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Dissertations / Theses on the topic 'The nursing research'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

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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2

Marrs, Jo-Ann. "Research as an Experiential Experience." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7115.

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3

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. "Bridging Research and Practice." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7373.

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5

Wadman, Wanda. "Staff nurses' attitudes and perceptions toward nursing research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23181.pdf.

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6

Nilsson, Kajermo Kerstin. "Research utilisation in nursing practice - barriers and facilitators /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7349-835-1.

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7

Ho, Mei-Yao. "Promoting research-based nursing practice in clinical settings." Thesis, Ulster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400863.

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8

Dettman, Lynn. "NURSING TURNOVER, IS IT ALL ABOUT PAY? A QUALITATIVE ANALYSIS OF NURSING TURNOVER IN RURAL HEALTHCARE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1561.

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This dissertation investigated the reason nurses (RNs, LPNs) stayed at one job for 20 years or longer and compared their responses to nurses (RNs, CMAs) who changed jobs more than four times in 20 years. The study divided their responses into two categories, hygiene factors or motivation factors, based on Herzberg’s two factor theory. The dissertation topic was chosen to determine if increased pay has a significant impact on the long-term employment of nurses, although quantitative research in the field heavily promoted pay as a solution to turnover. Healthcare companies incur costly consequences of turnover and this qualitative study adds information to the field on potential interventions to address and decrease turnover. This dissertation examined the real reasons these participants stayed at their jobs long-term and why these short-term employees left jobs frequently, with the results showing that pay would not decrease turnover of short-term employees. The long-term people stayed for motivation factors and the short-term people left to seek hygiene factors. The quantitative research in the field, focused on interventions to decrease turnover, was not supported in this research.
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Mountcastle, Keitha K. "Barriers to research utilization among clinical nurse specialists /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2003.
Degree granted in Educational Leadership. Joint doctoral program with California State University, Fresno. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).
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10

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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11

Bock, Evelyn Marieta. "Research supervision needs and experiences of master's students in nursing." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80105.

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Thesis (MCurr)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Background: Research supervision forms an essential part of higher education. The emergence of global trends in the production and dissemination of knowledge is compelling universities and university of technologies in South Africa to become more market-orientated, competitive and entrepreneurial. The supervision process is vital to successful completion of the research component of master’s degrees and consequently increase throughput in higher education. Successful and meaningful supervision contribute largely to mutual satisfaction and professional development between supervisors and students. Good supervision should be an integral component of quality research governance. Objective: The aim of this study was to explore research supervision needs and experiences of the master’s students in nursing. Methodology: A descriptive phenomenological research design was used with a qualitative research approach. A non-probability, purposive sampling method was used to select respondents in this study. The target population includes all nursing science master’s students enrolled at University of Stellenbosch in the past three years (N=109). A sample size of twelve students was included in the study, whereby all twelve face to face interviews were conducted using the semi-structured interview guide. The inclusion criterium for students was that they were all currently registered students who initially enrolled for the Masters in Nursing degree program between 2008 and 2010 in the division of Nursing at Stellenbosch University. Results: Eight themes arose from the interviews. These included: isolation; lack of skills/ time management; family dynamics/personal circumstances; supervisor support; student and supervisor roles and responsibilities; workplace dynamics and support; financial and institutional support and implications; and motivation to complete studies. Conclusions: Successful completion of research undertaken on postgraduate level and supervision at a master’s level depend on a healthy and productive relationship between the supervisor and the student. Exploring and implementing the guidance and suggestions in this paper will assist students in considering supervision preferences. This in turn will result in achieving a good supervisory relationship which is the key to successful master studies.
AFRIKAANSE OPSOMMING: Agtergrond: Navorsing toesighouding vorm ‘n belangrike deel van hoer onderwys. Die opkomende wêreldtendense in die toename en verspreiding van kennis verplig Resultate: Ag temas het vanuit die onderhoude voortgespruit. Dit het ingesluit: isolasie; gebrek aan vaardighede/tydsbestuur; familie-dinamika/persoonlike omstandighede; ondersteuning van toesighouer; rolle van student en toesighouer, asook verantwoordelikhede; werkplek dinamika/ondersteuning; finansiële en institusionele ondersteuning/implikasies en motivering om die studie te voltooi. Gevolgtrekking: Die suksesvolle voltooiing van die navorsing wat onderneem word op nagraadse vlak en toesig is afhanklik van ’n gesonde en produktiewe verhouding tussen die toesighouer en die student. Die nagaan en implementering van die leiding en voorstelle in hierdie studie sal die studente help in die oorweging van toesighouer voorkeure. Dit sal gevolglik aanleiding gee tot die bereiking van ’n goeie toesighoudende verhouding wat die sleutel is tot die suksesvolle voltooiing van magistergraad studies. universiteite en universiteite van tegnologie in Suid-Afrika om meer markgeoriënteerd, kompeterend en ondernemend te word. Suksesvolle en betekenisvolle toesig maak hoofsaaklik n bydra tot die onderlinge bevrediging en professionele ontwikkeling tussen toesighouers en studente. Goeie toesig behoort ’n integrale komponent van kwaliteit begeleiding in navorsing te wees. Doelwit: Die doel van hierdie studie was om die behoeftes van navorsingtoesig en ervaring van die magisterstudent in verpleging te ondersoek Metodologie: ’n Beskrywende, fenomenologiese navorsingsontwerp met ’n kwalitatiewe navorsingsbenadering is gebruik. ’n Nie-waarskynlike, doelbewuste steekproefmetode is gebruik om respondente vir hierdie studie te selekteer. Die teikenbevolking sluit in alle magisterstudente wat ingeskryf is vir verpleegwetenskap aan die Universiteit van Stellenbosch oor die afgelope drie jaar (N=109). ’n Steekproefgrootte van twaalf studente is ingesluit in hierdie studie, waaronder daar met al twaalf van aangesig tot aangesig onderhoude gevoer is deur gebruik te maak van die semi-gestruktureerde onderhoudsgids. Insluitingskriteria vir die studente was dat hulle almal bestaande geregistreerde studente moes wees wat aanvanklik ingeskryf het vir die program vir die Meestersgraad in Verpleging tussen 2008 en 2010 in die afdeling van Verpleging aan die Universiteit van Stellenbosch.
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12

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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13

Veeramah, Rangasamy Ven. "Utilisation of research findings by graduate nurses and midwives and their attitude towards research." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6331/.

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The aim of this study was to assess the impact of research education on the attitudes toward research and use of research findings in practice in a sample of graduate nurses and midwives. It also examined how nurse and midwifery teachers could work collaboratively with clinical staff to enhance their use of research evidence to inform their practice. The main barriers to research utilisation and strategies that could facilitate the use of research findings in nursing and midwifery practice were also explored. The project was carried out in three phases and aspects of the theory of diffusion of innovation and the theory of planned behaviour were used as the theoretical framework to inform data collection. For the first phase, a cross-sectional survey using a self-completed postal questionnaire was sent to 340 graduates. A response rate of 56% was obtained. A large number stated that following graduation, their search and critical appraisal skills had improved, expressed positive attitudes towards research and reported using research findings in practice. The second phase explored further the extent of research utilisation. Semi-structured interviews were conducted with 10 respondents from a range of specialities. All participants claimed that they used research findings to a large extent and provided examples to support their answers. The third phase, using a structured questionnaire, explored strategies that nurse and midwifery teachers could use to help nurses and midwives to improve their use of research findings. Forty link teachers and 62 clinical managers took part. Effective strategies identified included enabling clinical staff to access and critique research papers; run research workshops on site; set up journal clubs or research interest groups and undertake joint research projects.
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14

Vanhook, Patricia M. "The Importance of Research in Stroke Centers." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7450.

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15

Evans, David. "Systematic reviews of nursing research : development of a conceptual framework." Title page, contents and abstract only, 2001. http://hdl.handle.net/2440/37772.

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Background : - The past two decades has seen an increasing emphasis placed on basing health care on the best available evidence. However, existing research has come under increasing scrutiny, which suggests its quality was often poor. This problem has been exacerbated by the ever increasing volume of health care literature. To address these difficulties systematic reviews have emerged as one of the most important ways by which research is summarised and communicated to its end-users. However, as these reviews have been primarily concerned with effectiveness, they have focused almost exclusively on randomised controlled trials. As a result, systematic reviews have excluded much of the research of nurses. Purpose : - The purpose of this study was to develop a process to systematically collect, appraise, summarise and synthesise the findings of a range of different types of research. Conceptual Framework : - To aid in the development of these expanded review methods, a conceptual framework was developed that addressed effectiveness, appropriateness and feasibility. Method : - A search of the literature was undertaken to identify published reviews of different types of research, and discussions in the health care literature related to the conduct of research reviews. These reviews and discussion papers served as the basis for developing the expanded review methods. Evaluation : - To evaluate the expanded review methods, two systematic reviews were conducted. The protocol and results of the first review on the use of music in hospitals are presented to demonstrate how the conceptual framework and expanded review methods enabled a broader evaluation of the topic. Selected results from the second review on the use of physical restraint are presented to demonstrate how the findings from a number of methodologically different types of research were incorporated into a systematic review. Conclusion : - The conduct of the two systematic reviews clearly demonstrated that the proposed expanded review process was able to rigorously collect and summarise a range of different types of research. Additionally, the conceptual framework underpinning these reviews enabled each of the studies to be located logically and coherently during the synthesis of data.
Thesis (Ph.D.)--Department of Clinical Nursing, 2001.
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16

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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17

Loury, Sharon D. "Hispanic Program of Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8198.

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18

Law, Emma. "Research in care homes : issues of participation and citizenship." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/25305.

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Across Scotland, there is a lack of research in care homes. This thesis explores this topic by examining links between inclusion, participation in general and participation in research and whether those who work and live in the care home environment experience social citizenship. Using a national survey and interviews with residents, staff, relatives and experts in care home research, this thesis investigated whether participation generally was linked to participation in research for residents, staff and visitors in a care home setting. The thesis further explored how social citizenship functions in a care home environment and whether there is a link between participation and citizenship. The findings suggest there is a lack of general participation which is connected with the leadership style and management within the care homes. There is misunderstanding about research and legislation amongst the care home staff, residents, visitors, as well as the junior research staff which inhibited staff and resident participation. Furthermore, citizenship is not experienced universally by residents or staff due to disempowerment, and exclusion occurs amongst residents due to age, frailty and dementia. By facilitating good leadership, communication and relationship-building such issues may be overcome. In addition, the analysis suggests a link is evident between inclusion, participation and citizenship. Where choice is provided and residents have their social position maintained, as well as have a degree of responsibility for shaping events, this leads to participation and inclusivity as described in Bartlett and O’Connor’s (2010) definition of social citizenship. Furthermore, if inclusion is adapted for cognition and frailty, then participation leads to the experience of social citizenship, encouraging a culture which can welcome research. The explicit emphasis on inclusion and participation in research has enabled this under-researched area of participation and experience of social citizenship in care homes to be more fully explored.
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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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Morton-Cooper, Alison. "Preceptorship via action research : a reflective account." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/36300/.

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This thesis provides a reflective account of the introduction of a provisional model of transitional learning support (known as preceptorship) offered to newly qualified nurses via an action research project. 284 nurses took part in the project over a three year period. By a process of collaborative exploration, reflection and problem-solving, preceptor partnerships were established in the workplace in an attempt to uncover and articulate the learning and socialisation processes encountered at the beginning stages of a nurse's career. Data relating to the model's implementation was collected via eleven different methods, the most data-rich being that of values exploration and clarification using the dialectical technique of 'Socratic Questioning'. The data and relevant literature were then collaboratively analysed and interpreted by co-researchers using the principles of reflective practice. The emerging account of beginning practice in nursing was then synthesised and 'reconstructed' by the primary researcher, drawing on the theoretical and philosophical perspectives of Social Constructionism and Human Ecology. A practice based theory of preceptorship was developed and empirically tested through the project, and a description and reflective evaluation of the processes involved is provided here. Tentative recommendations are then offered for the future development of preceptorship in the workplace.
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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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22

Sanchez-Sweatman, Louise R. "The development of nursing cases for ethics research, a methodologic enquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0005/MQ46125.pdf.

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23

Hall, Katherine C., and Kendra Todt. "Evaluating Research for Clinical Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8289.

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24

Taylor, Beverley J., and kimg@deakin edu au. "The PHENOMENON OF ORDINARINESS IN NURSING." Deakin University, 1991. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031128.082904.

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This phenomenological research aimed to illuminate the nature and effects of ordinariness in nursing and to discover whether the phenomenon enhanced the nursing encounter. The researcher worked as a participant observer with six registered nurses in a Professorial Nursing Unit. Following each interaction, the researcher wrote her impressions in a personal-professional journal and audiotaped conversations with the respective nurses and patients to gain their impressions. Using a theoretical framework of the phenomenological concepts of lived experience, Dasein, Being-in-the-world and fusion of horizons as an underpinning methodology, an initial hermeneutical analysis and interpretation of the impressions generated qualities and activities indicative of the aspects of the phenomenon of ordinariness in nursing. The second phase of the analysis and interpretation sought to illuminate the nature of the phenomenon itself. Eight actualities of the nature of the phenomenon emerged: 'allowingness,' 'straightforwardness,' 'self-likeness,' 'homeliness,' 'favourableness,' 'intuneness,' 'lightheartedness' and 'connectedness.' These actualities were described in relation to the phenomenon of interest. The effects of the phenomenon were the creative potential to enhance the nursing encounter and included many and various effects of facilitation, fair play, familiarity, family, favouring, feelings, fun and friendship. The research found that nurses and patients shared a common sense of humanity, which enhanced the nursing encounter. Within the context of caring, the nurses were ordinary people, perceived as being extraordinarily effective, by the very ways in which their humanness shone through their knowledge and skills, to make their whole being with patients something more than just professional helping. The shared sense of ordinariness between nurses and patients made them as one in then- humanness and created a special place, in which the relative strangeness of the experience of being in a health care setting, could be made familiar and manageable.
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Smith, P., N. Moody, L. Lee Glenn, and J. D. Garmany. "Nurse Practitioner Research Network: Patterns of Practice in Northeast Tennessee." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/7547.

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26

Corchón, Silvia. "The development, implementation and evaluation of a strategy to enhance nursing research in clinical nursing : a realistic evaluation study." Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/12804/.

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There is a growing interest in promoting nursing research in Spain, especially with the European Convergence of educational programmes and qualifications. The aim of this study was to contribute to the development of nursing research among clinical nurses in a Spanish hospital. To do so, it explored the nursing research culture in a hospital and, designed and implemented an intervention to increase nursing research by developing research capability and modifying inhibiting factors in the context. This project followed a realistic evaluation approach. It was divided into three phases: baseline, development and evaluation. The baseline phase, conducted with clinical nurses and ward managers in a University Hospital, aimed at gaining an understanding of the nursing research culture in a hospital. This information was used for the development phase, which comprised the design and implementation of an intervention. The intervention, implemented over one year, consisted of the establishment of a mentors' network in the hospital, and an educational program with seminars, research methods courses and journal clubs. The evaluation phase was conducted to study the intervention outcomes looking at the contexts and the intervention mechanisms, through ward managers', clinical nurses' and mentors' views. Several methods of data collection, quantitative and qualitative, were used along the different phases of the study: self completion questionnaires, objective tests, scales and focus groups. The results indicated that the nursing research culture of the hospital developed moderately after the intervention as shown by an increase in participants' research capability (knowledge, skills and attitudes) and a decrease in some of the inhibiting factors identified in the baseline phase. The knowledge provided by this study helped to understand how a carefully designed intervention, based on an understanding of the context, could contribute to nursing research development. This intervention, and the understanding of why and how it worked, could be used as a model in other hospitals.
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Schoonover, Heather Diane. "Barriers to research utilization among registered nurses working in a community hospital." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/H%5FSchoonover%5F033106.pdf.

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28

Winter, Jean Carol. "Relationship between research and practice : nurses' attitudes about relaxation therapy /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808036.

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29

Lada, Nancy Schoales. "Making the connections: Using health care research in nursing clinical teaching practice." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27261.

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Studies show nurses experience many barriers to research use in practice. Nursing education needs to prepare nurses to evaluate and apply research as a basis for practice. Clinical teachers have the opportunity to close the gap between research and practice by preparing students to use research in their practice. However, little is known about how clinical teachers use health care research in nursing clinical teaching practice. The purpose of this qualitative research study is to explore the use of health care research in nursing clinical teaching practice. Study objectives are: (a) to explore the use of health care research by clinical teachers (current practices); (b) to examine clinical teachers' concerns about using health care research in their practice; (c) to explore factors that impede or facilitate clinical teachers' use of health care research in their teaching; and (d) to explore strategies used by clinical teachers to promote use of heath care research by students. A grounded theory approach was used. A convenience sample of 15 clinical teachers in a baccalaureate nursing collaborative program were interviewed using a semi-structured questionnaire. Analysis of the data led to the identification of the main theme making the connections. Also identified were the sub categories of valuing the connections, conditions affecting the connections, connections strategies, students seeing the connections and strengthening the connections. The findings were presented to 9 of the original 15 participants and feedback indicated they agreed with the results of analysis and the model developed. Implications for nurses teaching clinical practice, nurses in full-time faculty or administrative roles and research are discussed.
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Derenowski, Eileen. "The relationship between organizational structural variables and the utilization of nursing practice innovations." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276865.

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This research sampled a group of 261 nurse managers to test the relationships among organizational structural variables and the utilization of nursing practice innovations. Subjects completed instruments that measured organizational complexity, centralization, formalization and the utilization of nursing practice innovations. Pearson correlations revealed a significant positive relationship between utilization of nursing practice innovations and individual perception of autonomy in decision-making. Within organizational centralization the decision-making components of organizational centralization entered into a multiple regression equation which explained 27% of the variance in utilization of nursing practice innovations, with total decision-making contributing the greatest amount of variance. Organizational complexity variables entered into a multiple regression equation which explained 2% of the variance in utilization of nursing practice innovations with the certification variable explaining the majority of the variance. Five variables related to organizational centralization and complexity together explained 28% of the variance in utilization of nursing practice innovations with the total decision-making variable explaining the majority of the variance.
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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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Douglas, Sara Klass Patricia Harrington. "The relationship of selected situational variables to consent rates in nursing research." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203028.

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Thesis (Ph. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 9, 2005. Dissertation Committee: Patricia H. Klass (chair), Cheryl L. Cohn, John F. Chizmar, Ronald S. Halinski, Edward R. Hines. Includes bibliographical references (leaves 108-117) and abstract. Also available in print.
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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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Estabrooks, Carole Anne. "Research utilization in nursing, an examination of formal structure and influencing factors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21566.pdf.

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Woodward, Valerie Anne. "Nursing research in the National Health Service : activity, strategies and organisational models." Thesis, University of Plymouth, 2005. http://hdl.handle.net/10026.1/2803.

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In this study, nursing research activity and support for this within the English National Health Service (NHS) were examined. The study was carried out in two phases. The first phase involved working with one acute NHS trust to identify nursing research activity in the trust and to develop its nursing research strategy. The second involved working with five NHS trusts to explore nursing research activity and analyse support for nursing research within these organisations. The professional, educational and policy-related issues that set the context for the study were examined. The literature review for Phase 1 highlighted the fact that there were few accounts of the development of R&D strategies in the NHS. There were perceived barriers to the utilisation and undertaking of research in clinical settings. The importance and nature of organisational support in achieving an evidence-based culture was highlighted. The literature was further reviewed for Phase 2 and this reported that many changes in policy and local processes for R&D management had occurred during the last decade and showed that these, along with professional developments in nursing, have had an impact on nursing research activity. The study was a mixed methods investigation. Phase 1 was a survey using a questionnaire to collect data. Phase 2 used an organisational case-study approach. Data were gathered using both quantitative and qualitative methods. Although the main focus of the work was the role of organisational support for nursing research, what emerged has wider consequences for nursing research and the experiences of the researchers, as many other factors were found that influence nursing research activity in clinical settings. A global model of factors influencing nursing research activity was therefore constructed to account for these findings. This study has contributed to knowledge about nursing research in clinical settings. It has identified some organisational models of research support for nurses and has provided in-depth accounts of the perceptions of various groups towards nursing research. It has also analysed the perceptions and experiences of nurses undertaking research in the clinical setting. These have been represented in a global model of factors influencing nursing research activity.
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Whitney-Cooper, Christine. "Constructing a research strategy in a university nursing department : a cooperative inquiry." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20679/.

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This doctoral report details the findings of a ten month project conducted in a university nursing department. The project used cooperative inquiry to engage teachers of professional occupational courses in research. This project has relevance for all university departments exploring ways to develop a research culture in a predominantly teaching environment. The New University, where the project was set, committed the organisation to raising income through research and teaching where previously it had been through primarily teaching contracts. The inclusive research strategy required all teachers to become 'research active' and produce research outputs that met the Research Excellence Framework (REF) benchmarks. This approach was part of the university strategy of 'authority to teach' that required all teachers credibility to be provided through the primary research the academics were engaged in. This was a significant change for teachers whose credibility came through occupational professional qualifications and expertise and who had little experience of research. The project focused on the collaborative development of a departmental applied research. It was hoped staff would have ownership of the strategy that would facilitate the engagement in research and create a cultural change. The project findings highlighted that an occupational teacher identity was deeply imbedded as part of an occupational career trajectory. This led to a recognition that change would need to address the teacher identity not simply focus on raising the status of research as part of an academic role. The project addressed this through the development of a research strategy that incorporated a 'Scholarship Model' that broadened the notion of scholarship. Instead of research providing academic credibility, the model valued teaching and a variety of scholarly endeavours that included research to provide academic credibility. This was used to create a scholarly culture that moved the department towards a longer term goal of developing research active staff for the REF submission.
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Sorvettula, Maija. "A retrospective evaluation of a nursing research and development programme in Finland." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/19306.

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A Nursing Research and Development Programme was implemented in Finland in the years 1977-1983 as a part of the WHO Medium-Term Programme in Nursing/Midwifery in Europe. The purpose of the Nursing Programme was to develop health services through the development of nursing. The Programme was carried out under the auspices of the government authorities. The settings of research and development were health centres, hospitals and schools for health personnel. The Programme had key characteristics: (1) it integrated international and national discussion in nursing; (2) professional aspirations of nurses were confronted with the social realities; and (3) it provided the opportunity for simultaneous analysis of essential elements in nursing practice, education, research and administration. A retrospective evaluation was conducted to investigate: (1) the organizational characteristics of the Nursing Programme and how the organization supported the process of research and development; and (2) how nursing developed during the Programme and how the stated objectives of the Programme related to the actual outcomes. The study had two integrated components, namely the overall organization of the Programme and nursing as promoted through the Programme. Consequently, two conceptual perspectives and two evaluative perspectives were adopted for the study. The organization was analysed using four organizational metaphors: organization as a machine, as an organism, as a brain, and as political system. The evaluation strategy was composed of various models for programme evaluation. Nursing was analysed by employing the metaparadigm concepts man, environment, health, and nursing action, and evaluation was based on structure, process and outcome evaluation. The archive of the Programme provided the major part of the data for the study. The following categories of material were employed: minutes, memoranda, plans, progress reports, educational material, letters, final reports, accounts, test nursing care plans, and patient/client questionnaires. In addition to the Programme archive, other archival sources and published material were used. The study was descriptive in nature and utilized qualitative methods, including content analysis for conceptual clarification and interviews in addition to analysis of multiple data sources.
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Salsbury, Gail. "Transparency in mental health nursing : a critical focus." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/80fadf49-42ae-4b18-95d9-9fe156325d54.

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This study explored the ways experienced mental health nurses working within a local acute mental health NHS Foundation and Teaching Hospital Trust felt about being unobtrusively observed in their everyday clinical practice. Participants were recruited from eight local units: four Community Mental Health Teams (CMHT), one Crisis Resolution Home Treatment Team (CRHT), one inpatient ward, one in-patient rehabilitation unit and an Assertive Outreach Team (AOT).
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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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Easter, Anna. "Preliminary testing of the modes of being present scale (MBPS) /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946253.

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41

Craig, Beverly F. "Climate and research productivity of collegiate nursing faculty: implications for educational and administrative interventions." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54747.

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The purposes of this study were to (a) explore the relationship between the nursing faculty member's perception of the climate for research and the research productivity of nursing faculty members; and (b) identify educational and administrative interventions possessing the potential for increasing research productivity. The questionnaire consisted of a modification of Likert’s Profile of Organizational Characteristics Form S, perceptions of the influence of organizational climate on research productivity, several aspects of institutional support, job-related data, and research productivity for the period June 1980-May 1983. Data were analyzed using Pearson's product-moment correlation coefficient. Descriptive statistics were compared for types of institutional support. Research productivity ranged from 0-40 research publications and presentations in the 3 year period. Twenty-five percent of the faculty produced 80 percent of the research. Almost half of the respondents did no research for the period studied. Organizational climate ranged from System 1 (Exploitative-Authoritative System) to System 4 (Participative Group) with the predominate climate being System 3 (Consultative System). Although faculty perceived components of organizational climate as affecting their research productivity, the finding revealed only a low positive correlation (.173, p <.05) between organizational climate and research productivity. The relationships (p <.05) between two other measures of climate (number of current facilitators and number of additional research knowledge needs) and research productivity were low (.252, -.162 respectively). No relationship was found between other climate measures (number of facilitators needing change and number of types of research training faculty desired) and research productivity. Faculty indicated that primarily monetary-related facilitators and rewards for research were most frequently available and that time-related and knowledge and skill-related facilitators were least frequently available. High producers had some of the same needs as other producers, e.g., workload policy providing time for research. Other needs, particularly knowledge and skill needs, differed by productivity level. Two interventions were suggested: (a) a workload policy with time for research, and (b) educational interventions for faculty with various productivity levels.
Ed. D.
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42

Babington, Lynn Marie. "Assessing context of care at the unit level of the organization /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7336.

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Zurcher, Natasha Marie. "An Action Research Study on Mandatory Wellness Debriefing for Acute Care Registered Nurses." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844526.

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Nursing staff working in a clinical environment are exposed to a variety of stressors, which can increase their potential of adopting maladaptive coping behaviors that impact them, their patients, the organization, and the nursing profession as a whole. The problem addressed in this study is that healthcare organizations do not have consistent and sufficient strategies for helping clinical nurses in reducing stress or promoting the use of effective coping strategies to maintain personal well-being. The Neuman System and Nursing Process models of practice guided the theoretical framework for this qualitative action research study. The aim was to explore and better understand the impact that a mandatory debriefing strategy has on recognition of workplace stressors and coping ability, use of effective coping strategies, and overall well-being management for nursing staff. Verbal dialogue and behavioral observations from 21 registered nurses working in an acute care nurse residency training program were collected from nine mandatory debriefing sessions. This data was analyzed using manual transcription and MAXQDA program. Data from the debriefing sessions was utilized in order to further understand a mandatory debriefing strategy can impact nurses cognizance and understanding of what they perceive as stressors in the workplace, their reactions to these stressors, and what types of activities they implement in order to maintain overall well-being. Participants verbalized a total of 63 specific stressors that were analyzed into four different themes: patient interaction, staff interaction, workflow, and skill acquisition. In relation to those stressors a combination of 25 positive and negative stressors coping reactionary strategies were verbalized by the groups. Participants verbalized a total of seven strategies specific to personal well-being during debriefing sessions. These results contribute to a baseline understanding of the more specific types of encounters that nurses perceive as stress inducing and the importance of providing a general platform like debriefing as a means for self-reflection and holistic growth in order to improve self-care management.

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Butchart, Wendy Ann. "Exploring the challenges of facilitating participatory action research with people living with HIV." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/2941.

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Includes bibliographical references.
This study describes a Participatory Action Research (PAR) project that was conducted in Masiphumelele (an informal settlement near Cape Town) in 2003/2004 with a group of 5 black, HIV positive people. The original aim of the study was to facilitate an empowerment process aimed at helping the participants find some solutions to their problems. PAR is, however, an unpredictable process that is shaped by the participants and thus often reaches entirely different outcomes from the original goals of the process. This study encountered a number of challenges which necessitated a change in the aims and of the study. The most serious challenge was the withdrawal of the participants halfway through the study due to financial reasons. Because of this, it was not possible to reach the original goal of seeking solutions to the participants problems. The research aims were therefore adjusted to the following: • To create an opportunity for a group of people living with HIV/AIDS to engage in a participatory process aimed at self-awareness and empowerment. • To record and analyse this process with the intention of producing insight into the use of PAR in the context of poverty and HIV/AIDS and to identify the challenges involved. At the stage the participants withdrew, the researcher had conducted 5 focus group discussions, which had been recorded and transcribed. In the focus groups, the participants had described their circumstances and their needs and had started to discuss what problems they would like to address. The researcher achieved closure by negotiating with the participants that she would analyse the data and return to give feedback. Two further focus groups were conducted some time later, at which this feedback was given and the participants were asked to comment on their experience of the process. The participants were also consulted on the utilisation of the findings and they decided that they would like to participate in distributing the findings to their community. A number of recommendations for future PAR studies are drawn from this research.
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Newman, Robin Watson. "From direct patient care to clinical research| Transitioning to an emerging nursing specialty." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141333.

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The role of the professional nurse has evolved in numerous and unexpected ways since the founding of Nightingale’s first school of nursing in 1860. One contemporary sphere in which nurses work is the biopharmaceutical and medical device industry, but little research exists regarding how the nurse engages with and experiences this role.

This qualitative, phenomenological study was undertaken to address the research question: What is the nature and process of the transition experience from a direct patient care role to a clinical research specialist role for the professional nurse? Two subquestions were also explored: What barriers and supports are encountered during the transition process? What facilitates successful work role transition from direct patient care to clinical research?

Ten professional nurses who had transitioned to industry based careers at least two years prior to this study were identified and selected via referral sources. Each nurse participated in a series of three in-depth recorded interviews. Through an iterative process of transcript review, coding, and thematic analysis, and utilization of Ashforth’s (2001) ABCs of Role Identification and Nicholson’s (1984, 2013) Work Role Transition Theory as lenses for interpretation, seven key themes emerged. These themes include: 1) I am alone: transition can be an isolating experience, 2) I am unprepared: transition requires mastery of unfamiliar skills and knowledge, 3) I am scared and sometimes overwhelmed: transition is associated with a lack of security, structure and balance, 4) I can do it: self-reliance and resourcefulness facilitate successful work-role transition, 5) I need to build new bridges: transition requires networking and support from others, 6) I am becoming: the transition experience can be empowering and offers opportunity for growth, and 7) I am still a nurse: nursing identity and values endure through transition.

This study offers several recommendations for further research to more deeply explore identified themes and ways to facilitate success in this work-role transition. In addition, using feedback from study participants, recommendations and suggestions are offered for nurse educators, professional nursing credentialing organizations, and to other nurses considering a career in the clinical research arena.

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Bannigan, Katrina. "Increasing the use of research findings in four allied health professions." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:8472.

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The research-practice gap persists in the allied health professions because they perceive or experience barriers to research utilisation. The focus of this work was on overcoming these barriers to increase research utilisation in four allied health professions: nutrition and dietetics, occupational therapy, physiotherapy, and speech and language therapy. There were two aspects to this: the development of an intervention and a critical review of measurement in the field. An action research project, involving interviews, focus groups, a critical review of manuals and a peer review process, identified a seven-step process to enable therapy managers to increase research utilisation. The seven steps of this process were the therapy manager, lead therapist, consultation process, action plan, making it happen, monitoring and evaluating and revising the action plan. This process was used to form the structure of the Turnkey manual. Fortyeight measures of research utilisation were identified for critical review and, with a few exceptions, there was a lack of rigour in the development of these tools. The conceptual framework developed suggested a profile of measures was needed to assess research utilisation. The Bannigan Utilisation of Research Profile is proposed as a basis for further research. As there were no sufficiently robust measures available to evaluate the effectiveness of the Turnkey manual a single case study was used to assess its utility. This identified that the model of manager and lead therapist was viable and that the Turnkey manual, with modification, is a potentially useful intervention. This work has demonstrated that research utilisation is still a nascent subject; there is a lack of definition, interdisciplinary research and coherence in the field. Systems thinking has been explored as a means of researching this complex concept, providing a way forward for interdisciplinary work and perhaps establishing this emerging subject.
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Reddy, Cordelia Kruparakshnam. "Guidelines for clinical research nurses about their self-leadership role in nursing practice at nursing units in the southern suburbs of Cape Town, Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4692.

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Magister Curationis - MCur
Clinical research nurses are at the frontline of clinical research. They act as nurse leaders in the area of patient-orientated research. This leadership role requires that they work independently with limited support from other nurses. The nursing practice of clinical research nurses’ associates patient care with research protocols, administration duties, management responsibilities, and role specific authority. At hospitals in the Western Cape, clinical research nurses support principal investigators in the conducting of clinical research. It was unclear how clinical research nurses in nursing units in southern suburbs, Cape Town, Western Cape Province experienced their self-leadership role in nursing practice. The aim of the study was to explore and describe the experiences of clinical research nurses’ self- leadership role in nursing practice in nursing units in the southern suburbs of Cape Town, Western Cape. In this study; a phenomenological, exploratory, descriptive, and contextual design was followed. The population consisted of all the clinical research nurses (n = 22) at Western Cape hospitals and health care institutions in the southern suburbs. Purposive sampling was applied according to selection criteria. Unstructured individual interviews were conducted until data saturation occurred. These interviews took place at a private office in the southern suburbs of the Cape Town and lasted between 45 minutes and an hour. Observation and field notes were taken during the interviews. Data was analysed by using open coding and data triangulation. The researcher applied Lincoln and Guba’s (1985) model of trustworthiness. Four themes and twenty one categories emerged from the data analysis. The findings emphasised that the clinical research nurses’ experienced their self-leadership role in nursing as an evolutionary process. The evolutionary role required that they needed to develop strategies with the aim of surviving the initial tedious and daunting phase that facilitated the development of skills needed for collaborative partnerships with stakeholders. As her general confidence increased, the clinical research nurse would be able to recognise her professional attributes and use self-leadership behaviour to enhance her daily practice. Appropriate self-leadership behaviour would assist the clinical research nurse to successfully navigate the complex, dynamic clinical research environment. Guidelines were developed from the four themes that were the result of the data analysis; namely the initial tedious and daunting phase, working in pursuit of collaborative action, personal traits of the clinical research nurse, and self-leadership behaviour. The UWC Higher Degree Committee at the Faculty of Community and Health Sciences and the Senate Research Committee respectively approved this research project. No risks were anticipated for participants in the study.
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Bateman, Teresa. "Nursing team dynamics : communication, culture, collaboration." 2011. http://hdl.handle.net/10170/447.

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There is abundant evidence verifying that patients benefit when nurses communicate better; therefore improving team dynamics will positively impact patient care and improve nurse engagement resulting in many positive outcomes for teams. This applied action research study assessed the research question: “What is the experience of team work and team dynamics among members of a multidisciplinary nursing team from a Licensed Practical Nurse perspective?” The experiences of licensed practical nurses (LPNs) and key external leaders (KELs) are explored and analyzed drawing from current literature in the field of teams in health, organizational culture in health, and transformative learning in health. Historical and leading communication, organizational culture, and leadership theories guide this study. During focus groups and interviews, the researcher and participants were influenced to generate new knowledge and insight on team dynamics, through appreciative inquiry. Manifest and latent content analysis identified key themes within each of the subtopic themes, generating a number of recommendations for future action. Through the identification of similar and unique perspectives between the literature and participants in this study, the action research goals of empowerment and emancipation of team members was dynamically met for research participants. Keywords: nursing; team dynamics; communication; collaboration; culture; leadership
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Sardo, Pedro Miguel Garcez. "Pressure ulcer (Risk) assessment: Clinical nursing research." Tese, 2017. https://repositorio-aberto.up.pt/handle/10216/104086.

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Yang, Ya-li, and 楊雅莉. "The Research of Nursing Teachers’ Job Stress." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/85825721089979855223.

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碩士
明道大學
教學藝術研究所
94
Because of the educational need, the nursing teachers, selected or appointed, have been in demand in the middle schools or upper levels since the 1950s. Now this system will become a history by reason of the educational reform, because of the implement of “ post-middle school education mutual core lesson” at the present. Until the new system is fully established, the job stress of nursing teachers hasn’t been decreased but been increased. This study is to discuss the current situation of nursing teachers’ job stress. This paper focused on nursing teachers in Taiwan as its object, and employed a paper survey. The title of the survey is “The Magnitude of Nursing-Teachers’ Job Stress”. The content of the survey is divided into three major parts. The first part contains the personal information of the teacher; the second part contains my nursing teacher’s job stress survey; the third part is designed as open questions, which mainly focus on applicable strategies for the largest stress of the teachers and how to face it. Here are the results of the survey: 1.The job stress of the nursing teacher is average. 2. The nursing teachers show variations among each job stress dimension. 3. The job stress of the nursing teachers differs because of differences in background. 4. The job stress of the nursing teachers differs because of differences in environment. 5. The largest stress of the nursing teachers comes from: the military nursing system is deficient, job right is insecure; the retirement system is incomplete, there’s no job protection; and the way of using “problem solution” and “group support” when facing job stress.
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