Tesis: "Nursing skills"

1

McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice". Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.

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2

Hartman, Elizabeth. "Nurses lack skills to teach| Increasing undergraduate nursing skills related to patient education". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611783.

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Health literacy has been identified as a significant factor in health care disparity and access to health care, and must be addressed in health care reform. Although patient education has long been considered an independent role of nursing, nurses often lack the knowledge and skills needed to be effective educators. Nursing as a profession is poised to assume a leadership role in health care reform and in promoting the national goals of health promotion and disease prevention of Healthy People 2020. The purpose of this quasi-experimental quantitative study is to determine if a formal course of education and learning theory in undergraduate pre-licensure nursing programs increases knowledge of health literacy and self-efficacy related to patient teaching. A sample size of 322 senior level undergraduate nursing students from a multi-campus private undergraduate baccalaureate school of nursing were surveyed to assess their knowledge of health literacy and their self-efficacy related to patient education. A 38-item multiple choice questionnaire with a Likert-type scale was utilized to measure the health literacy knowledge and experiences of participants, and a multi-item Likert-type scale measures nursing process steps of self-efficacy related to patient education. In this study, the experimental group had completed a formal course of educational and learning theory, while the control group had not. The experimental group demonstrated more knowledge about health literacy, however, the difference was not statistically significant. They did, however, demonstrate statistically significantly more self-efficacy related to patient health education activities in some areas compared to the control group, but not in all areas of the teaching and learning process. Recommendations for further studies are to conduct the study earlier in the nursing program, before the students complete multiple clinical courses, which require patient education activities, and to expand the study to multiple nursing programs in the region teaching a formal course in education and learning theory for patient education to see if results are consistent regionally.

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3

Foibe, Agabus Jakobina. "NURSING INFORMATICS COMPETENCIES IN THE NURSING STUDENTS IN A UNIVERSITY IN THE WESTERN CAPE". University of the Western Cape, 2020. http://hdl.handle.net/11394/8195.

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Doctor Educationis
Background: The increasing use of technology and informatics in the provision of nursing care encourages the consideration of whether final year undergraduate nursing students are prepared for the use of informatics in clinical care and what the current state of knowledge, skills and attitudes on nursing informatics is. Purpose of the study: The overall aim was to investigate the perceived relevance, competencies in nursing informatics and attitudes towards nursing informatics of the final year undergraduate nursing students at a selected University in the Western Cape. Methodology: A quantitative research approach using a descriptive survey design was used in the study. Self-administered questionnaires were used to investigate final year undergraduate nursing student’s perceived relevance of informatics skills for nursing, the perceived level of nursing informatics competence, and attitudes towards nursing informatics. Nursing students currently enrolled in the fourth year in their undergraduate bachelor nursing degree programme were the target population for this study (n=198). Frequencies of the perceived relevance of computers literacy skills, informatics literacy and information management skills for nursing, and competencies in computers skills, informatics literacy and information management skills and attitudes towards informatics were calculated and presented. Results: The findings suggested that even though only 28% (n=28) and 4% (n=4) of nursing students has attended computer and informatics classes respectively, 99% (n=99) confirmed that they perceive nursing informatics as relevant in nursing education and nursing practice. Computer literacy skills (4.23 sd 0.8) were rated more relevant

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4

Blanchfield, Joan Clare. "Critical thinking skills at entry and exit of Master's Nursing Program /". Staten Island, N.Y. : [s.n.], 1998. http://library.wagner.edu/theses/nursing/1998/thesis_nur_1998_blanc_criti.pdf.

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5

Merriman, Carolyn. "Vital Sign Skills". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8535.

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6

Pryde, Kirsti. "Eating disorders nursing: Roles, skills, and the therapeutic alliance". Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28184.

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A mixed method study was conducted to gain an understanding of the role of the eating disorders (ED) nurse and to explore the nurse-patient therapeutic alliance in this context. Thirty-five nurses from six ED treatment centres in Canada and America participated. The qualitative component involved manifest and latent content analyses of semi-structured interviews. From this, nine nursing roles were identified in addition to the skills, challenges and rewards of ED nursing. Three themes emerged in relation to the therapeutic alliance: creating a therapeutic environment, establishing a connection, and empowering patients. The quantitative component consisted of an established measure of therapeutic alliance in questionnaire form. Results from the survey supported the qualitative findings in identifying differences between Canadian and American nurses.

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7

Buckingham, Stephanie T. "Leadership skills in public health nursing, an appreciative inquiry". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ41826.pdf.

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8

Pompa, Marilyn. "Frequency and perception of the utilization of therapuetic communication skills among student nurses /". Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_pompa_frequ.pdf.

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9

Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.

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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students. Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills. Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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10

Chambers, M. G. A. "Learning psychiatric nursing skills : the contribution of the ward environment". Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260843.

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11

Ferguson, Roxanne Alice. "Critical thinking skills in nursing students: Using human patient simulation". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/22.

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The problem investigated by the researcher relates to the development of critical thinking knowledge and skill in nursing students. Traditional approaches to educating nursing students have been used in the past to educate nursing students, but newly licensed registered nurses still have difficulty with critical thinking knowledge and skills. The principal investigator evaluated the use of an alternative method of teaching learning to foster and develop critical thinking knowledge and skills. One suggestion for teaching learning methods is the use of human patient simulation. A pretest/posttest experimental design was used to investigate critical thinking knowledge and skills after using human patient simulation in second semester nursing students. Nursing students from a northern California university were approached to participate in the study in the fall of 2011 and spring of 2012. The WGCTA Form D and the Lasater Clinical Judgment Rubric were used as a method to determine any changes in critical thinking knowledge and skills. No simulation. This study adds to the body of knowledge relating to the use of human patient simulation.

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12

EHRAT, KAREN SUE. "LIBERAL EDUCATION SKILLS IN THE FIELD OF NURSING (GENERAL, NON-TECHNICAL)". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187948.

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The primary purpose of the study was to identify liberal education skills necessary for competent, professional nursing practice and to compare baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis on those skills. Further, the study sought to identify underlying factors of liberal education skills perceived by college nursing faculty to be required for competent, professional nursing practice. Finally, the study attempted to identify differences in baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis place on those skills by public and private institutional membership and by National League for Nursing (NLN) geographic accrediting region assignment. The study's survey approach could be classified as a quasi-experimental design. The study utilized a multistage, stratified sample of 432 baccalaureate and associate degree nursing faculty. Seventy-two baccalaureate and 72 associate degree nursing programs were randomly selected from the four NLN geographic regions. Each dean or director of selected programs was requested to select three nursing faculty "most knowledgeable of the nursing curriculum" to complete the instrument. Data for the study were collected by means of the "Liberal Education Skills Inventory for Nursing" (LESIN). Data analysis was accomplished through the use of descriptive statistics, principal factors analysis, and analysis of variance. Major conclusions of the study were (1) nine of the ten LESIN subscales had mean faculty ratings suggesting high skill importance to competent, professional nursing practice; (2) one factor ("conceptual abilities") underlying faculty perceptions of liberal education skills importance was extracted; (3) there were statistically significant differences in baccalaureate and associate degree faculties' perceptions regarding skills importance on two of the LESIN subscales and regarding program emphasis on five of the subscales; (4) on each of the ten LESIN subscales, faculty from public and private institutions did not differ significantly on their perceptions of skills importance and did differ significantly on one subscale regarding program emphasis; and (5) the mean skill importance and program emphasis responses of faculty did not differ significantly on the ten LESIN subscales by NLN geographic accrediting region assignment. In addition, information regarding liberal education skills program evaluation measures or standards was reported.

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13

Owen-Fisher, Gail Marie. "A study of the relationship between anxiety levels and coping skills of critical care nurses /". Staten Island, N.Y. : [s.n.], 1986. http://library.wagner.edu/theses/nursing/1986/thesis_nur_1986_owen_study.pdf.

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14

Chirwa, Maureen L. "Management skills of middle-level nurse managers in Malawi". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/952.

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Much has been written about the problems facing nurse managers in different countries including Malawi, yet the literature is sparse in relation to information about their perception of required management skills. There is enough evidence that nurse managers face many problems. These problems stem from different sources including organizational, economic, social or political changes. All changes within and outside the health care system affect nursing and its management. Nurse managers require relevant management skills to make valuable decisions and promote quality care, and enable them to motivate staff. Further, management skills will enable nurse managers to actively participate in policy making and financial management. In this way autonomy over nursing services can be maintained. This study took place in Malawi and explored tasks that Malawian middle-level nurse managers carry out, problems that they experience in carrying out their work, and their perceptions of management skills required in carrying out their work. Middle-level nurse managers in Malawi are known as matron and senior sisters. A two staged random sampling of 42 hospitals and 20 middle-level nurse managers was used. The hospitals included government and non-government hospitals known as CHAM (Christian Hospitals Association of Malawi). Data was collected using an interview schedule based on a conceptual framework adopted from King's Goal Attainment Theory. Field notes were taken alongside taped interviews, and administrative documents such as job descriptions were collected to provide complementary data. All interviews were transcribed and thematic analysis was used to analyze data. Results of the analysis demonstrated that middle level nurse managers in Malawi experience enormous problems in carrying out their work. Such problems included shortage of staff (especially registered nurses), and lack of adequate managerial knowledge of nurse managers themselves in policy making, financial management, and the setting and monitoring of nursing standards. In addition, results have indicated an increased amount of stress in the nursing profession in Malawi. Consequently, results have shown that middle-level nurse managers require management skills in resource management, setting nursing standards and financial management skills. Information obtained from this study will provide nurse managers with knowledge of the management skills they require to be more effective. The information will also be relevant for professional (management) development, as it would be used by policy makers to design management education curricula for nurses contemplating management careers or reviewing current management programs in nursing schools. In addition, the knowledge gained wi1l form a basis for future research.

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15

Battick, Arvella. "Enhancing Urinary Catheter Skills Among Clinically Practicing Nurses". Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748245.

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Catheter-associated urinary tract infections (CAUTIs) contribute to increased patient length of stay and health care costs. The literature has shown that one plausible cause of CAUTIs is improper Foley catheter insertion techniques among nurses. The purpose of this project was to answer the project-focused question that asked if there was a difference in nurses’ practice skills following an educational intervention involving aseptic Foley insertion. Benner’s novice-to-expert theory was the conceptual model for the study. Nurses from a college nursing program were asked to demonstrate Foley catheter insertion on a simulation model, and their technique was evaluated using a standardized checklist. Following the simulation demonstration, an educational intervention was conducted with ample opportunity for the nurses (n = 16) to practice catheter insertion. Following the practice opportunity, the nurses completed a 2nd return demonstration. Percentages of correct skills from the preintervention observation were compared with percentages of correct skills from the postintervention observation to determine the effectiveness of the education intervention in enhancing Foley catheter skills in an acute care setting. Results of a paired t test revealed a significant increase (p < .01) in performance scores on the demonstrations after the intervention and catheter insertion techniques were taught. Hospitals and nursing education programs could implement simulation interventions to improve nurses’ Foley catheter insertion skills. This study has the potential to contribute to social change by providing evidence that simulation training can lead to improved competence and confidence with nursing skills.

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16

Abdellatif, S. "The group interaction technique, communication skills and a psychiatric nursing course in Cairo High Institute of Nursing". Thesis, Cranfield University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379501.

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17

Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.

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18

Morgan, Jennifer L., Florence M. Weierbach, Rebecca Sutter, Kae Livsey, Elaine Goehner, Judy Liesveld y Mary Kay Goldschmidt. "New Education Models for Preparing Pre-licensure Nursing Students with Enhanced Skills upon Entering Community-based Nursing Practice". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7364.

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19

Hutson, Elizabeth. "Mindstrong to Combat Bullying: A Cognitive Behavior Skills Building Intervention for Adolescents". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1577780557457792.

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20

Booher, Cynthia D. "A classroom activity to enable nursing students to develop clinical reasoning skills". Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10165983.

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One of the challenges in nursing education is the need to enable students to internalize the skills needed to implement the thought processes of critical thinking and clinical reasoning. The research of Patricia Benner has been instrumental in explaining the need to improve the critical thinking and clinical reasoning skills of newly licensed registered nurses. Dr. Benner’s research has changed the focus of nursing to include these skills in the education process. The study was designed to evaluate the efficacy of a classroom educational method designed to help students improve these skills. The ex post facto study was conducted at one Southern community college with students enrolled in an Associate Degree nursing program. The study used the nursing educational theory of Patricia Benner and the general educational theory of constructivist educational theory as a theoretical base. Archived data was collected from the results of two cohorts of nursing students based on their performance on two separate administrations of the Assessment Technologies Institute (ATI) critical thinking examination. The data was analyzed using central tendency statistics and an independent samples t-test. Analysis of the data indicate that the educational implementation was effective in increasing the skills needed for clinical reasoning as evaluated by the ATI critical thinking examination. The cohort that used the Critical Thinking Teaching Method (CRTM) increased their scores by 5.62 percent while the cohort that did not use the CRTM scores remained relatively static

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21

Long, Deborah Amanda. "Development of a Valid and Reliable Measure of Paediatric Intensive Care Nursing Knowledge And Skills". Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366741.

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Workplace learning and staff development for nurses are crucial for ongoing competence improvements in the quality of patient care. In particular, graduate nurses in specialty areas present unique challenges for nurse educators when designing orientation programs, evaluating learning and facilitating initial competence development. Identifying the learning needs of employees and evaluating the results of staff development are therefore essential elements of any nursing practice environment. However, instruments to evaluate nursing knowledge and skills in the Australian and New Zealand paediatric intensive care environment have been lacking. The purpose of this study was to construct and test the psychometric properties of a paediatric intensive care nursing knowledge and skills test; a multiple choice test for measuring the key nursing knowledge and skills required for safe, competent practice in Australia and New Zealand.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing and Midwifery
Griffith Health
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22

DiBiasi, Eleanor S. "The applicability of vides as an educational modality for the teaching and learning of the basic nursing skills /". Staten Island, N.Y. : [s.n.], 1989. http://library.wagner.edu/theses/nursing/1989/thesis_nur_1989_dibia_appli.pdf.

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23

Green, Donna A. "The Effect of Independent Computer-Based Simulation on Neonatal Resuscitation Skills". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799421626052.

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24

Junkin, Victoria. "Improving Clinical Reasoning Skills by Implementing the OPT Model". Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10830485.

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Clinical reasoning is the cognitive process and strategies used to understand the significant patient data to identify and diagnose actual or potential problems in order to make competent clinical decisions that will affect patient outcomes (Fonteyn & Ritter, 2000). The purpose of the study was to determine if implementing the Outcome-Present State Test Model of Clinical Reasoning with guided reflection activities was an effective method to improve clinical reasoning skills in senior nursing students at a large southeastern university. The overall research questions involve comparing participants Health Sciences Reasoning Test scores before and after implementation of the OPT Model as clinical paperwork, secondly the experimental group was given a guided reflection activity to complete in conjunction with use of the OPT Model during clinical experience.

Kolb’s Experiential Learning Theory is the theoretical framework used throughout this study. Nursing education has historically blended didactic learning with clinical experiences to transfer knowledge. The OPT offers a frame to organize thoughts and guides the learner to decide what data is important to each patient situation.

This study reports the findings for 62 senior nursing students that completed the HSRT prior to implementation of the OPT Model and a guided reflection activity. Clinical instructor’s scored participants using the Lasater’s Clinical Judgment Rubric each week. There were no statistically significant differences between the experimental group and the control group. The only statistically significant difference that was identified was in the Lasater’s Clinical Judgment Rubric scores between week one and week 2, and week 3 and week 4.

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25

Trepanier, Edna. "Impact of Communication Training on Nurses' Verbal and Nonverbal Skills and Patient Satisfaction". Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606592.

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Effective nurse communication correlates with favorable patient experiences and outcomes. Communication training programs are insufficient, although they do improve nurses’ communication skills. The purpose of this quantitative, pretest-posttest quasi-experimental study was to examine the impact of a communication training intervention on nurses’ perceptions of verbal and nonverbal skills, patient satisfaction with nurses’ communication, and the overall rating of the hospital. The Nurse Self-report Verbal and Nonverbal Communication Skills Survey (NSVNCSS) was the tool employed to collect data from 103 nurses to investigate the changes in nurses’ perception of their own verbal and nonverbal scores from pretest to posttest. The analysis of historical satisfaction surveys from 81 inpatients before and 71 after the communication training was necessary to investigate the changes in relevant scores theorized to accompany the increases in communication ratings. Statistical findings suggested that a communication-training program for nurses demonstrated increased level of nurses’ self-reported verbal and non-verbal skills, as well as for inpatients’ level of satisfaction with nurse courtesy and respect. Other findings revealed that the implementation of a nurse communication-training program showed increased inpatients’ perceived levels of satisfaction on nurses’ listening skills, explaining things clearly, and the overall rating scores for the hospital but were not statistically significant. There was not much room for growth since the average pre-intervention communication score was 3.74 or more out of 4 and an average of 9.2 out of 10 for the overall hospital rating. The results provide valuable evidence that the developed communication skills program is effective in improving nurses’ perception of their communication skills.

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26

Blakeslee, Janine Roth. "Effects of High-Fidelity Simulation on the Critical Thinking Skills of Baccalaureate Nursing Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6402.

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This project study addressed the decline in successful passing rates for the National Licensure Exam for Registered Nurses (NCLEX-RN) in a nursing program at a private university in the Midwestern United States. There is support from the literature for a connection between critical thinking skills of nursing students and successful passing of the NCLEX-RN. The purpose of this quantitative study was to examine whether significant differences existed in mean critical thinking skill scores across time within groups (pretest to posttest) and between groups (simulation versus written case studies), as measured by the Health Science Reasoning Test. Cognitive learning theory as interpreted by Ausubel along with the Paul Elder critical thinking model comprised the frameworks for this study. In a quantitative causal-comparative pretest/posttest design, baccalaureate junior nursing students (N = 69) were investigated. A repeated measures mixed analysis of variance indicated there was no statistically significant difference in participants' mean critical thinking scores across time within groups (pretest to posttest) or between a simulation group (n = 36) and a written case studies comparison group (n = 33). The use of high-fidelity simulation as a teaching strategy versus written case studies to increase critical thinking skills of nursing students was not supported. The resulting project deliverable is a skills-development workshop for nursing faculty that would focus on multiple methods (as opposed to one method) of evidence-based teaching strategies that have been shown to increase critical thinking of nursing students. This study promotes positive social change by examining factors that can strengthen critical thinking in nurses. Factors associated with critical thinking can be addressed in training for nurses to enhance patient safety and outcomes.

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27

Roberts, Elizabeth W. "Development of a Nurse Residency Program in Perinatal Nursing". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7730.

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Staffing turnover created a challenge for the women’s services department of a hospital in the southern United States, potentially compromising care for women and infants during childbirth. The gap in practice was the lack of a structured nurse orientation/residency program for nurses new to perinatal nursing, which requires specific competencies not learned at the prelicensure level of education. The guiding practice-focused question was whether a multidisciplinary team could develop a formal evidence-based perinatal nurse residency program that would meet the needs of on-boarding and support for the new nursing hires at this facility. A team of experienced nurses, which included two nurses from labor and delivery, high risk antepartum, mother baby, and assistant nurse manager developed a comprehensive program, which included defined competencies, didactic materials, detailed simulations, and evaluation tools. A multidisciplinary team of six nurses, and the assistant nurse manager achieved consensus on the quality and comprehensive nature of the program plan using the Appraisal of Guidelines for Research and Evaluation Instrument II assessment tool. The implications of this project to bring about positive social change include the potential for improved nursing care for patients during childbirth as a result of increased nurse knowledge and mentoring support. Improved retention might also contribute to stable teamwork and peer support. This project has the potential to improve both physical and psychological outcomes for women and infants in the perinatal period.

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28

Rockstraw, Leland Jerome Vaidya Sheila R. "Self-efficacy, locus of control and the use of simulation in undergraduate nursing skills acquisition /". Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1224.

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29

Chan, Yung-kwan Albert. "Hong Kong nursing students' learning approaches : why and how do hospital-based general nursing students learn? /". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1383289X.

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30

Steiner, Heidi. "A Nursing In-Service for Diabetes Education". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5947.

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Nurses play a central role in preparing patients for discharge. Diabetes affects one-third of all hospitalized patients, with readmission rates 20% higher for patients with diabetes. Low health literacy affects patients' ability to understand education provided during a hospitalization, especially in diabetic patients who are required to perform complex self-care activities. The rehabilitation nurses within the practicum site struggled to provide adequate diabetes education, leading to patients' readmissions and frequent calls to the nursing unit post discharge. The purpose of this project was to educate nurses on an inpatient unit about survival skills and teach-back approaches to improve inpatient diabetes education. Orem's self-care nursing deficit theory guided the project. Nursing literature provided current evidence-based practice guidelines on diabetes education for the staff education program. An expert panel was used to evaluate the effectiveness of the project in improving rehabilitation nurses' knowledge, skills, and ability to administer patient education to diabetic patients using the teach-back method. All 6 expert panel members agreed that the in-service content was relevant to the environment and would improve the nurses' ability to deliver diabetic education on the rehabilitation unit using the teach-back method. Current knowledge of diabetes education practices and strategies to overcome low health literacy can bring positive social change and improve nursing practice by advancing the nurses' ability to provide inpatient diabetes education.

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31

Battick, Arvella Derisa. "Enhancing Urinary Catheter Skills Among Clinically Practicing Nurses". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4907.

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Catheter-associated urinary tract infections (CAUTIs) contribute to increased patient length of stay and health care costs. The literature has shown that one plausible cause of CAUTIs is improper Foley catheter insertion techniques among nurses. The purpose of this project was to answer the project-focused question that asked if there was a difference in nurses' practice skills following an educational intervention involving aseptic Foley insertion. Benner's novice-to-expert theory was the conceptual model for the study. Nurses from a college nursing program were asked to demonstrate Foley catheter insertion on a simulation model, and their technique was evaluated using a standardized checklist. Following the simulation demonstration, an educational intervention was conducted with ample opportunity for the nurses (n = 16) to practice catheter insertion. Following the practice opportunity, the nurses completed a 2nd return demonstration. Percentages of correct skills from the preintervention observation were compared with percentages of correct skills from the postintervention observation to determine the effectiveness of the education intervention in enhancing Foley catheter skills in an acute care setting. Results of a paired t test revealed a significant increase (p < .01) in performance scores on the demonstrations after the intervention and catheter insertion techniques were taught. Hospitals and nursing education programs could implement simulation interventions to improve nurses' Foley catheter insertion skills. This study has the potential to contribute to social change by providing evidence that simulation training can lead to improved competence and confidence with nursing skills.

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32

Steckler, Rachel. "IMPROVING COMMUNICATION SKILLS AMONG NURSING STUDENTS: ASSESSING THE COMFORT CURRICULUM AS AN INTERVENTION". UKnowledge, 2012. http://uknowledge.uky.edu/comm_etds/7.

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Effective communication is just one of the many skill sets nursing students must master to be effective in their field. A nurse’s role goes far beyond that of medical care. In addition, Today’s nurses should be equipped with a working knowledge of medical management, communication skills, ethical/legal issues, end-of-life care, and team collaboration, among others (e.g., Ferrell, Dahlin, Campbell, Paice, Malloy, & Virani, 2007).Wittenberg-Lyles, Goldsmith, Sanchez-Reilly, and Ragan (2010) contend nurses need to have specialized training protocols focused on developing effective communication skills . The current study employed one such protocol, the COMFORT curriculum, as a tool to teach nursing students how to break bad news (BBN) using a social cognitive theory approach. To clarify, when individuals feel confident about their abilities (self-efficacy), they are more likely to reach their goals (Bandura, 1986). Hence, this study posited that nursing students would become more confident about their communication knowledge and skills through the modeling and interactive adaptive learning exercises taught in the COMFORT curriculum. Although no significant increase was reported by students with regard to perceived self-efficacy or attitude about communication skills training, students did demonstrate sufficient to excellent cognitive understanding of the communication skills taught in the lesson.

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33

Razer, Abby. "ACCELERATING THE NOTICING SKILLS OF NURSING AND MEDICAL STUDENTS USING STAGED VIDEO SIMULATION". OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1322.

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This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness.

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Lemma, Alessandra. "Containing the containers : the effects of training and support on burnout in psychiatric nurses". Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301329.

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Paterniti, Anthony Peter. "The Feasibility of Using an Adaptation of the Montessori Method to Teach Basic Nursing Skills to Beginning Generic Baccalaureate Nursing Students". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277921/.

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The purposes of this study are to determine the extent to which nursing education administrators accept the use of an adapted Montessori method in teaching basic nursing skills and to determine the feasibility of implementing such a method.

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Ozorio, Dutra Samia Valeria. "Adapting SafeMedicate (Medication Dosage Calculation Skills software) For Use In Brazil". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7700.

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Medication related errors are a significant cause of morbidity and mortality. In Brazil, most errors are related to prescribing, preparing, and administering medications. One way to deal with this barrier to safe care is through assessment and education of medication calculation dosage skills. Considering the Brazilian reality, this dissertation is a context and language adaptation of an evidence-based intervention called safeMedicate, a program that reinforces learning synthesis in crucial elements of medication dosage problem solving and provides the foundation for development in remaining levels of the hierarchy of learning. A guideline for medication calculation skills development or improvement based on the seven research-based principles for smart teaching was developed. Teaching approaches are beneficial for multiple methods of learning by addressing cognitive, motivational, and developmental goals. Web-based software would be a strong ally on adopting those approaches by complementing the class practice and providing opportunities for practice learning. The two-phases of adaptation and preliminary evaluation of safeMedicate for use in Brazil were guided by the Participatory and Iterative Process Framework for Language Adaptation (PIPFLA) cross-cultural equivalence model. A triangulation method of face validity survey, journaling, and multiple focus groups was used. The focus groups were (1) language adaptation team, (2) panel of experts, and (3) student panel. In order to analyze focus group data, a systematic coding procedure was performed through an iterative process, solving any differences between coders in order to guarantee internal consistency. The main themes were language, visual, content, programing, and data while discussing necessary adaptations of safeMedicate for use in Brazil.

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Gerovac, Tina Marie. "Development and Evaluation of a Long-Term Care Skills Simulation Program". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7799.

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New graduate nurses often lack clinical skill competency. In a single year, a long-term care facility located in the midwestern region of the United States reported 25 clinical errors, each costing the facility approximately $10,000. Root-cause analysis revealed 85% of those errors were made by nurses in their 1st year of practice. The increase in clinical errors were attributed to insufficient clinical preparation prior to independent practice. A review of the current scholarly literature suggested simulation had demonstrated efficacy in the development and maintenance of clinical nursing skills and answered the practice-focused question: Development of a skills simulation program for incorporation into nursing orientation will likely increase skill competency among new graduate nurses. Benner's novice to expert theory and the John Hopkins nursing evidence-based practice model were used to develop and evaluate an evidence-based curriculum for a clinical skills simulation program. Using a validated tool, the proposed curriculum was evaluated by a panel of five subject matter experts. Synthesis and analysis of that evaluation suggested implementation of the proposed curriculum would increase basic nursing skill competency; therefore, the recommendation was made to incorporate the program into new hire nursing orientation. The curriculum can be used to develop or maintain general or specialty-specific clinical skill sets and implemented in most any type facility requiring the use of clinical nursing skills. Clinical skill competency reduces the number of clinical errors, decreases patient morbidity and mortality, increases the quality of care, and reduces the overall cost of care, thereby promoting positive social change.

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Edmond, Cynthia Bertha. "A competency-based preceptor programme for nursing practice : accessing contextual embedded knowledge and skills". Thesis, Glasgow Caledonian University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413927.

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This collaborative action research study addressed the perceived practical skill deficits in newly qualified nurses during role transition into practice. It extended over three cycles. Participants were newly qualified and experienced staff nurses in an acute NHS Hospital. A qualitative exploratory study during the first cycle found that much of what beginning staff nurses needed to know was embedded in routinised contextual activity and was not readily accessible to them. Managing and co-ordinating the work in the complexity of the clinical context is a composite skill, and a major component of clinical nursing practice. Because it is quickly internalised, it is constantly unrecognised and undervalued. A key issue was to access this knowledge and make it available to newly qualified nurses. A Critical Pathway was developed to provide the structure and preceptor support for the learning experience. This is a means of explicating and conceptualising the staff nurse role and provides an overview of components whilst suggesting a time and action framework to be progressively developed in goal directed activities. It was incorporated into a Competency-Based Preceptor Programme along with learning contracts for specific practical skills; both were designed to be adapted to the context-specific needs of each clinical area. This interactive tool was tested for adaptability and effectiveness in intervention studies in the second and third action research cycles. Qualitative and quantitative methods were used. The data confirmed its adaptability and the positive impact on preceptee competence and performance. Literature from across disciplines supported and illuminated interpretation of the study data with evidence of the infinitely complex nature and contextual dependence of practical knowledge and skills; some of which is explicit but some is submerged in the tacit dimensions of personal knowledge and performance. Practical thinking and action incorporate cognitive, perceptual and embodied characteristics and features of the task environment and are dependent on acquisition and exploitation of context-specific knowledge. The embodied and perceptual nature of nursing skills is integral to clinical nursing practice; and the evidence is that this embodied intelligence can only be demonstrated and learned in contextual activity mediated by an experienced colleague. This awareness has the potential to inform practical education and support the rationale for a more rigorous approach to practice-based education and experience.

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Ippolito, Karen Odle. "Cognitive development and the attainment of critical thinking skills in associate degree nursing students". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/114.

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Piaget's final stage of cognitive development, formal operations, involves reasoning skills that appear to relate to the traits of critical thinking. The current study was designed to assess whether a relationship exists between the level of cognitive development (as measured by the Lawson Classroom Test of Scientific Reasoning [Lawson CTSR]) and critical thinking (as measured by Assessment Technology Institute Critical Thinking Assessment-Entrance test [ATI-CTA-Ent]). This study explored the possible relationship between the level of cognitive development and the level of critical thinking exhibited by first semester nursing students seeking an Associate Degree (ADN). It also explored the relationship between specific subsets of cognitive development and critical thinking as a whole as well as between cognitive development and the distinct traits that characterize critical thinking. Furthermore, this project asked whether the level of general knowledge held by nursing students (as measured by Assessment Technology Institute Test of Essential Academic Skills [ATI-TEAS] is correlated with the level of cognitive development. All statistical analyses controlled for gender, age, and prior schooling. A sample of 190 first semester nursing students were administered the Lawson CSTR as a test of cognitive development, the ATI-CTA-Ent as a test of critical thinking and the ATI-TEAS as a test of general knowledge. In a hierarchical multiple regression analysis it was found that cognitive development accounted for 19.3% of the variance in critical thinking scores after controlling for gender, age and prior schooling. With multiple subscales on both the predictor (Lawson CTSR) and the criterion (ATI CIA) side, regression models noted ATI-Inference with the largest explained variance (21.15%) and the smallest for ATI Evaluation (9.36%). The covariates explained 9.6% and cognitive development explained an additional 33.6% of the variance in general knowledge. These findings suggest that measures of cognitive development are associated with measures of critical thinking ability.

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Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings". Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.

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What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2
Department of Educational Leadership

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Heradien, Zenobia. "Clinical supervisors’ perceptions regarding the factors that promote or inhibit nursing students’ skills transfer from the skills laboratory to the clinical practice environment". University of the Western Cape, 2019. http://hdl.handle.net/11394/7016.

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Magister Curationis - MCur
Background: Nursing as a profession is based on firm knowledge, values, clinical skills and attitudes. In the current dynamic healthcare system nursing students are challenged to be insightful and have clinical reasoning and psychomotor skills in order to apply theory to practice. Clinical teaching is therefore considered an essential part of the undergraduate nursing curriculum, as it provides the opportunity for students to apply theory to practice in the skills laboratory and then to transfer it into real life situations. Nursing students spend time in the clinical practice environment learning the skills and values of the nursing profession, with the goal of achieving the clinical learning outcomes, as prescribed by their nursing education institution and the South African Nursing Council. During this time nursing students depend on the support of clinical supervisors and nursing staff in the clinical practice environment to meet their learning outcomes. Clinical supervisors for the undergraduate nursing programme, at the university included in the study, are tasked with clinical teaching in the skills laboratory, supervision of nursing students in clinical practice and assessment of learning. Nonetheless, there are challenges ascertained by the clinical supervisors, which inhibits students from achieving their learning outcomes. Purpose of the study: The purpose of the study was to explore and describe the clinical supervisor’s perception of students’ skills transfer from skills laboratory to the clinical environment.

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42

Jurns, Carolyn Sue. "Promoting Policy Advocacy in Nursing via Education". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3688.

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Nurses have a professional, ethical, and social responsibility to advocate for optimal healthcare and an optimal professional environment. However, nurses often default on that responsibility. Leadership at a national nursing organization's state affiliate (SNO) perceived a need to optimize its members' policy advocacy. To meet that need, the Policy Advocacy Toolkit for Nurses (PATN) was developed for this doctoral project. The evidence-based PATN relied on established theories and frameworks, notably Knowles' adult education theory and Kingdon's multiple streams approach; research specific to this project; evidence from other researchers, healthcare organizations, and government websites; and input from a statistician, nursing education experts, and SNO personnel. The PATN's creation had 2 research questions. The first research question asked what SNO members' motivators and barriers to advocacy were. Chi square tests of survey results addressing this issue found significant relationships between advocacy levels and perceived speaking skills (χ2[4, N = 176] = 30.435, p = .000), understanding of SNO's daily advocacy activities (χ2[4, N = 176] = 17.814, p=.001), and understanding of policy creation (χ2[4, N = 176] = 33.830, p = .000). The second research question asked if the PATN's design was significantly improved after incorporating SNO design-stakeholders' input. A paired sample t test revealed no significant difference (p>.05) in the PATN with the stakeholders' input added. Details for evaluating the PATN's sustained effect on political astuteness, as offered in this doctoral project, were provided to the SNO. The PATN, evidence-based and built on the perceived needs of its intended users, should promote positive social change by promoting nurse advocacy.

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Clary, G. H. "Congurence among mathematics skills used on the job by practical nurses vs. the prerequisite skills required for admission into the practical nursing program". [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000189.

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Clary, G. H. "Congruence Among Mathematics Skills Used On The Job By Practical Nurses vs. The Prerequisite Skills Required For Admission Into The Practical Nursing Program". Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1345.

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The standard for evaluating a student's mathematic ability (grade level) for admission to many vocational-technical programs is through the administration of the Tests of Adult Basic Education (TABE). There has come forth a concern from vocational educators, that students entering programs may not be prepared for the mathematics required by the curriculum, even though the student has met the criteria for entry as established by the state curriculum frameworks as evidenced by their scores on a TABE which had recently been administered. Furthermore, questions raised among instructional, administrative and guidance personnel about the congruence of math skills required on the TABE vs. those used by practical nurses on the job supported the need for a study to determine the congruence of these sets of mathematics skills. Using the OMRA inventory developed by David Pucel, the mathematic operations required for job related math applications are indicated by samples collected from active nursing practitioners. Three analysis teams consisting of practical nurses and math experts were established and determined the math operations required for solving the job related math samples collected. The math skills tested by the TABE were then compared to the job related math samples. With the math operations of the variables ranked, the Spearman Rank Correlation was used to evaluate the correlation across the TABE and the mathematic job requirements of practical nursing. Based on 19 math operations identified from the Practical Nursing job math requirements, the results showed that there was little correlation among these two variables (r=. 4974).

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45

Sanders, Rodney L. "Assertive communication skills with nurses in a rural setting". Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400966261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Soukup, Frances. "Assessment of critical thinking skills in associate degree nursing students at Madison Area Technical College - Reedsburg". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999soukupf.pdf.

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47

Leonard, Warren Leon. "Perceived need and willingness of a sample of registered casualty unit nurses to engage in supplementary counselling skills training". Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1176.

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In 2002 there were an estimated 1.5 million people admitted into casualty emergency units within the Republic of South Africa. Many of these admissions dealt with events that were traumatic for both families and practitioners and these traumatic events have effects on the biological, psychological and social wellbeing of these individuals. Coupled with this is an ever increasing demand for mental health services and a worldwide shortage of qualified individuals to provide these services. Registered nurses in casualty units deal with the majority of these issues and the effect of these traumatic events. The crisis intervention model may provide these registered nurses with the necessary skills to deal with these problems not only for patients but possibly for themselves. Furthermore the biopsychosocial model of health allows these registered nurses to assess the impact of these events on the individuals. Yet, some registered nurses feel that they lack the necessary skills to deal with and assess these problems and intervene in these crisis situations. This study was exploratory descriptive in nature and aimed to examine whether there was a perceived need for registered casualty unit nurses to engage in supplementary counselling skills training. These perceptions were obtained through purposively sampled interviews and analysed qualitatively, using Tesch’s model of content analysis. Findings indicated that the registered nurses do perceive a need for supplementary counselling training, both for use with the patients and for themselves, and are willing to engage in this training although there are problems that inhibit this willingness. Recommendations regarding the implementation of a supplementary counselling skills training course as well as future research in the field were made.

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48

Garrett, Bernard Mark. "The value of an intelligent agent in teaching clinical decision-making skills for nursing students". Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369472.

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49

Barron-Kagan, Rene Norene. "An Evidence-Based Educational Intervention to Improve Nursing Staff's Critical Thinking and Decision-Making Skills". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2786.

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An Evidence-Based Educational Intervention to Improve Nursing Staff's Critical Thinking and Decision-Making Skills by Rene N. Kagan MSN, University of New Mexico, 2009 BS, University of Phoenix, 2000 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University September 2016 Hospitalized patients in acute care settings are at a high risk of developing health complications that can eventually lead to failure to rescue (FTR) situations. The aim of this project was to deliver a structured comprehensive medical-surgical competency plan for acute care nurses to detect deterioration in a patient's condition through the triad of assessment model to promote clinical reasoning among acute care nurses. Data were collected using pretest surveys, a demographic sheet, and an evaluation survey. A convenient sample of between 22 and 29 nursing staff was recruited from three medical-surgical inpatient units at a VA Hospital. The pretest survey, administered simultaneously with the educational modules, assessed participants' baseline knowledge on components of the triad of assessment model and the processes involved in the prevention of FTR. The pretest scores for modules 1 to 6 were 2, 3, 3, 3, 2, and 3 respectively. The posttests scores for modules 1 to 6 were 4, 5, 5, 5, 4, and 5 respectively. The nurse's aides also recorded posttest scores of 4.6 for both Pulse Oximetry and orthostatic hypotension modules. The t-test (p<0.00) showed a significant difference between the pre and posttests scores, thus, indicating an improvement in nursing staff's knowledge regarding the triad of assessment model. Thus, it is important to adopt a comprehensive medical-surgical plan for acute care nurses institutional-wide. This project contributes to social change through identification of a medical-surgical intervention that improves nurses' critical thinking skills, thereby promoting patient satisfaction and safety. Because nurses play a significant role at the bedside, improved critical thinking skills will facilitate a significant reduction in FTR rates, heighten patient satisfaction, and enhance the nurse-patient relationship.

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Bourke, Sharon. "Undergraduate nursing students’ team communication skills within a simulated emergency setting : a grounded theory study". Thesis, Federation University Australia, 2022. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/185246.

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Recognising and managing clinical deterioration is considered a high priority in health care with ineffective communication being a significant contributing factor to poor clinical outcomes for patients. Nurses are in a unique position to make a difference in influencing improvements in team communication. In Australia, nurse education has become more complicated and demanding with nursing students focus on behaviour skills, such as communication, becoming more difficult in a saturated curriculum. Simulation-based education has provided an experiential way to learn these complex skills. Although there has been much work in the healthcare literature on clinical teamwork, including communication and its intersection with patient safety, there is still a gap in explaining how individuals within the team contribute to communication. The purpose of this study was to explore and explain how nursing students communicate in simulated emergency settings and how factors, such as culture, language, gender, age and power, affect nursing students’ team communication. This study investigated how transitioning nursing students are prepared with the necessary skills to achieve effective team communication at the point of transition to clinical practice as registered nurses. In order to address the aims of the study, a constructivist grounded theory methodology, informed by Kathy Charmaz (2006), was employed. Using purposive sampling, third year nursing students were recruited from one Australian university, to undertake a structured team simulation experience. Participants worked in teams of three or four to experience the team communication whilst working together to care for a deteriorating patient in the form of a mannequin. Simulations were video recorded after which individual, in-depth, semi-structured interviews were conducted with 21 participants. In line with a grounded theory approach, data collection and analysis were conducted concurrently until theoretical saturation was achieved. In response to the central problem of how nursing students communicate in simulated emergency settings, a core process was established that explained the factors that affect team communication. This problem is conceptualised as Navigating uncertainty: Explaining communication of nursing students within an emergency setting. This theoretical construct helps to explain nursing students’ actions and insights into factors that influence their communication within emergency teams. The core process is represented in three transitional stages of the theory comprising: Finding a place in the team, Understanding and working out differences and Looking to the future: Developing strategies to improve communication. This process was mediated by contextual conditions of the student, the simulation and the team. The phases are reinforced by the three main categories of Having a place in the team, Knowing yourself, and Transitioning from student to registered nurse. These categories represent the key activities that nursing students were engaged with that led to the development of the core category and process. The generated findings and theory offer valuable insights into factors that influence team communication skills within emergency settings. The theory raises awareness of social processes undertaken by nursing students during team communication, and highlights obstacles that can assist educators and academics to structure team communication education to better meet the needs of nursing students transitioning to practice settings.
Doctor of Philosophy

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