thesis on the following research question: How might practice learning experiences be better designed to promote nursing capability? This thesis brings together six published papers reporting studies that I conducted to explore this question, as well as chapters explaining the background literature, theory and methodology guiding these studies. My overarching aim is to contribute to the improved practice learning experiences of undergraduate student nurses, retaining them on programmes and easing their transition into the role of newly qualified practitioners (NQP). Chapter 1 charts the history of nursing educational developments. The aim is to demonstrate the influence of government and professional policy over nursing’s development from an apprentice-style model to the current-day academic model. In charting these developments alongside reviewing the contemporary research literature, what is obvious is that the issues of support, retention, models of practice learning and curricula to prepare nurses are perennial challenges. However, as a practice-based discipline, the focus of preparation has always remained grounded in practice. Chapter 2 sets forth the theoretical constructs of this thesis. During the course of conducting the studies reported in the publications of this thesis, I became frustrated with the relative lack of emphasis on contemporary learning theory in nursing education, and the paucity of supporting evidence for the ‘reflective’ theory that seems to be dominant in nursing. The discussion presented in this chapter aims to provide an overview of the major traditions of constructivism and reflective practice, as well as their historical theoretical foundations, which have been widely adopted in nurse education. I discuss the strengths and limitations of these theories as they apply to undergraduate nurses’ practice learning and capability development. These are then contrasted via the means of a critical discussion with more novel alternative models. These include situated learning theory and legitimate peripheral participation, and practice-based learning theory as advocated by contemporary writers such as Schatzki (2002). These theories changed my thinking about practice learning and informed my efforts to develop a more cogent understanding of learning through, for and at work for undergraduate nurse education. In setting out Chapter 3, I am presenting a brief overview of these publications for a nursing education audience. Firstly, I have included information that is generally considered important to this audience, such as details about the journal’s standing and article citations, the databases searched, and the percentage of my own contributions. Secondly, I report the studies from an evidence-based perspective of prediction and control aligned with the contexts of the commissioning process and the conduct of each project. By this I mean that I treat the findings in these papers as valid and credible within the stated limitations Chapter 4 presents the six publications in their entirety for the reader Chapter 5 explains the research methodology adopted in the papers presented for this thesis, and offers my critical reflections on these methodologies. I outline the philosophy that underpins the approach taken with the research studies, discussing the interpretive stance that was taken to research and the consequent choice of qualitative approaches. The chapter also discusses the strengths and limitations of the methods employed in each of my papers along with the means used to analyse the data, and the ethical considerations that an interpretive researcher must consider. In retrospect, given where my theoretical orientation has moved (as explained in chapter 2), I now look rather more critically on the premises of these studies, their categories of definition, multiple causes and uncertainties at play. In my reflections on the research approach, I explain some of these issues. In concluding this thesis, Chapter 6 details my recommendations and some future implications for policy and practice. It also explains my plans for carrying forward different methodological and theoretical approaches in my future research work examining nurses' practice learning.

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McConigley, Ruth. "Rural palliative care nursing: A modified grounded theory study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/986.

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This paper presents the findings of a study of rural palliative care nurses in Western Australia. The numbers of rural centres in Western Australia offering palliative care services are increasing; however at present there is little empirical data available about the roles of the nurses involved. This study was undertaken to begin to correct this deficit. The study examines basic social processes associated with the role of rural palliative care nurses and identities issues that affect the nurses’ professional practice. A modified grounded theory approach was used to form a conceptual framework that describes rural palliative care nursing. Theoretical sampling techniques were used to identify the six palliative care nurses working in rural Western Australia who participated in this study. Data was generated using in depth interview and participant observation techniques. Constant comparative analysis of the data was employed to allow concepts to emerge from the data. The central theme that developed from the data Living Palliative Care describes the all-consuming nature of the rural palliative care nurses’ role. Three related categories, Wearing Many Huts, Being the Expert and Surviving in Palliative Care are also discussed. This research has explored issues that rural palliative care nurses feel are relevant to their professional practice and it describes the basic social processes inherent in the rural palliative care nurse’s role. Recommendations for nursing research, education, administration and clinical practice are presented.

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Siddell, Erica Penley. "Maternal identity : finding a model for nursing theory and research /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Sather, Linda Strube. "Patient focused care : the path to empowered self-management a grounded theory approach /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11063890.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Elizabeth Maloney. Dissertation Committee: Jane Monroe, . Includes bibliographical references (leaves 85-90).

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Austin, George. "Nursing Students and Tuckman's Theory: Building Community Using Cohort Development." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5900.

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This study explored the phenomenon of first year students who lived in a nursing living learning community and their experiences during their first year. The researcher utilized a qualitative research methodology to investigate the social and academic aspects that influenced these students as they worked to prepare to apply to the nursing program on their way to becoming nurses. Of the 68 students who lived in the community in the first two years, 12 were interviewed in a face-to-face setting. The researcher used Tuckman's Stages of Group Development as the framework for this study, recognizing that groups go through several stages depending on the length of time that the group is together. The participants' experiences were examined on a group and individual level, in order to fully understand their experiences in the community, including their persistence through applying to and enrolling in the nursing program. This study brought voice to the experiences of the students, helping to understand why they came together, how the community developed, and what lessons the students took away from living in this community. It was made clear during the interviews that the students chose to live in the community where they would be surrounded by students with the same goals. They also felt very strongly about academics taking a priority over social events, and believed that the community should have a second semester common course to keep the students working together throughout the duration of the first year.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Higher Education

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Aller, Loretta J. "Exploring the Developmental Process of Undergraduate Nursing Students." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573645761366224.

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Amos, Kimberly S. "Nursing faculty members' perspectives of faculty-to-faculty workplace incivility among nursing faculty members." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558555.

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In recent years, nursing faculty incivility has been a searing topic of research. Nursing research included studies on incivility among nursing students, incivility between nursing students and nursing faculty, and incivility in the clinical setting. However, literature specifically on nursing faculty incivility was limited. This descriptive, quantitative study examined perceived levels of workplace incivility among nursing faculty members. The sample ( n = 257) consisted of nursing faculty members employed at community colleges in North Carolina. The methodology included a non-experimental, online survey design using Martin and Hine's (2005) Uncivil Workplace Behavior Questionaireand a demographics survey. Data analysis included use of descriptive and inferential statistics. Findings revealed three themes (a) the description of workplace incivility among nursing faculty aligned with Bandura's (1977) social learning theory and Andersson and Pearson's (1999) incivility spiral; (b) workplace incivility among nursing faculty existed in the community college setting; and (c) most demographic factors did not influence the extent to which faculty members perceived uncivil behaviors among their peers. However, there were four exceptions: hostility and full-time employment, hostility and salary range, privacy invasion and ethnicity, and uncivil behaviors and the number of years of full-time teaching. Implications for nursing education included turning conflict into problem-solving and collaboration, and cultivating climates of civility and cultures of openness, inclusion, and social connectedness.

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Timmins, Fiona. "Developing a professional working theory through critical reflection." Thesis, University of South Wales, 2006. https://pure.southwales.ac.uk/en/studentthesis/developing-a-professional-working-theory-through-critical-reflection(20761dd6-0dd7-47c2-ac4b-80b8e6f53a1d).html.

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In keeping with the University guidelines and current literature on the topic this portfolio is an intense and personal document that resembles an autobiography of my professional life. Reflection and analysis form key components of the portfolio development. The task of demonstrating coherence and continuity between publications and projects is an inherent challenge of the portfolio route. I developed this portfolio as a collection of evidence of both the products and processes of learning that attests to my personal and professional development and achievement. The products are demonstrated within my two main projects (Timmins 2002 page 131, Timmins 2005 page 298) and associated publications and international presentations. The process of my learning has been examined and professed through reflection upon these projects and subsequently analysed and presented in the overarching statement. The aim of my portfolio is to provide a reflective overview of these two projects to highlight coherence between projects and identify my unique contribution to knowledge. This thesis reports on the development and use of a framework for reflection that best suited this purpose. I also construct my professional working theory as a result of this critical reflection. This framework proved invaluable to uncover the connections between my projects and the inherent meaning of my portfolio. What began as a series of disparate products (articles, conference presentations, books) the use of the framework for critical reflection enabled me not only to elicit inherent connections but to gain a new clarity about my own professional development and motivation that was previously unknown. Using the framework for critical reflection enabled to me to identify themes from reflection upon my projects: disempowerment, knowledge, emancipation and empowerment. These themes appear implicitly in several recent studies in the Republic of Ireland. Ultimately the impetus for my projects was rooted in my own professional disempowerment. Obedience was a pattern intrinsic to the social fabric of nursing in Republic of Ireland. The identified themes resonate not only my professional growth within but also the current orientation of the nursing profession in the Republic of Ireland. Using the framework for critical reflection also permitted me to outline my original contribution to knowledge. This originality is reflected in the public provision of knowledge to nurses in the area of nursing clients with coronary heart disease. This includes a reorientation of informational support towards symptom management and encouraging a critical awareness of previously used research methods. There is also an original contribution to the ongoing development of nursing practice with the suggested critique; adaptation and use of conceptual models of nursing in coronary care units.

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Nehring, Wendy M. "A Synthesis of Theory and Nursing Research Using High-Fidelity Patient Simulation." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6717.

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Book Summary: High Fidelity Patient Simulation in Nursing Education is a comprehensive guide to developing and implementing a high-fidelity patient simulation in a clinical setting. It is a necessary primer for administrators and nursing programs starting out with this technology. It includes examples for setting up a simulator program for nurses, developing and implementing this technology into particular clinical and laboratory courses, and setting up refresher courses in hospital settings. The text features appendices and case scenarios.

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Edmonds, Poff Allison Ruth. "Exploring women's life course experiences with weight using story theory." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4885.

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Themes that were identified relative to participants' experiences with their weight included: changes associated with emotional and physical health; eating patterns associated with multiple and/or changing roles/relationships; and, changes in the environment. An interpretation of the predominant pattern of weight gain included: changes in eating and physical activity that occur during multiple and simultaneous transitional life experiences, primarily in adulthood. The findings suggest that transitional experiences in women's lives - physiological, developmental, relational or environmental - were critical in that they presented risk for behavior changes related to eating and physical activity. The results of this study and the use of story theory have implications for providing individualized, patient-centered lifestyle recommendations for the prevention of unhealthy weight gain.; This qualitative study included women who had gone through the menopausal transition and had experienced obesity, and it focused on their weight histories and experiences across the life course. The goal of this research was to add to the body of knowledge concerning weight gain by applying a novel middle range theory (story theory). Story theory was used to collect and interpret from women's life course stories the critical themes and patterns of their weight gain. Oral accounts were elicited during personal interviews from a convenience sample of ten women recruited from a weight loss and exercise program in Central Florida. Literature focusing on the prevalence of obesity, contributing factors and associated complications, as well as treatment approaches is extensive. A variety of approaches have been proposed to identify factors that contribute to the development of obesity across the lifespan. Ultimately, the goal of these studies is to understand risk factors for weight gain along with corresponding prevention and management strategies. A particular life course approach focuses on critical periods across the life span that may be associated with risk for the development of obesity. For women, puberty, pregnancy and menopause are noted to be critical for weight change in the life course as they are associated with hormonal changes and changes in body composition including fat mass. Story theory was chosen to conceptualize and guide participants through a personal interview in order to share their weight experiences along their life course. Content analysis procedures were used to analyze the data in order to identify themes and corresponding verbatim exemplars. A re-constructed composite story was developed that included excerpts from the participants' stories in order to reveal contextualized results.
ID: 030423138; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
Ph.D.
Doctorate
Nursing

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Matney, Susan A. "Development of the theory of wisdom in action for clinical nursing." Thesis, The University of Utah, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10007120.

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As nurses, we seek to gain nursing wisdom and apply it in our daily practice, yet the process of practicing with wisdom has not been well explained for nursing. The purpose of this dissertation was to develop a theory of wisdom in action (WIA) for clinical nursing, beginning with a formal concept analysis.

In Phase 1 (Aim 1), a preliminary theory was developed deductively using derivation and synthesis, based on theories and models from psychology, education, and nursing. Pertinent concepts were identified and nursing-specific definitions created. The theory included four dimensions: person-related factors, environment-related factors, knowledge, and wisdom.

Separately, a constructivist grounded theory approach inductively captured the experience of wisdom in nursing practice (Aim 2), based on wisdom narratives from 30 emergency department nurses. The resulting grounded theory focused on two processes, technical and affective, juxtaposed on a foundation of expertise. New findings were the importance of affective characteristics such as emotional intelligence and confidence.

Finally, the theories were synthesized into the Theory of Wisdom in Action for Clinical Nursing. The theory describes two antecedent dimensions, person-related and setting-related factors, and two types of wisdom processes. General wisdom processes apply to patient care and describe the actions nurses take during a stressful or uncertain event. Personal wisdom develops afterwards, as a feedback loop with reflection, discovery of meaning, and learning, followed by increased knowledge and confidence.

Wisdom is critical for all areas of nursing practice. The Theory of Wisdom in Action for Clinical Nursing provides a working framework for translating wisdom in clinical nursing practice into theoretical and practical terms, depicting both the science and the art of nursing. This novel theory displays how nurses practice with wisdom, and reveals that wisdom in action requires clinical skills, experience, knowledge, and affective proficiency.

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Cox, Karen R. (Karen Rose). "Effects of a self-care deficit nursing theory-designed nursing system on symptom control in children with asthma." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036817.

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Lamb, Patricia Darlene. "Application of the modeling role-modeling theory to mentoring in nursing." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/lamb/LambP0805.pdf.

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Lewis, Tom. "The hermeneutic nature of process in nursing : a grounded theory approach." Thesis, London South Bank University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265279.

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This thesis is an enquiry into the nature of process in nursing. The study was initiated by the experience of the researcher as a nurse attempting to utilise the Nursing Process in clinical practice. From the outset however, the focus of the study shifted from the utility of the Nursing Process to the nature of process in nursing. The data were collected by in depth, unstructured interviews with twenty staff nurses from general medical and surgical wards in five district general hospitals in the South of England. The interviews were transcribed, and analysed following grounded theory methods. The analysis produced a number of categories related to nursing practice and the context in which it occurs. The major finding of the study is represented as the core category and is labelled Nursing carea s clinicalh ermeneuticIsn. identifying this category the researcher considers nursing to be essentially a process of interpretation of clinical situations, that is to say that process in nursing is essentially hermeneutic in nature. Other categories were identified relating to the strategies used by nurses and the context of nursing practice. These were labelled as; latching over,T hinking about,B eingt here,D oing to,f orand with, Letting go, Climate of Constantc hangeL, andscapeo f predictabilitya nd Landscapeo f perfect expectation. These categories were linked to each other and to the core category forming an illumination of the core category. The categories of SufferingC' omfortinga nd Healing were identified as providing the impetus for nursing care. The categories have been linked together in a statement of substantive theory which describes nursing care as clinical hermeneutics in the following way: A process, which is the resultant of a complex, dynamic interplay between knowing, thinking, feeling, doing and context, in which the nurse seeks to prevent and relieve suffering, to promote comfort and facilitate healing. This interpretative process is achieved by helping the patient to understand the illness process, by reducing the alienating effects of illness and by facilitating a return to a taken-for-granted state of wholeness of mind and body. It is achieved through the nursing strategies of watching over, thinking about, being there, doing to, for and with and lettinggo and shaped by the context in which it occurs. In using grounded theory to achieve this theoretical stance, the thesis makes and seeks to justify four important claims about nursing. These are firstly, that nursing is more than simply a collection of tasks, but rather is a process of interpretation involving certain kinds of tasks. Secondly that apparently simple (or indeed complex) tasks involved in nursing are themselves an integral part of the process of interpretation. Thirdly that as a hermeneutic process, nursing may claim to have a philosophical basis. And finally that as a hermeneutic process, nursing is supported by and requires many forms of knowing, none of which are privileged but all of which are legitimate.

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Feely, Malachy. "Depression : what's in a name? : a psychiatric nursing theory of connectivity." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435495.

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Cooper, Carol. "Problem-based learning and mental health nursing : a constructivist grounded theory." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4780/.

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This thesis explores the experiences of a group of newly qualified Mental Health Nurses (NQN) who were educated using a new Problem-based Learning (PBL) curriculum. It begins by outlining the literature and other drivers that shaped the design and delivery of this programme. Drawing on an initial evaluation of the programme together with a consideration of the literature a number of foreshadowed questions were identified that informed the constructivist grounded theory approach that the study adopted. Data were collected from former students and their supervisors using telephone interviews and analysed using constant comparison. The resultant theory describes a temporal model of the students’ experiences and identifies three basic processes that shaped their learning. These were: Struggling; Resolving; Performing. The findings support the use of PBL in developing the necessary skills and knowledge needed for Mental Health Nurses. The quality of the theory is appraised using relevant criteria. The thesis concludes by comparing the theory with the literature and considers the implications of the study for education and future research.

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Brown, Vickey Michelle. "Culturally and linguistically diverse nursing student education: a grounded theory study." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/1422.

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This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was set in a sociopolitical climate of disharmony in which the basic social problem of sociocultural discord: being different and not fitting in (SD) was identified and developed as the core category. The basic social psychological problem existed for culturally and linguistically diverse nursing students because they were in some way different to the majority of their White western counterparts. Differences existed in, for example, religion, dress, skin colour, beliefs, behaviours, and ways of communicating. Because these students were different they experienced discord. Discord was characterised as sociocultural because differences causing discord were rooted in either a cultural or social domain or both. Those students who experienced SD lived with feelings of social and professional isolation, discrimination, and low self esteem to name a few. For the students, experiences of sociocultural discord were largely unpredictable and occurred episodically. The fear of embarrassment, discrimination, or some other form of inequitable treatment prevented students participating actively in classes or on clinical practice.Students, however, were unable to determine when they were likely to experience inequitable treatment and for many when it had been identified it was too late; they were amidst the experience. Others were hesitant to interact with their Australian counterparts for fear of rejection. This study occurred during a particularly disharmonic climate which permeated all aspects of the students’ lives and had the propensity to impact upon individual levels of SD. As such this climate existed as the background in this study. One of the background issues identified as impacting upon students in this study was stereotyping. In this study stereotyping was often based upon perceived cultural, religious, and/or gender norms. The physical environments, that is, university campuses and clinical practice settings in which the students were required to participate, were also found to impact upon student participants and were therefore also considered as background. In these institutions there was an obvious lack of cultural role models and students’ behaviours were often misinterpreted. Whilst some students’ families were considered as immensely supportive others were identified as being the cause of much sociocultural discord. The politics of race and culture also acted to permeate the students’ existence and these issues were given wide media coverage at the time of this research. In an effort to deal with, or counter, episodes of sociocultural discord student participants engaged the process of seeking concord to get in the right track (SC). Some of these strategies worked to reduce SD whilst others did not. These strategies consisted of saving face, covert deception, and using the “yes syndrome”.Other strategies included clustering, trying to form friendships, and trying to interact with members of the dominant group. Many students struggled to suppress their feeling of SD by being quiet and/or ignoring differential treatment and avoiding interaction with others. Some adopted other strategies to strengthen their communication abilities in an effort to reduce discordant episodes. Many of these strategies were learnt from other students or supportive nurse teachers. Other support was attained from student counselling services and supportive family members. These were considered the influencing conditions. Unlike many grounded theories this study was unable to identify the end of the process, that is, successful outcomes. Irrespective that students implemented strategies to decrease their discord they continued to experience other discordant events throughout their undergraduate degree program. Whilst many of the findings in this research support the existing literature, this study can be considered as one of the first attempts to study student nurses from different cultural backgrounds and their experiences of nursing education in Australian universities.

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Brown, Vickey Michelle. "Culturally and linguistically diverse nursing student education : a grounded theory study /." Curtin University of Technology, School of Nursing and Midwifery, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16543.

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Abstract:

This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was set in a sociopolitical climate of disharmony in which the basic social problem of sociocultural discord: being different and not fitting in (SD) was identified and developed as the core category. The basic social psychological problem existed for culturally and linguistically diverse nursing students because they were in some way different to the majority of their White western counterparts. Differences existed in, for example, religion, dress, skin colour, beliefs, behaviours, and ways of communicating. Because these students were different they experienced discord. Discord was characterised as sociocultural because differences causing discord were rooted in either a cultural or social domain or both. Those students who experienced SD lived with feelings of social and professional isolation, discrimination, and low self esteem to name a few. For the students, experiences of sociocultural discord were largely unpredictable and occurred episodically. The fear of embarrassment, discrimination, or some other form of inequitable treatment prevented students participating actively in classes or on clinical practice.
Students, however, were unable to determine when they were likely to experience inequitable treatment and for many when it had been identified it was too late; they were amidst the experience. Others were hesitant to interact with their Australian counterparts for fear of rejection. This study occurred during a particularly disharmonic climate which permeated all aspects of the students’ lives and had the propensity to impact upon individual levels of SD. As such this climate existed as the background in this study. One of the background issues identified as impacting upon students in this study was stereotyping. In this study stereotyping was often based upon perceived cultural, religious, and/or gender norms. The physical environments, that is, university campuses and clinical practice settings in which the students were required to participate, were also found to impact upon student participants and were therefore also considered as background. In these institutions there was an obvious lack of cultural role models and students’ behaviours were often misinterpreted. Whilst some students’ families were considered as immensely supportive others were identified as being the cause of much sociocultural discord. The politics of race and culture also acted to permeate the students’ existence and these issues were given wide media coverage at the time of this research. In an effort to deal with, or counter, episodes of sociocultural discord student participants engaged the process of seeking concord to get in the right track (SC). Some of these strategies worked to reduce SD whilst others did not. These strategies consisted of saving face, covert deception, and using the “yes syndrome”.
Other strategies included clustering, trying to form friendships, and trying to interact with members of the dominant group. Many students struggled to suppress their feeling of SD by being quiet and/or ignoring differential treatment and avoiding interaction with others. Some adopted other strategies to strengthen their communication abilities in an effort to reduce discordant episodes. Many of these strategies were learnt from other students or supportive nurse teachers. Other support was attained from student counselling services and supportive family members. These were considered the influencing conditions. Unlike many grounded theories this study was unable to identify the end of the process, that is, successful outcomes. Irrespective that students implemented strategies to decrease their discord they continued to experience other discordant events throughout their undergraduate degree program. Whilst many of the findings in this research support the existing literature, this study can be considered as one of the first attempts to study student nurses from different cultural backgrounds and their experiences of nursing education in Australian universities.

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Hung, Chi-chiu Stephen. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2037947X.

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Barrett, David. "Rethinking presence : a grounded theory of nurses and teleconsultation." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13026.

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Ensuring the provision of equitable, high quality care is becoming progressively more challenging in a context of an ageing population, increased prevalence of long term conditions and a prolonged period of public spending austerity. In response to these challenges, commissioners and providers have explored and piloted a range of innovative approaches to service delivery, including those that involve the utilisation of information technologies. One such modality – teleconsultation – is the utilisation of video to facilitate real-time, remote consultation between healthcare practitioners and patients. Though teleconsultation has been used as an approach to care since the 1970s, it has grown in prevalence of late, due to reduced costs, improved connectivity and greater social acceptance of video-mediated interaction. Teleconsultation is used within the acute sector (e.g. to expedite specialist stroke or burns care) and to support people living with long term conditions within the community. However, despite evidence of feasibility, clinical benefit and patient acceptance, there is little understanding of how the use of video impacts on the role of those nurses who are involved in teleconsultation.

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Pryor, Julie Anne, and mikewood@deakin edu au. "A grounded theory of nursing's contribution to inpatient rehabilitation." Deakin University. School of Nursing, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.112022.

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There is growing awareness of the benefits of rehabilitation both in Australia and overseas. While the provision of rehabilitation services is not new, recognition of this type of health service as an integral part of health care has been linked to changes in the provision of acute care services, advances in medical technology, improvements in the management of trauma and an ageing population. Despite this, little attention has been paid to nursing's contribution to patient rehabilitation in Australia. The aim of this grounded theory study, therefore, was to collect and analyse nurses' reports of their contributions to patient rehabilitation and to describe and analyse contextual factors influencing that contribution. Data were collected during interviews with registered and enrolled nurses working in five inpatient rehabilitation units in New South Wales and during observation of the nurses' everyday practice. A total of 53 nurses participated in the study, 35 registered nurses and 18 enrolled nurses. Grounded theory, informed by the theoretical perspective of symbolic interactionism, was used to guide data analysis, the ongoing collection of data and the generation of a substantive theory. The findings revealed six major categories. One was an everyday problem labelled incongruence between nurses' and patients' understandings and expectations of rehabilitation. Another category, labelled coaching patients to self-care, described how nurses independently negotiated the everyday problem of incongruence. The remaining four categories captured conditions in the inpatient context which influenced how nurses could contribute to patient rehabilitation. Two categories, labelled segregation: divided and dividing work practices between nursing and allied health and role ambiguity, were powerful in shaping nursing's contribution as they acted individually and synergistically to constrain nursing's contribution to patient rehabilitation. The other two categories, labelled distancing to manage systemic constraints and grasping the nettle to realise nursing's potential, represent the mutually exclusive strategies nurses used in response to segregation and role ambiguity. From exploration of the relationship between the six categories, the core category and an interactive grounded theory called opting in and opting out emerged. In turn, this grounded theory reveals nursing's contribution to inpatient rehabilitation as well as contextual conditions constraining that contribution. The significance of these findings is made manifest through their contribution to the advancement of nursing knowledge and through implications for nursing practice and education, rehabilitation service delivery and research.

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Westbrook, Linda Oakes. "Cognitive structures of first-line nurse managers in critical care settings /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7299.

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Greenberg, Mary E. "The Process of Care Delivery in Telephone Nursing Practice: A Grounded Theory Approach." Diss., Tucson, Ariz. : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1236%5F1%5Fm.pdf&type=application/pdf.

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Ross, Nancy J. "Facilitating shared understanding| A grounded theory for decision-making in pain management." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137454.

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Inadequate and inconsistent nursing practices related to pain management are a significant problem facing stakeholders in the health care industry. The purpose of the research study was twofold: (a) to explore the processes used by registered nurses’ for clinical decision making regarding pain management in the acute care setting and (b) to develop a substantive theory using grounded theory by examining the emergent data from the perceptions of as many as 20 registered nurses. The study explored registered nurses’ perceptions of the process of clinical decision-making in pain management within the context of social norms of nursing care and the setting in which practice takes place. The exploration of the complex dynamics of clinical decision-making in pain management was guided by the principles of classic grounded theory. Fourteen registered nurses (n=14) participated in an interview process and provided their perceptions of the clinical decision-making process in pain management. Through an inductive iterative process of constant comparative analysis, patterns of conceptual relationships were revealed closing the theory-practice gap in the literature for the substantive problem of inadequate pain management and the process of clinical decision-making in pain management. The substantive theory that emerged from the data is facilitating shared understanding: registered nurses partnering through relating, referring, advocating, and bargaining with the patient, and members of the health care team to make patient-centered clinical decisions in pain management.

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Halldorsdottir, Sigiridur. "Caring and uncaring encounters in nursing and health care : Developing a theory." Doctoral thesis, Linköpings universitet, Omvårdnad, 1996. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-27488.

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The general aim of the present thesis was to develop a theory on caring and uncaring encounters within nursing and health care from the patient's perspective. Results of an analysis of two phenomenological studies (paper I), as well as research findings from five other phenomenological studies (papers II-VI), were used to develop the theory. Caring and uncaring can be conceptualized on a continuum symbolizing five basic modes of being with another, which, for example, involves a neutral mode of being with another, where the individual is perceived as neither caring nor uncanng. There are two major metaphors in the theory, that of the bridge, symbolizing the openness in communication and the connectedness experienced by the recipient of care in an encounter perceived as caring. The other metaphor is the wall, which symbolizes negative or no communication, detachment and lack of a caring connection, experienced by the recipient in an encounter perceived as uncaring. In the theory the importance of professional caring within nursing and health care is proposed, essentially involving competence, caring, and connection. The above-mentioned 'bridge' is developed through mutual trust and the development of a connection between the professional and the recipient. This connection is a combination of professional intimacy and a comfortable distance of respect and compassion -- professional distance. On the other hand, uncaring involves perceived indifference and incompetence, creating distrust, disconnection and the above-mentioned 'wall' of negative or no communication. The recipient of professional caring is influenced positively. Theconsequences, which are an increased sense of well-being and health, can be summarized as empowerment. Uncaring, however, has the negative consequences of decreased sense of well-being and health, which can be summarized as discouragement. Empowerment and discouragement in this context are defined as subjective experiences of the recipients of care. The importance of seeing the recipient in his or her inner and outer contexts is emphasized in the theory. The inner context involves perceived needs, expectations, previous experiences and sense of self, which in the perspective of the recipient of nursing can be summarized as both a sense of vulnerability and the need for professional caring. The perceived hospital environment comprises the recipient's outer context. It is concluded that nurses and other health professionals can, by theirprofessional caring or lack of it, be powerful sources of empowerment ordiscouragement to those whom they are pledged to serve.

Papers, included in the Ph.D. thesis, are not registered and included in the posts from 1999 and backwards.

The following papers included in the Ph.D. Thesis are removed due to copyright restrictions.

Paper I: Halldirsdottir, S. l 991. Five basic modes of being with another. In Gaut, D.A., & Leininger, M.M., (eds) Caring: The compassionate healer. NationalLeague for Nursing, New York, 37-49.

Paper II: Halldirsdottir, S. & Hamrin, E. 1997. Caring and uncaring encounters'vvithin nursing and health care: From the cancer patient's perspective. Cancer Nursing April, 20(2):120-128.

Paper III: Halldirsdottir, S. & Hamrin, E. 1996b. Experiencing existentialchanges: The lived experience ofhaving cancer. Cancer Nursing, 19(1), 29-36.

Paper IV: Halldirsdottir, S. & Karlsd6ttir, S.I. 1996a. Empowerment ordiscouragement: Women's experience of caring and uncaring encounters during childbirth. Health Care for Women lnternational, 17( 4).

Paper V: Halldirsdottir, S. & Karlsdottir, S.I. i 996b. Journeying through labourand delivery: Perceptions of women who have given birth. Midwifery 12(2).

Paper VI: Halldirsdottir, S. 1996a. The lived experience of health: Aphenomenological case study. (on the day of the defence date the status of this article was Submitted. Published later: Halldorsdottir, S. 2000. Feeling empowered: A phenomenological case study of the lived experience of health. In B. Fridlund and C. Hildingh (eds), Qualitative methods in the service of health (pp. 82-96). Lund: Studentlitteratur.

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Bradshaw, Trevor. "Canadian Forces Military Nursing Officers And Moral Distress: A Grounded Theory Approach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28839.

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Background: Deployed military nurses frequently experience moral dilemmas in their delivery of care, putting them at risk to suffer moral distress. Purpose: The purpose of this study was to understand the experience of deployed Canadian Forces nurses and moral distress. Methods: A grounded theory approach provided the framework for the study's design and data analysis. Semi-structured interviews were conducted with ten nurses previously deployed on combat or humanitarian missions. Findings: A new Moral Distress Model was developed reflecting four contributing factors to the development of moral distress: patient care delivery, chain-of-command, lack of moral preparation and training, and lack of professionalism. The central category -- "unique environment" -- suggests that moral distress is a two-part process: moral deliberation, and moral impact, influenced by the unique environment. Conclusion: Moral distress was a prominent phenomenon affecting deployed CF nurses. Pre-deployment training and on-going educational and supportive strategies are suggested to mitigate the significant impact of moral distress. Keywords: ethics, morals, nurses, military nurses, military personnel, decision making

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Burke, Jennifer Marie 1962. "Qualitative generation of wellness motivation theory: A secondary analysis." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291804.

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The purpose of this study was to provide a secondary analysis of Derenowski's inductively generated conceptualization of wellness motivation, specifically the category identifying barriers. The sample consisted of 29 individuals who were attempting to initiate and sustain programs of cardiac risk factor modification. Descriptions of perceived barriers to initiating health behavior change were generated from the data using grounded theory methodology. Categories identified within perceived barriers to initiating health behavior change included: personal control, life stress, social relationships, physical capability, and resources. The descriptions of perceived barriers to health behavior change generated from the data provide an understanding and theoretical basis for nursing assessment and the development of interventions designed to assist individuals in continued growth and the emergence of positive health patterns.

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Walulu, Rosemary N. "Mothers living with HIV disease : a grounded theory study : a dissertation /." San Antonio : UTHSC, 2007. http://proquest.umi.com.libproxy.uthscsa.edu/pqdweb?did=1490071031&sid=2&Fmt=2&clientId=70986&RQT=309&VName=PQD.

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Dissertation (Ph.D.).--University of Texas Graduate School of Biomedical Sciences at San Antonio, 2007.
Vita. Briscoe Library received only one copy of this dissertation. It is shelved in the Archives for safekeeping. Includes bibliographical references.

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Kean, Susanne. "The emergence of negotiated family care in intensive care : a grounded theory approach." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2838.

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This thesis describes a qualitative enquiry into the experiences of families visiting an adult intensive care unit (ICU) during a critical illness of a family member and nurses’ perceptions of families in this environment. A Grounded Theory approach was taken. Nine families (12 adults, 12 young people) with a family member in intensive care and twenty intensive care nurses in five focus groups contributed their experiences to the study through group interviews. Families described the admission of a family member as a traumatic event. The core experiences of families which emerged in the study revolved around uncertainty. Drawing on Davis’ (1963/1991, 1966) concepts of ‘clinical uncertainty’ and ‘functional uncertainty’ a number of strategies families and young people developed in dealing with the situation were identified. ‘Clinical uncertainty’ captures the unknown and unknowable aspects of critical illness. The ‘Functional uncertainty’ category emerged later in the research process and brings to light management of information disclosure for functional gain as a communication strategy. Functional uncertainty was identified in communications between nurses and families and between parents and children within families. Moreover, young people used the same ‘functional uncertainty’ strategy when disclosing information to peers within the school environment. ‘Keeping normality in life’ and ‘fishing for information’ and the associated strategies were identified as direct responses of young people to clinical and functional uncertainty. The strategies identified provide new insights into how young people process a critical illness event in their families. This emphasises the importance of listening to young people’s voices and the need to include young people in future studies. ‘Nursing in public’ emerged as an overarching theme within the data from nurses’ interviews. The contrasting interests of nurses and families in the context of critical illness became evident when open visiting policies were discussed. The promotion by policy makers and nursing scholars of a patient centred health care service and thus the implicit integration of families into care challenges nurses to adapt their working practices. Whilst this study provides evidence for the importance of integrating families into care it also shows the needs of nurses are in danger of being marginalised. Respecting the needs of families and nurses the question becomes how best to balance the competing needs of both groups. It is suggested that a ‘partnership in care’ approach which is firmly based on negotiations between nurses and families under the leadership of nurses will allow for the emergence of family care in intensive care, to the benefit of patients, families and nurses.

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Chen, Hsiao-Yu. "Developing a model of spinal cord injury rehabilitation nursing using grounded theory." Thesis, University of Ulster, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413285.

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Wisdom, Helen. "Mentors' experiences of supporting pre-registration nursing students : a grounded-theory study." Thesis, Open University, 2011. http://oro.open.ac.uk/49150/.

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This study explores the experiences of mentors who support pre-registration nursing students in clinical practice. The research was conducted in a remote and rural Scottish Health Board area. It poses the question, 'What role do mentors play in facilitating learning in practice?' Sub-questions explore how mentors see their role in promoting students' professional development, how they support students across the four domains of practice identified by the NMC (2004), and what factors impact upon mentors' abilities to promote student learning. An interpretative approach was adopted, guided by the principles of grounded theory (Strauss and Corbin, 1998). The theoretical framework drew upon social learning theories in helping to explain how possibilities for learning are dependent upon the social situation, social practices and student admission to 'communities of practice' (Lave and Wenger, 1991). The key data collection method was that of interview. 10 mentor volunteers were interviewed on two occasions, 8 of these mentors also kept diaries of their mentoring activities and reflections over a 12 week period. Findings led to the development of a tentative theory 'Fostering student learning' in which mentors facilitated the learning and development of their mentees in a supportive atmosphere likened to that of a nurturing family. The quality of the personal relationship between mentor and mentee was important as mentors established on-going dialogue with their mentees and 'coached' them towards achieving proficiency, instilling in them the values of kindness, compassion and a pride in the profession. In clinical placements in remote settings the pastoral role of the mentor appeared heightened and this added to the pressure mentors experienced as they sometimes struggled to balance competing responsibilities. The role of mentor is vital to supporting student learning, it has significant impact upon those who undertake it. A number of recommendations are made concerned with strengthening the mentor role.

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Morgan, Adrian K. "Protective coping: A grounded theory of educative interactions in palliative care nursing." Thesis, Morgan, Adrian K (1999) Protective coping: A grounded theory of educative interactions in palliative care nursing. PhD thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/52188/.

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The purpose of this study was to examine the nature of educative interactions that occur between care providers and patients in palliative care. The author identifies and describes interactions that take place between nurses, terminally ill patients and their informal caregivers. He explains the symbolic nature and characteristics of the. interactions and interprets their therapeutic value in order to construct a theory to help explain the function of educative interactions that occur between the nurse, patient and informal caregiver. In view of the complexity of social interaction, and the fact that patient education in nursing care has not been extensively researched as yet, a qualitative framework was considered the most appropriate method to investigate this topic. This approach helped to make sense of interactions from the perspective of participant's own lived experiences, and provided an understanding of the importance of educative interactions in the provision of quality palliative nursing care. These understandings were then used in a grounded theory process which utilised a constant comparative method of analysis, a method which facilitated the exploration of a wide range of phenomena and provided methodological rigour through systematic and detailed procedures. The findings of the fieldwork performed for this study suggest that educative interactions in palliative care are predominantly informal and can have direct and indirect outcomes effecting and affecting the care of the individual. A strategy central to this process and frequently identified in the data was categorised by the author as 'protective coping'. Protective coping is characterised by nursing interactions that consistently help to protect, maintain and safeguard the integrity of the patient in this situation. In palliative care, it comprises an interplay of two distinct interactional patterns which appear to constitute an interactional continuum that has protective-management at one pole and protective-adjustment at the other. Protective-management refers to the nurse taking control over the care situation on the assumption that the nurse knows what is best for the patient and will act upon this knowledge in the patient's best interest, whilst in protective-adjustment there is an assumption that the patient can determine what is in their own best interest, and that nursing actions need to ensure that control remains with the patient. Although most interactions occurred at various points between these extremes, it was apparent that protectiveadjustment was by far the most common category. Protective coping was identified as a basic social interactional process fundamental to the optimisation of patients' well being during terminal illness care, and it came to be seen as a particularly important process in managing the profound vulnerability experienced by all concerned as a result of the inevitability of patient's deteriorating health. An important implication of these findings is that an understanding of the knowledge-power relationship in palliative care is crucial, because it influences essential educative processes. Nurses need to maximise the empowerment of patients and informal carers through the provision of relevant knowledge, rather than just considering their protection. This means the nurse has to learn to recognise the right of individuals to maintain control over various aspects of their lives, how to help them make decisions that are consistent with maximising the therapeutic potential of palliative care, and then how to support them in implementing their decisions. The success of palliative nursing care was found to be highly dependent upon two key factors: the first is the nurse's ability to effectively relate with those individuals who are within their sphere of care; the second is the need for consistency in the way that patients and informal caregivers are encouraged to be involved in care related decisions. Nurse-patient-informal caregiver teamwork was also found to be crucial to the continuity of care, particularly in rural areas where distance and resources may limit the availability of visiting nurses. This study, therefore, also highlights the need for nurses to develop a genuine dialogue with the patient, informal caregiver, and anyone else involved, in order to promote and manage the process of collaborative care. In general, the findings of this study will therefore be useful to academics concerned with the education of undergraduate and postgraduate nursing students, as well as nurses and other health professionals practising in palliative care. In particular, the findings enabled the author to propose changes to nursing curricula with the potential to augment and improve positive palliative care outcomes at his university.

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LEE, Kok Long Joseph. "Ascertaining patient condition : a grounded theory study of diagnostic practice in nursing." Digital Commons @ Lingnan University, 2002. https://commons.ln.edu.hk/soc_etd/20.

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In the past decade, much research has been conducted on the practice nurses engage in diagnosing the clinical condition of patients. Many of the studies suggest that diagnostic practices of nurses in simulation settings follow a hypothetical deductive model that similar to the clinical decision-making or diagnostic reasoning process. A second line of inquiry claims that experience used in conjunction with intuition form the major core of diagnostic practice in nursing. However, these studies either assume nurses are reasoned in a primarily rationalist fashion or offer no conclusive explanations of the details on how intuition directs diagnostic practices. In particular, the distinctive processes when nurses engage in diagnosing the clinical condition of patients in acute clinical environments still remain largely undefined, under documented and essentially invisible. Within the tenets of grounded theory, a research study was therefore conducted to generate a substantive theory to provide comprehensive explanations of the following question: “What exactly is going on when nurses diagnose patients’ clinical conditions in acute clinical environments?” Underpinned by the constant comparative method, data were derived from twenty-eight theoretically sampled in-depth informal interviews of nurses who were working in acute medical or surgical settings of a regional hospital during a twenty-month period. With the use of coding and memoing, a three-stage social-psychological process identified as ascertaining patient condition emerged. It conceptualized diagnostic practice in nursing as a series of purposeful actions where by nurses, through interacting with patients and the environment, articulated their professional skills, knowledge, experiences and perceptions to find out the clinical condition of patients. Stage one was the stage of attending the patient, where nurses started approaching and interacting with the patient. Stage two, the stage of perceiving the situation, began when nurses solicited information from all possible sources to augment their understanding of the patient. The last stage, unfolding the picture, was the stage at which nurses transformed data into facts, and articulated these facts into a sensible pattern that reflected the clinical condition of patients. Each of these stages was a theoretically complete unit comprising of unique strategic behaviors. The stages were interdependent; each was a consequence of the former and pre-requisite for the next. Each stage was equally necessary to insure adequate and thorough ascertaining. Besides, these stages also emerged to be context dependent and closely associated with a number of psycho-socio-structural variables, which, in turn, either facilitated or hampered the process of ascertaining patient condition. This study generates a practice theory, which uncovers that diagnostic practice in acute clinical settings goes beyond the analytic rational model and intuitive reasoning. It is a dynamic integration of cognitive, psychosocial and interpersonal behaviors where by nurses, through interacting with patients and the environment, articulated their professional skills, knowledge, experiences and perceptions to diagnose their patient’s clinical condition. It is through ascertaining patient condition that nurses develop solid platforms to ground their interventions to protect patients from vulnerability to harm and to support recovery. The findings of this study, in the long run, shed light to inform the pedagogical and clinical practices of the nursing profession in Hong Kong.

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Kownaklai, Jaruwan. "Pregnancy decision making among Thai women living with HIV : a grounded theory study." Thesis, University of Hull, 2018. http://hydra.hull.ac.uk/resources/hull:16581.

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Research regarding pregnancy and women living with HIV does exist, however, in-depth qualitative research about the decision making process concerning around pregnancy and the pregnancy journey for women living with HIV is absent from both the international and Thai literature. This qualitative research study employs the constructivist grounded theory method to understand and generate a model of the pregnancy decision making process and continue with their pregnancy in Thai women living with HIV. Data collection was done in antenatal clinics (ANCs), at two provincial hospitals located in the Northeast of Thailand. In-depth semi-structured interviews were conducted with 15 HIV positive pregnant women. Data analysis involved open coding, making-memos and using the constant comparative method to develop a grounded theory substantive model of HIV pregnancy decision making. The substantive model consists of 6 categories; 1) concealing HIV positive status from husband; 2) desire to have a child; 3) becoming pregnant; 4) keeping or terminating pregnancy; 5) accepting a decision; and 6) adapting to a decision. This research finds that the main concerns women living with HIV in deciding to have a child are balancing fear, concealing HIV status and the information that they have in each decision making step. Based on the research findings, a unique process of decision making has been found among these women that related to personal and Thai social beliefs. This study recommends that health care providers need to pay more attention to counselling women living with HIV and couples by giving sufficient contraceptive information to prevent unplanned and unwanted pregnancy, to support and guide the women who want and plan for pregnancy in advance of this happening and helping women to deal with HIV disclosure issues related to morality and the rights of couples. Moreover, respect and support must be accorded to HIV positive women about their right to have a child if they choose to do so.

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Venegoni, Sandra L. "Geriatic Nurse Practitioner's Health Promotive Behaviors: A Test of Theory of Reasoned Action." VCU Scholars Compass, 1991. http://scholarscompass.vcu.edu/etd/4321.

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The purpose of this investigation was to develop an instrument to test the theory of reasoned action (Fishbein & Ajzen, 1975) in a new behavioral domain the health promotive behaviors of geriatric nurse practitioners (GNPs). The two behavioral categories included in the study were health assessment and health teaching, each with its individual index of actions. A questionnaire was developed to examine the beliefs of a sample of 200 certified geriatric nurse practitioners and to test the relationships of the theoretical model. Names of the subjects were randomly selected from the American Nurses' Association 1989 list of certified GNPs. Ninety-four returned questionnaires were included in the data analyses. Data analysis included frequency of demographic attributes, correlation, stepwise multiple regression, and factor analysis. Estimation of validity and reliability of the instrument were sufficient to warrant reuse of the instrument. As a homogeneous group, the geriatric nurse practitioners shared strong personal and social beliefs about carrying out health promotive behaviors with older clients. They perceived that important others in the organization think the GNP should carry out health assessment and health teaching with clients. The theory was partially supported in the investigation. Intention was a determinant of behavior in both categories. Attitude was a more significant predictor of intent to carry out behavior than were the perceived social pressures. Motivation to comply with important others was not a determinant of the subjective norm. Results from this study hold implications for both nurse educators, clinicians and health care administrators. In a period when reimbursement for nurse practitioners and cost containment have become realities in the health care system, a GNP who carries out health promotive behaviors with the ever increasing number of elderly clients will be a desirable asset in any health care system.

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Leone-Sheehan, Danielle M. "Intensive Care Unit Nurses’ Experience of Watson’s Theory of Human Caring Caritas Process Three: Cultivation of One’s Own Spiritual Practice and Transpersonal Self, Going Beyond Ego-Self." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108711.

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Thesis advisor: Jane M. Flanagan
Purpose: The purpose of this study was to explore nurses’ experiences of Watson’s Theory of Human Caring Caritas Process Three: Cultivation of One’s Own Spiritual Practices and Transpersonal Self, Beyond Ego-Self. Background: There is currently an inadequacy of spiritual care provided to patients and families in the ICU despite a significant articulated need. Nurses report discomfort with and a lack of preparation in providing spiritual care competently. Nurses with strong personal spiritual development are more likely to report comfort with spiritual caregiving and provide spiritual care. Watson’s Theory of Human Caring Caritas Process Three; Cultivation of One’s Own Spiritual Practice and Transpersonal Self, Going Beyond Ego-Self makes explicit the primacy of relationship between nurse spiritual development and transpersonal spiritual nursing care. However, the nature of spiritual development of nurses in the ICU remains unknown. Methods: A qualitative descriptive methodology with directed content analysis applying Watson’s Caritas Process Three was used to analyze data for this study. Results: Ten ICU Nurses provided evidence of the experience of Caritas Process Three. Five themes were identified in the analysis of data: Caritas nurses vary in their ability to move beyond ego-self, Personal spiritual practices serve as a barrier and/or facilitator to nurses’ ability to provide spiritual care, Critical illness as experienced by patients and families provided the opportunity for nurses to explore spirituality with other, The care environment serves as a barrier and/or facilitator to nurses’ personal spiritual growth, and Cultivation of spiritual practice and spiritual identity is integral to a life-long process of consciousness evolution. Conclusions: The findings of this study extend and inform Caritas Process Three of Watson’s Theory of Human Caring. Nurses in this study provide evidence for the primacy of personal spiritual development for the delivery of spiritual and transpersonal care for patients in the ICU
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing

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Aveyard, H. "Does informed consent theory inform nursing practice? : an exploration of the application of informed consent prior to nursing care procedures." Thesis, King's College London (University of London), 2000. https://kclpure.kcl.ac.uk/portal/en/theses/does-informed-consent-theory-inform-nursing-practice--an-exploration-of-the-application-of-informed-consent-prior-to-nursing-care-procedures(39554aa7-cfb4-41e6-81bd-a522ccf1d851).html.

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Karsten, Kathleen. "Reconciling Life Balance| A grounded theory study of overcoming failure." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589732.

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Academic failure has been described as endemic in nursing education. Although, associate degree nursing programs graduate the largest number of nurses each year, the on-time graduation rate is 59%. Every semester students fail nursing courses and are required to successfully repeat the course before they can progress in the nursing program. Students who re-take a failed course are often called "repeaters." This qualitative Grounded Theory research explored the process of overcoming failure and becoming a successful student repeater. This emergent mode grounded theory study applied qualitative analysis techniques to prospectively verify and refine this emergent concept by delineating dimensions embedded in overcoming failure. Through the constant comparative method of data analysis, selective and theoretical coding, the Grounded Theory Reconciling Life Balance emerged.

Reconciling Life Balance represents the basic social-psychological process of nursing students who failed a course, repeated the course successfully and continued to complete their nursing program. Two substantive categories emerged from this data: 1) acknowledging, which included the concepts of the unexpected and failure and 2) becoming a successful repeater, which included the concepts of managing emotions, asking for help and adjusting their work-life balance. By focusing on human interaction and emotional connections, Reconciling Life Balance has the potential to transform current approaches to nursing education and facilitate student success.

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Woodruff, Richard A. "The Eustress Experience of Registered Nurses| A Grounded Theory Study." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823583.

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The following study explored the experiential eustress accounts of nurses within a hospital work environment. Previous literature found some level of connection between eustress and hope, self-efficacy, collaboration, resilience, and self-perceptions of health. However, the previous literature was attempting to explore and explain a cognitively appraised construct, eustress, without first gathering experiential accounts of the construct from participants. This may have altered the discoveries previously made and necessitates the following research. The current study produced data that helped to address the gap in the previous literature relevant to the guiding research question: What is the eustress experience of RNs in organizational contexts? The constructivist grounded theory method was used to answer the research question. The current study explored the experiential accounts of 12 Registered Nurses (RN) from a hospital within the Western US. All participants were RNs, female, aged 25-65 and having various experience levels (5 to 43 years). Various levels of grounded theory coding were used on the data to produce three models and a theory. The current study found that the participants explained eustress differently than the terminology used in previous literature. All accounts of eustress were directly connected to intense situations (highly stressful experience) that had positive outcomes. These eustress experiences altered the RNs in self-reported beneficial ways, ranging from enhancing confidence, resilience, and professional growth to changing motivation, altering professional perceptions, and changing how they felt about stress in general. The presence of a collaborative, open-minded, and trustworthy team was also noted as having a profound effect on participant recollections of eustress.

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Pennington, Margaret Sue. "Breaching the nurse-patient therapeutic relationship: A grounded theory study." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280243.

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The therapeutic nurse-patient relationship is the core of nursing practice. This grounded theory study used symbolic interactionism, identity theory and ethics as a theoretical perspective to examine nurse-patient relationships. The opinions and experiences of twelve professional nurses were explored to discover the process and events involved when a nurse engaged in a nontherapeutic relationship with a patient. A core process, Breaching the Nurse-Patient Relationship, was identified from the interviews. The core process identified three stages in the process with conditions in each stage that showed progression from each condition in each stage to the next stage. The first stage in the process revealed five conditions that make the nurse vulnerable for engaging in nontherapeutic activities with a patient. Stage one, with the five conditions, was the preliminary process that lead to stage two. In stage two, the nurse engaged in nontherapeutic activities/relationships with the patient. The nurse was either under-involved or over-involved in the nurse-patient relationship but clearly the nurse deviated from the therapeutic realm of the relationship. There were eight conditions in stage two that identified the process of the nurse leaving the therapeutic role to engage in a nontherapeutic role with the patient. The last stage was characterized by the consequences that the nurse, patient and profession of nursing had to face as a result of the nontherapeutic nurse-patient relationship.

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Reed, Meribeth Meixner. "A philosophic approach to health risk theory development for public health nurses /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7358.

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Tongue, Chelsia. "A study of the nature of nursing practice and its relationship to theory." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361990.

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Dissertations / Theses on the topic 'Nursing theory'

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