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Tao, Yuexian. "Nursings students' attitudes towards rural nursing practice." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9827.
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Background: Nursing shortage is a worldwide phenomenon; in rural areas, this shortage is exacerbated by geographical imbalances. Reducing the inequality of health outcomes between rural and urban areas requires improvement in the rural nursing workforce. Thus far, little research has been conducted on the recruitment of nursing students to rural nursing in China. Aim: This study aimed to explore nursing students’ perspectives of rural nursing practice and their intentions to work rurally after graduation, and to identify factors contributing to those intentions. Methods: Exploratory interviews were conducted with eleven nursing students to obtain their perspectives of rural nursing practice. This was followed by a hand distributed and collected self-completion questionnaire survey that involved 445 final year nursing students in six nursing schools in one province in China. The questionnaire measured students’ rural career intentions and their perceptions of rural nursing practice. The survey data were collected between December 2011 and March 2012. The response rate for the questionnaire survey was 89%. Results: The results indicated that the majority of final year nursing students did not intend to work rurally. The most frequently cited barriers deterring them from considering a rural job were the perceived fewer opportunities for skills development and learning, potentially lower financial rewards, and family members’ disapproval of rural working. Regression analysis showed that the length of time living rurally and educational level were the most important predictors of nursing students’ intentions to take a rural job immediately following graduation. The logistic regression illustrated that rural identification, degree, and rural placement experiences were significant predictors for nursing students’ intentions to work rurally in their future nursing career. Conclusion: Nursing students with high intentions to work rurally were rare in China. Rural background had a positive impact on students’ intentions to work rurally. Students with a degree were less likely to work rurally.
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Velasquez, Donna Marie. "Measuring Nursing Care Complexity in Nursing Homes." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1360%5F1%5Fm.pdf&type=application/pdf.
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Swearingen, Sandra. "NURSING LEADERSHIP CHARACTERISTICS: EFFECT ON NURSING JOB SATISFACTIO." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4092.
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ABSTRACT The purpose of this research is to determine the degree to which a positive experience with nursing leadership increases nurse's job satisfaction. The different values and norms of the generational cohorts result in each cohort perceiving leadership characteristics differently. Factors such as length of exposure to leadership, location, shift worked, clinical versus non-clinical positions and the presence or absence of Servant-Leadership, all have the potential to impact nursing satisfaction. Nursing satisfaction, or dissatisfaction impacts retention, further modifying nursing leadership practices. Conflict, Cohort, Servant-Leadership, and Self-Discrepancy theories were utilized to identify the relationships of generations to each other and to the leadership characteristics existing in their organizations. Two Central Florida healthcare organizations were utilized to obtain data regarding leadership characteristics, generational cohort and nursing satisfaction indicators. A total of 440 survey questionnaires were distributed, 182 were returned, a response rate of 41%. Factor Analysis utilizing principal component analysis was performed to reduce the 57 variables contained within questionnaires to one construct that represented a leadership characteristics variable. This variable was utilized to test 3 of the hypotheses. Principal component analysis was utilized to reduce 10 characteristics of Servant-Leadership, to a construct that represented a Servant-Leadership variable. Qualitative data was collected from 25 interviewees and was used to enrich and supplement the quantitative data from the survey questionnaires. Nursing leadership characteristics affect nursing satisfaction as demonstrated by this research. The more positive the perception or experience of nurses in relation to nursing leadership, the more job satisfaction increases. Even though literature states that Generation X employees exhibit less job satisfaction, due to generational specific values and norms, generational cohort did not demonstrate significance in this study. A positive perception of nursing leadership characteristics demonstrated a positive impact on nursing retention within an organization. Nurses who are satisfied with leadership characteristics tend to stay with that organization. The presence of Servant-Leadership characteristics also demonstrated a positive impact on nursing job satisfaction and retention. Leaders that demonstrate Servant-Leadership characteristics engender increased job satisfaction for their employees and increased retention of nurses for their organizations.<br>Ph.D.<br>Department of Health Professions<br>Health and Public Affairs<br>Public Affairs: Ph.D.
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Toffoli, Luisa Patrizia. "'Nursing Hours' or 'nursing' hours - a discourse analysis." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8367.
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This thesis is about the business of nursing; the making and remaking of nurses’ work in the context of private healthcare. Nurses in Australia, as in other countries around the world, have experienced considerable workplace changes over the past 15 years due to governments and public and private healthcare organisations seeking to reform healthcare service delivery. These reforms have significantly changed not only how private hospitals manage care, but the nursing role in practice. This ethnographic study explores the impact of these reforms on nurses’ work in one Australian acute care private hospital. It critically examines nurses’ organising practices in light of the workload measurement method used to staff the hospital, unit and ward with minimum staffing. Using Foucault’s (1972) archaeological approach and drawing upon governmentality theory as the analytical framework, I will argue that within the political rationality of neo-liberalism, ‘care’ in nursing is a technology of governance. As such, nurses’ ‘care’ transforms contemporary healthcare policy, in particular policy pertaining to private healthcare, from a macro to the micro level of everyday practice. Care is the means of producing a ‘business savvy’ nurse; someone who is not only an expert clinician with transferable skills but who knows the private health market and is able to work within a competitive business environment. Analysis reveals the contradictions and tensions that exist for nurses between the clinical and economic foci, and the economics and business of health as the nursing role is played out within the organisational imperatives of their work. This study illustrates the shifting boundaries of nurses’ work in relation to the ascendancy of business concerns in healthcare delivery. While methods of workload measurement may well represent what counts as the nursing hours in healthcare organisations, the nurses in this study spoke at length of the strategies they used to make the nursing hours ‘work’. Findings indicate that nurses employ specific discursive strategies when talking about ‘nursing hours’. When addressing their workloads, their discourses centred on the business of care delivery, of nurse-to-patient ‘allocations’ and ‘handover’, or the many instances of ‘handing over’ their work. The study challenges nurses’ professional discourses about what nursing is, what nurses actually do and the sophistication with which this is accomplished at work. Conceiving of nurses’ work in terms of ‘nursing’ hours rather than patients in the business of health service delivery provides a different way of thinking about nursing workforce issues at a time when healthcare organisations and systems worldwide grapple with the question of how many nurses and what kind of nurses they need.
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Henry, Deborah. "Rediscovering the Art of Nursing for Nursing Practice." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3470.
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The art of nursing is discussed throughout nursing literature but research on the topic is lacking. The purpose of this research was to reveal experiences of the art of nursing. Nurses were asked to describe experiences about the art of nursing from their own nursing practice. This study was qualitative in nature and used a phenomenological approach to answer the research question, “What is the experience of the art of nursing in nursing practice?” The study was guided by the philosophical stance of Merleau-Ponty and the research strategies of Thomas and Pollio. Participants included nurses who had experience using the art of nursing to provide patient care and a willingness to articulate these experiences. With IRB approval, eleven nurses participated in the interview process. Participants had between twenty-one and over thirty years of nursing experience and a range of clinical experiences that included hospice, acute care, nurse management, pediatrics, labor and delivery, medical/surgical, mother/baby, intensive care, progressive care, outpatient day surgery, free standing clinic, cardiac surgical step down, outpatient hemodialysis, nursing instructor, neonatal intensive care, prison nurse, telemetry, school nursing, emergency room, hospital nursing education, orthopedics, post-op, chemotherapy, behavioral health, long term care, code team, and one had been a family nurse practitioner in a rural setting. Results demonstrate the art of nursing in nursing practice includes showing up, staying, and helping patients, connecting to patients, intuitive caring, and making a difference in the lives of both patients and nurses. Findings from this study confirm the art of nursing as an essence of nursing with implications for nursing practice, nursing education, and future research.
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Paone, Patricia M. "Nursing documentation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22056.pdf.
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Haddad, Lisa, Pavan Annamaraju, and Tammy J. Toney-Butler. "Nursing Shortage." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8521.
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Allocca, Hernandez Giacomo Antonio. "Nursing Home." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/73662.
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Getting old involves a lot of changes in life. Family and social relations change and mobility can decrease. These variations require new settings, and of course special care. A nursing home is a place dedicated to help with this situation.
Sometimes nursing homes can be perceived as mere institutions by society, and even by future residents. Inside, senior citizens are suppose to spend the rest of their lives doing the same activities day after day. How can we improve these days? Architecture can help.
This project deals with architectural design of a nursing home located in an open green area in Blacksburg, Virginia. The project's focus is in creating a home that is related to its surroundings and the proximity to nature.
Also deals with all the complexity of this kind of program, but tries to create a homely feeling, and an architectural environment that can adapt to the resident's physical and mental condition over time.<br>Master of Architecture
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khunkaew, Saneh. "A stairway to Confidence in Nursing: Thai Male Nursing Students’ Caring Experience of First Nursing Practice." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12891.
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Learning to care and first encounter to care patients for male nursing students introduce a unique set of dilemmas to the predominantly female nursing educational process. The purpose of this study was to describe the experience male nursing students learning to care and first encounter care patients in their first nursing practice. A purposive sampling of seven male nursing students were interviewed by internet interview and analyzed by Qualitative content analysis. The results show that the Thai male nursing student stairway to confidence in nursing they start with feelings of stressfulness, developing sensitiveness, developing co—operation and developing strategies to care and encounter with patient. The results also seem to include gender specific questions on how to handle dilemmas in the predominantly female nursing education. These may reflect facilitators and barriers of developing a caring mind among male nursing students. Implication for nursing education and practice are presented and discussed. In the clinical practice, the method of teaching was important to encourage, but also to gain additional knowledge and support peer groups as a suitable learning environment.
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Dyck, Jeffery Mark. "Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education : an interpretive ethnographic study." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31564.
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In Canadian schools of nursing, men constitute around 9% of the student cohort. Among the men who attend schools of nursing, rates of attrition are far higher than those of female students.
There is little research that addresses the character and quality of male nursing students' educational experiences, nursing instructors' understandings of gender in the context of nursing education and the relationship between gender and the culture of the nursing classroom.
This multi-site qualitative study utilized an interpretive ethnographic methodology and was conducted at two large, undergraduate schools of nursing in Western Canada. Data collection consisted of participant observation of 15 classroom teaching sessions (24 hours) followed by semi-structured interviews of between 60 and 90 minutes duration with 6 male, upper level nursing students who were participants in the classes and 6 female nursing instructors who taught the classes.
Major themes that resulted from data analysis addressed the role of men in the nursing classroom and the culture of nursing education. The role of men in the nursing classroom was characterized by the theme of playing a different role: relying on traditional masculinities. Men's behaviours aligned closely with traditional masculinities and involved components of leadership, assertiveness, comic relief and risk-taking. The theme of masculinities in a feminine place addressed the sexualized and sometimes stereotyped identity of male nursing students, as well as the fact that they see themselves as being accommodated rather than integrated in the classroom setting. The theme of incongruence between masculinities and femininities involved the disconnect that men perceived between male and female priorities and learning styles, as well as the risks that men face in the maternity clinical rotation and around the use of touch in the clinical setting.
These findings suggest that nursing instructors need to consider gender when planning and carrying out their teaching, avoid parody or stereotypes of masculinities, and avoid assumptions that male students are homogeneous. These actions could help lower the attrition rate of male nursing students and offset the nursing shortage. Further research that is longitudinal and which includes data from female students would help enrich these findings.<br>Applied Science, Faculty of<br>Nursing, School of<br>Graduate
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Webster, Mary T. Crumpler Thomas P. "Perceptions of nursing students and nursing faculty members regarding the clinical preparation of baccalaureate nursing students." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273104941&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181316797&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Al-Bataineh Adel Tawfiq, Patricial Stockert. Includes bibliographical references (leaves 200-203) and abstract. Also available in print.
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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.
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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals.
Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type.
Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.<br>Ed. D.
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Moon, Mikyung. "Relationship of nursing diagnoses, nursing outcomes, and nursing interventions for patient care in intensive care units." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3356.
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The purpose of the study was to identify NANDA - I diagnoses, NOC outcomes, and NIC interventions used in nursing care plans for ICU patient care and determine the factors which influenced the change of the NOC outcome scores. This study was a retrospective and descriptive study using clinical data extracted from the electronic patient records of a large acute care hospital in the Midwest. Frequency analysis, one-way ANOVA analysis, and multinomial logistic regression analysis were used to analyze the data. A total of 578 ICU patient records between March 25, 2010 and May 31, 2010 were used for the analysis. Eighty - one NANDA - I diagnoses, 79 NOC outcomes, and 90 NIC interventions were identified in the nursing care plans. Acute Pain - Pain Level - Pain Management was the most frequently used NNN linkage. The examined differences in each ICU provide knowledge about care plan sets that may be useful. When the NIC interventions and NOC outcomes used in the actual ICU nursing care plans were compared with core interventions and outcomes for critical care nursing suggested by experts, the core lists could be expanded. Several factors contributing to the change in the five common NOC outcome scores were identified: the number of NANDA - I diagnoses, ICU length of stay, gender, and ICU type.
The results of this study provided valuable information for the knowledge development in ICU patient care. This study also demonstrated the usefulness of NANDA - I, NOC, and NIC used in nursing care plans of the EHR. The study shows that the use of these three terminologies encourages interoperability, and reuse of the data for quality improvement or effectiveness studies.
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Clark, Margot Elizabeth. "Computer anxiety and nursing informatics needs of graduate nursing students." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/2374.
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The impact of technology in today's society affects every aspect of life. This study focused on exploring the extent of computer anxiety among graduate nursing students using the Oetting's computer anxiety scale. Computer and information seeking skills required for both education and advanced nursing practice were also assessed using a survey by Jacobs and dela Cruz. Special emphasis was placed on retrieval of information from large data-bases. The conceptual framework was based on Roy's Adaptation Model.
The sample consisted of 28 students enrolled in a nursing informatics class in a south Florida university. Frequency distribution, and t-tests were used to analyze the data. The results indicate that graduate nursing students have a mild computer anxiety. Perceived informatics needs included Internet use, electronic mail, compiling research, and thesis construction. Results of the study may be used to identify future curriculum content for nursing informatics classes.
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Kumlien, Suzanne. "Persons with stroke and their nursing care in nursing homes /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-406-6/.
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Tappeiner, Waltraud. "Disclosing nursing worlds within nursing homes : a later Heideggerian exploration." Thesis, Glasgow Caledonian University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518135.
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Amin, Muhammad Ismat. "CERTIFIED NURSING ASSISTANT RETENTION: A STAFFING CHALLENGE FOR NURSING HOMES." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1507435442201555.
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Vagliardo, James Joseph. "Mathematics and nursing students' conceptual understanding of mathematics for nursing /." Diss., Online access via UMI:, 2008.
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Bostick, Jane E. "The relationship of nursing personnel and nursing home care quality." MU has:, 2002. http://wwwlib.umi.com/cr/mo/fullcit?3052150.
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Pidgeon, M. A. "Nursing and leadership." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517504.
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De, Raeve A. L. "Nursing with integrity." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636429.
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This thesis uses a philosophical method of enquiry to engage in a conceptual exploration of some significant features of the nature of integrity within nursing. Since integrity is understood in its moral sense and nursing, it is argued, is an intrinsically moral activity, the thesis is also normative. Integrity is considered to be a higher or second order virtue which contributes to the realisation of other moral goals, rather than being an end in itself. For this reason much of the thesis concerns the nature of care in nursing and an exploration of what it is to be a good nurse. However, particular issues are examined which help to illuminate the concept of integrity in nursing because they seem to offer interesting challenges to it. The thesis focuses primarily on the world of general nursing and on situations where nurses can be said to have relationships with the patients they nurse. It is argued that there is a conceptually intimate connection between caring for and caring about and through an analysis of trust and trustworthiness in nurse-patient relationships, this argument is strengthened to suggest that there are conceptual as well as moral reasons why nurses engaged in relationships with patients that persist over time, need to care about as well as for their patients. It is argued that this is not just a requirement of good nursing but that it is necessary to help to ensure that acceptable rather than negligent nursing can be sustained. One section of the thesis considers how nurses could be helped to develop and maintain such an attitude to their patients.
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Teasdale, John Kevin. "Reassurance in nursing." Thesis, Sheffield Hallam University, 1992. http://shura.shu.ac.uk/3162/.
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The aim of this study is to identify the ways in which nurses can be effective in helping anxious patients to feel calmer or more secure. This subject is important to all nurses who work in close day-to-day contact with people under stress. The study uses the Inferential Model of Communication as its main theoretical foundation, emphasising the value of identifying the intentions of the communicator and the inferences made by the respondent. It establishes a Nursing definition of the verb "to reassure" as "an attempt by nurses to communicate with patients who are anxious, worried or distressed with the intention of inducing them to predict that they are safe or safer than they presently believe or fear". The literature review reveals few research-based studies which explicitly refer to "reassurance", but many experimental studies of interventions designed to calm anxious patients. The inferential model helps to highlight the theoretical inadequacies of interventions based on "information-giving", and demonstrates the importance of the distinction between prediction and control in aversive situations. Grounded Theory methods were used to collect and analyse a total of 351 Critical Incidents reported in writing by 202 nurses, and in tape-recorded interviews by a further fifty-one nurses and fifty-one patients. The incidents were drawn from the experience of nurses and patients in a wide variety of clinical settings, including general hospital, community, psychiatric and mental handicap settings. A set of descriptive categories was developed from this database to code all the incidents collected. The classification scheme was tested for inter-rater coding reliability, yielding agreement levels of ninety per cent or higher in most categories. The results show that the nurses used five helping strategies - prediction, support, patient control, distraction and direct action. Of these, only the first two are always forms of "reassurance" as defined above. It appears that rational choice of a helping strategy requires nurses to compare their views of the aversiveness of patients' situations with the views of the patients themselves. Out of this comparative assessment, the study suggests that it is possible to predict which helping strategies are most likely to be effective in inducing patients to feel calmer, and which ones may have undesirable side-effects. The study concludes by offering some suggestions for further research, arguing that the inferential model of communication has demonstrated its potential as a powerful tool for the analysis of nurse-patient communication.
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Cheung, Philip L. "Phenomenology of nursing." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316012.
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Kulland, Emily Pohribnak. "Nursing Student Stress." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27601.
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Nursing students experience multiple stressors as they are expected to apply theoretical learning and develop critical thinking skills while in the professional environment. Perceived overwhelming negative stressors can lead to absenteeism, job dissatisfaction, and a high employment turnover rate.
This research compared levels of stress between sophomore, junior and senior nursing students at a public university and a private college, utilizing the Student Nurse Stress Index (SNSI, Jones and Johnson, 1999) and the Nursing Student Demographic Survey. Summary scores from the SNSI suggest that private college students report higher levels of stress than public students in four main areas including: ?exams and/or grades?, ?amount of classwork to be learned?, ?difficulty of classwork to be learned?, and ?lack of free time?.
Key words: nursing student stress, college student stress, mature college student stress, student anxiety.
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Nehring, Wendy M. "College of Nursing." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6733.
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Duah, Maame Akyaa. "Baccalaureate Nursing Students’ Perceptions of Community Health Nursing as a Career." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33388.
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Background: There has been an increasing shift in patient care from the acute hospital setting to the community. Nurses play an essential role as part of the community health care workforce; however, only a limited number of baccalaureate nursing students tend to choose a career in community health nursing after graduation. There is currently a gap in knowledge surrounding nursing students’ perception of a career in Community Health Nursing and the issues influencing their career choice upon graduation.
Purpose: To explore issues that influence career choice in community health nursing from the perspective of baccalaureate nursing students.
Research Methodology: The study was guided by a descriptive qualitative research approach. Individual semi-guided interviews and focus groups were conducted with 11 nursing students and a group of key stakeholders to share their thoughts on pursuing a career in community health nursing and the factors that enabled or hindered their decision making. Thematic analysis of the interview and focus group data generated relevant themes.
Findings: Five major themes were revealed from study. These are 1) defining community health nursing, 2) the clinical practicum experience, 3) stereotypes of community health nursing, 4) societal trends and expectations, and 5) issues influencing career choice in community health nursing.
Discussion and Implications: The personal and contextual factors influencing the perceptions and attitudes of students towards pursuing community health nursing were discussed. Existing literature was integrated into the discussion of the many factors that both motivated and hindered baccalaureate nursing students from pursuing community health nursing. The underrepresentation of new graduates in community health nursing calls for directed efforts by community health nursing organizations and the university to improve the situation. Conscientious efforts need to be made to provide students with knowledge and information surrounding the roles of community health nurses and the opportunities for nursing students and nurses in community health nursing settings.
Conclusion: There is a need to increase awareness about community health nursing in order for nursing students to understand the importance and impact it has on the health status of communities and healthcare delivery infrastructure. Nursing education programs would be an ideal platform for this awareness-raising and facilitate student nurses decision to pursue community health nursing as a career.
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Hedberg, Berith. "Decision making and communication in nursing practice : aspects of nursing competence /." Göteborg : Acta Universitatis Gothoburgensis, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013341214&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Hallam, Julia. "Nursing the image : popular fictions, recruitment and nursing identity 1950-1975." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/34734/.
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This thesis examines popular images of nursing and nurses and their relation to issues of professional practice and personal identity in the changing health care climate of post-war Britain. The study explores issues of representation in British films, romantic novels and television programmes, as well as in the recruitment literature produced by the government and the profession. Case studies and autobiographical writings are used to situate these images in the context of personal nursing identities. An analysis of the literature on images of nursing in Britain reveals a dependency on North American empirical research in spite of the very different institutional frameworks of both the media and the health care system in Britain. This thesis contributes a substantive empirical investigation of popular representations of nurses, nursing and nursing life in Britain focusing on popular fictional forms. The thesis argues distinctively that there is a strong correlation between these forms, images used to attract young women to the profession, professional nursing ideologies and models of nursing practice. An analytical focus on representations of class, gender and race reveals a white middle-class feminine ethos underpinning claims to professional autonomy and practice. This image is located as a source of internecine debates and struggles in nursing throughout the post war period. Case studies and autobiographies personalise the political struggles outlined above, placing individual experiences of becoming a nurse in the context of training and working in a rapidly changing health care environment. A history of nursing focusing on the experience of skilled practitioners has yet to be written; this work is an initial contribution to that effort.
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Wildman, Stuart. "Local nursing associations in an age of nursing reform, 1860-1900." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3883/.
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This thesis examines the establishment and work of local nursing associations in provincial England between 1860 and 1900. It challenges the conventional idea that nursing reform was a hospital based phenomenon. Reform was supported by urban elites, people with strong religious convictions and medical practitioners. In addition, associations helped to facilitate the entry of women into management in both voluntary and paid positions. This research indicates that nursing reform took place alongside other initiatives that aimed to train working-class women to be useful and obedient servants in private homes. Associations aimed, in part, to reform the lives of the working classes through the training of district nurses who were expected to give instruction regarding health, as well as caring for the sick. The establishment and subsequent form of associations was dependent upon local conditions and circumstances. An analysis of the success and failure of local associations in reforming hospital nursing, caring for the sick poor and competing in the medical market for private patients is undertaken. The influence of class relations, religion, gender, place and individual agency in the formation of associations, the employment of nurses and the practice of nursing are discussed.
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MacÃdo, Katia Neyla de Freitas. "Nursing comunication among nurses and the visually impaired:aspects of nursing consultation." Universidade Federal do CearÃ, 2005. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=1845.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>A problemÃtica da comunicaÃÃo com o cego à observada durante a atuaÃÃo profissional do enfermeiro. Este, desde a graduaÃÃo, nÃo à preparado para as especificidades desta deficiÃncia. Apesar de existir estudos sobre a cegueira, a relaÃÃo dela com o processo comunicativo ainda tem lacunas, particularmente porque o cego possui uma barreira sensorial capaz de comprometer as informaÃÃes recebidas durante a assistÃncia de enfermagem ao paciente. Este estudo se justifica pela necessidade do enfermeiro utilizar constantemente a comunicaÃÃo verbal no procedimento de assistÃncia e, para tanto, precisar conhecer os princÃpios e conceitos referentes ao processo comunicativo. Quando essa comunicaÃÃo ocorre entre o enfermeiro e o cego, à importante ressaltar sua peculiaridade, no intuito de que o profissional desenvolva habilidades de comunicaÃÃo para efetivar uma assistÃncia de qualidade. Diante destas exigÃncias, teve-se como objetivo geral analisar a comunicaÃÃo verbal entre o enfermeiro e o cego diabÃtico à luz da teoria de Roman Jakobson e como objetivos especÃficos identificar o remetente da interaÃÃo na comunicaÃÃo entre o enfermeiro, o cego diabÃtico e o acompanhante, e traÃar o perfil do remetente segundo as funÃÃes conativa e emotiva, o referencial, o contato e o cÃdigo. à um estudo descritivo e exploratÃrio, com abordagem quantitativa, realizado em um centro especializado em diabetes e hipertensÃo da cidade de Fortaleza, CearÃ. Trata-se de instituiÃÃo de referÃncia estadual em atenÃÃo à saÃde, com atendimento especializado a diabÃticos e hipertensos. Os sujeitos do estudo foram cegos, de ambos os olhos, atendidos nesse centro especializado, alÃm dos seus acompanhantes e as enfermeiras da instituiÃÃo. A coleta de dados foi realizada durante a consulta de enfermagem a diabÃticos, presentes a pesquisadora, a enfermeira, o cego e um possÃvel acompanhante. Para registros dos dados usaram-se filmagens realizadas, nos meses de fevereiro e marÃo de 2005. Anteriormente as filmagens, a pesquisadora entrevistou o cego, e colheu dados de identificaÃÃo (nome, idade, sexo, naturalidade, tempo de tratamento para controle de diabetes, tempo de acompanhamento na instituiÃÃo) e o interrogou acerca de como e quando adquiriu a cegueira. Isso ocorreu na sala de espera, antes do paciente ser consultado. As filmagens foram feitas durante a consulta de enfermagem, cuja duraÃÃo, em mÃdia, foi de 19 minutos. Foram realizadas cinco filmagens, analisadas por trÃs juÃzes- enfermeiras. As cenas foram analisadas a cada 15 segundos, quando ocorria uma pausa no vÃdeo e registro no instrumento de anÃlise de dados. No total analisaram-se 1.131 interaÃÃes verbais entre o enfermeiro, o cego e o acompanhante. Como resultado dessas interaÃÃes, observou-se que o enfermeiro assumiu o papel de remetente da comunicaÃÃo em 57,8%, enquanto o cego em 20%. No relacionado à variÃvel vocativo, prevaleceu o indicador modo de aÃÃo em 66,2% da comunicaÃÃo. Em relaÃÃo ao conteÃdo das informaÃÃes, sobressaÃram as orientaÃÃes em 85,4%, onde o canal mais utilizado foi a audiÃÃo (53%), seguida da visÃo (40,6%). Durante as consultas, a linguagem mais utilizada foi a comum (96,1 %). Para o cego, prevaleceu a comunicaÃÃo de assuntos pessoais (42%), enquanto para a enfermeira (59,8%), prevaleceu o tratamento. As funÃÃes emotivas mais comuns nas interaÃÃes foram as de solidariedade, satisfaÃÃo, tranqÃilidade e empatia. Segundo se concluiu, o enfermeiro, nesse cenÃrio de atuaÃÃo, ainda precisa desenvolver habilidades de comunicaÃÃo. Mesmo encontrando aspectos positivos durante a comunicaÃÃo verbal, foi constatado que o cego tem necessidade de verbalizar aspectos desvalorizados pelo profissional e que a enfermeira deve conhecer e valorizar as especificidades relativas ao atendimento a essas pessoas. Sugeriu-se, ao final, a ampliaÃÃo de pesquisas voltadas para a comunicaÃÃo entre enfermeiros e pessoas cegas com o objetivo de otimizar a assistÃncia.<br>The issue of communicating with blind patients is observed during the professional performance of the nurses, who, since their undergraduate studies on blindness, is relationship with the communication process still presents some gaps. It is acknowledged that the blind patient presents a sensorial barrier that can compromise the information received during the nursing attendance to the patient. This study is justified by the nurseâs necessity of using verbal communication at all times during the attendance procedure and, for that matter, the necessity of knowing the principles and concepts which refer to the communication process. When this communication process takes place between the nurse and the blind patient, it is important to emphasize is specificity, making the professional develop communication skills to put into effect na assistance of quality. The general aim has been to analyze the verbal communication between the nurse and the diabetic blind patient in the light of Roman Jakobsonâs theory and, the specific aims, to identify the addresser of the interaction in the communication between the nurse, the diabetic blind patient and his/her companion, and to outline the addresserâs profile according to the conative function, to the emotive function, the referential, the contact and the code. This is a descriptive and exploratory study, which has utilized a quantitative approach, carried out in a specialized center in diabetes and hypertension in the city Fortaleza, CearÃ. This institution is a State reference in health care, provinding specialized attendance to diabetic and hypertensive patients. The subjects center blind peeple presenting blindness in both eyes, who are attended at this specialized center, their companions to diabetic patients, where the researcher, the nurse, the blind patient and a possible companion werw present. The data were recorded through video recording, in February anda March of 2005. Before the video recording, the researcher interviewed the blind patient, collecting data for identification (name, age, sex, city of birth, time of treatment for the control of diabetes, times of attendance in the institution), inquiring also about how and went blind. That took place in the waiting room, before the pacientâs examination. The video recordings were performed during the nursing attendance, lasting, on average, 19 minutes. Five video recordings were performamed, analyzed by three nurse-referees. The scenes were analyzed every 15 seconds, when there was a pause on the video and entry on the data analysis instrument. A total of 1131 verbal interactions between the nurse, the blind patient and the companion were analyzed. As a result of those interactions, it was observed that the nurse took upon himself the role of addresser of the communication in 57.8%, while the blind patient did it in 20%. In what reagards the vocative variable, the mode of action prevailed in 66.2% of the communication. In what concerns the cotent of the information, guidance stood out in 85.4%, were the most utilized channel was hearing ( 53%), followed by sight (40.6%). The most employed language during the attendance was the common type ((96.1%). To the blind patient, the communication of person matters prevailed (42%), while to the nurse it was the treatment (59.8%). The most common emotive fuctions in the interactions were those of sympathy, satisfaction, tranquility and empathy. It has been concluded that the nurse, in the performance setting, still needs to develop communication skills. Even as positive aspects have been found during verbal communication, it has been ascertained that the blind patient das the necessity of verbalizing, aspects that were undervalued by the health professional, and the nurse needs to know and appreciate the specificd related to the attendance to those people. It has been suggested in the end the expansion of studies on the communication bteween the nurses and the blind patients, having as na aim to optimize the attendance.
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Spicer, Judith Evangeline. "District nursing : its focus through a comparative analysis of nursing problems." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/844117/.
Texte intégralRésumé :
The thesis explores the focus of district nursing practice in order to identify areas of study for inclusion in the district nurse curriculum. The "focus" is defined as the point of greatest activity (Chambers, 1991) and so evolves from nursing actions. It is assumed that some nursing actions are dependent upon the patients'needs/problems identified in the assessment process. As all district nurse students are Registered General Nurses they are familiar with nursing needs in hospital and the knowledge that underpins them. The problems experienced frequently by patients at home were explored and compared with those that occur frequently in hospital. The differences in the problems between the two settings enabled knowledge specific to district nursing to be identified. Data was collected from hospitals and the community in one outer London Health Authority. The research was structured through Facet theory which allowed the focus and parameters of the study to be made explicit. The data was analysed using a multiple sorting task, multidimensional scaling procedures and statistical tests. The results demonstrated that a relationship exists between some problems and illustrated those that are likely to occur together. A difference was found between some common problems experienced by patients at home from those experienced in hospital. However, other problems occur with equal frequency and severity in both settings. This suggests that the focus of care is different at home from hospital but that a family resemblance exists. It was argued that the focus of district nursing is on health teaching, which is facilitated by the giving of physical care. Concepts fundamental to district nursing, which underpin the focus of care at home, were identified. Areas of study for inclusion in the district nurse curriculum were suggested and questions for further research raised.
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Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.
Texte intégralRésumé :
This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system.
Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were.
Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.
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Steenkamp, Ilze. "Perceived readiness of occupational health nursing students to practice occupational health nursing according to South African Nursing Council competencies." University of the Western Cape, 2016. http://hdl.handle.net/11394/5661.
Texte intégralRésumé :
Magister Curationis - MCur<br>Occupational health nursing (OHN) as a specialist area has become increasingly popular in South Africa for registered nurses. With developing legislation in South Africa regarding occupational health in the workplace, there is a growing need for occupational health nursing practitioners to be adequately prepared to practice according to the competencies set out by the South African Nursing Council on completion of their study programme. No significant research studies have been done on the perceived readiness of occupational health nursing practitioners to practice occupational health nursing in South Africa. The aim of the study was to explore the perceived readiness of the 2015 graduating OHN students to practice OHN. The study used a qualitative research approach, using an exploratory descriptive design. Purposive sampling was used to select participants who were enrolled in the occupational health nursing programme during their final year of study at a specific university in South Africa. Data were collected by means of in-depth interviews from participants and were analysed using thematic content analysis. Five major themes were identified: Perceived confidence to practice OHN; Readiness for the unique field of OHN; Readiness for professional and self development; Readiness for a leadership role in occupational health management; and Perceived readiness for a research role in OHN and future implications.The researcher concluded, on the basis of the findings, that occupational health nurse practitioners are generally ready to practice as competent and independent OHN professionals.
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Walter, Pamela Alison. "#Where is the heart of nursing?' : the discourse of validation in nursing." Thesis, London South Bank University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336377.
Texte intégralRésumé :
The impetus for this study derived from a policy document of the English National Board (ENB 1985a) which raised the notion of 'peer review of courses', and from personal experience of some of the first Project 2000 validation events. The development of a national peer review process would be a radical departure from the existing closed mechanism of course approval by the statutory body. At the validation events for Project 2000, nursing as a subject, seemed to be avoided. For me this raised questions as to what these validation events were achieving. The study begins by introducing the theoretical framework which was central to understanding how knowledge for nurses has been developed and approved. This incorporates notions of power (Lukes (1974), the sociology of knowledge, and communication (Habermas 1970). Strategic power has been exercised over nurses through patriarchal strategies to control nurses work and access to knowledge, and legitimately by nursing's statutory body to approve pre-registration courses. The advent of Project 2000 courses required conjoint validation with higher education. The change in the approval process has enabled shifts in power relations to occur. Since knowledge claims are part of what is validated through academic debate, the question raised was "how do nurses account for nursing know ledge and how is this recognised at validation events?" The nature of the data to be collected and analysed was informed by the theoretical framework and the research methodology, discourse analysis (Potter & Wetherell 1987). Data included; literature that provided historical and contemporary information about the development of 'knowledge for nurses', 'nursing knowledge' and validation; official circulars from the statutory body related to curriculum development for Project 2000; course documentation presented at four validation events; the official reports from those events; field notes of the validation events. Discourse analysis is concerned with language use and aims to explore the subtleties and complexities of technical explanations in natural contexts. It focuses both on the variation and construction of accounts and involves developing hypotheses about the purposes and consequences of language. The first stage of the analysis revealed that validation discourse was constructed through the use of four interpretive repertoires. The' assimilatory' and' accommodatory' repertoires were used to demonstrate how ways of working either did or did not follow agreed procedures/rules. The 'accounting through theories' and 'accounting for (nursing) educational processes' repertoires were used to account and not account for nursing. The second stage explored the function of the repertoires. One pair of competing repertoires were used to either exercise power or create conflict. Conflict was also created when the repertoires came together. A voiding this was worked hard at by validators and validatees and was achieved through an 'appeal to a higher authority' device. The second pair of repertoires ensured that whilst certain aspects of nursing were discussed, practice knowledge was avoided. The repertoires were also used to prevent certain issues getting on the validation agenda, significantly practice knowledge. The validation events were arenas in which the use of strategic power and communication dominated. Their use illuminated issues which constrained validators and validatees, and which militated against the notion that validation was conducted by peers in an 'ideal speech situation'. There is discussion of ways in which discourse analysis and critical theory can be brought together to capture practice knowledge and emancipate the discipline of nursing
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Al-Mahmoud, S. A. "Saudisation of the nursing profession : the contribution of nursing education and training." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679219.
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Watts, Tessa Elisabeth. "Educating undergraduate pre-registration nursing students for complexity in contemporary palliative nursing." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678375.
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Hughes, Susan D. "Participatory Management and Absenteeism and Turnover of Nursing Assistants in Nursing Homes." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609104/.
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Nursing assistants (NAs) provide the majority of daily care to older adults in nursing homes (NHs); NAs working in NHs are the focus of this study. This study examined the influence of participatory management (the independent variable), and mediating variables, burnout – measured as emotional exhaustion, task performance, and affective organizational commitment, on NA withdrawal behaviors (the dependent variables absenteeism and turnover). Most of the data come from a 113-item self-administered questionnaire designed to measure NAs' perceptions of their job and work environment. Turnover data were collected from the NA's NH, on average about 16 months later. The two dependent variables were examined in separate analyses with the samples consisting of 246 participants for the absenteeism analysis and 244 for the turnover analysis. Data were analyzed using SPSS 25 and PROCESS 3.3, an SPSS macro add-in. Both ordinary least squares and logistic binary regression were used to examine the associations between variables. The results indicated that participatory management had statistically significant indirect effects on both outcomes. There were two significant mediation results for absenteeism: 1) participatory management increased NA task performance, which, in turn, decreased absenteeism and, 2) participatory management also decreased NA burnout, which, in turn, increased their performance and decreased absenteeism. There were four significant mediation results for turnover: 1) participatory management increased NA attachment to the NH, which, in turn, decreased turnover, 2) participatory management improved NAs' perceptions of their job performance, which, in turn, increased their turnover, 3) participatory management tended to decrease NA burnout, which, in turn, tended to increase attachment to the NH, and, then, tended to decrease turnover, and 4) participatory management tended to decrease NA burnout, which, in turn, tended to increase task performance, and, then, tended to increase turnover. These findings broaden the research on NAs' withdrawal behaviors and demonstrate the need to further explore this hypothesized model.
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Thompson, Zenora. "Nursing Faculty Perspectives: Enrollment and Accommodation for the Undergraduate Disabled Nursing Student." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1576620891679646.
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Smolen-Hetzel, Ann Caldwell. "Emotional Labor and Nursing Students: An Investigation of Nursing Students' Emotion Work." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1179.
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This study examined emotional labor as a potential source of stress for nursing students, as nursing students' performance of emotional labor may impact their working lives in important ways. Participants were 107 undergraduate and graduate nursing students enrolled in a large southeastern university who completed the Discrete EmotionsEmotional Labor Scale (DEELS; Glomb & Tews, 20041, the Student Nurse Stress Index (SNSI; Jones & Johnston, 1999), the Job Descriptive Index (JDI; Balzer et al., 20001, and the Job in General (JIG; Balzer et al., 2000) scales. Two sub-samples of nursing students were identified, one of which held a registered nurse license (seasoned group; N = 54), and the other which had no previous clinical training in nursing (unseasoned group; N = 53). First, it was hypothesized that frequency of faking emotions and suppressingemotions would predict stress and satisfaction levels for the overall sample. A second hypothesis explored if seasoned nursing students engaged in higher frequencies of faking and suppression of emotion when performing clinical nursing work. Results indicated that frequency of faking emotion was negatively correlated with student nursing stress overall, and also nursing stress about interface worries. Hierarchical regression analyses revealed that faking emotion and suppression emotion while engaged in clinical nursing work were significant predictors of overall nursing student stress. In addition, faking and suppressing emotion were significant predictors of stress related to the balance of personal and professional life. However, use of emotional labor strategies did not predictstress related to personal problems, or satisfaction with either work or the job in general. Furthermore, no differences were found with regard to frequencies of faking and suppressing emotion when seasoned and unseasoned students were compared. Other findings included that clinical nursing experience was positively related to genuine expression of emotion. In addition, students reported both high levels of stress with school and high levels of satisfaction. Students suppressed emotion while engaged in clinical work more frequently than they faked emotion. Overall, results of the present study suggested a link between nursing student performance of emotional labor strategies and their stress levels.
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Fisher, Lucille T. "The body/work nexus: The work of nursing assistants in nursing homes." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2007. 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:3261253.
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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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McCall, Cheryl L. "Associate Degree Nursing Faculty Perspectives about Human Patient Simulation in Nursing Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2285.
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This study addressed the use of simulation as an adjunct to experiential learning in nursing education. The purpose of this study was to determine the perceived needs of faculty required for successful incorporation of simulation in nursing curricula in associate degree nursing programs in the southern region of the United States. This study further explored experienced nursing faculty perceptions regarding how simulation can enhance or supplement specific components required in nursing curricula.
The population was a convenience sample of faculty members teaching in public funded NLNAC accredited associate degree nursing programs in the southern region of the United States. Data were collected using the Barriers to Simulation Utilization scale, a demographic questionnaire, and a researcher developed question exploring the current use and perceived acceptable use of simulation in associate degree education.
This study found that associate degree nursing faculty in the southern region of the United States perceive that adopter/innovation and organization/communication factors are facilitators of simulation. Organizational support, adequate training, faculty workload consideration, and the use of a technology or simulation coordinator were identified as factors that may facilitate the use of simulation in associate degree programs. Components of nursing curriculum were identified that could be taught using simulation.
The results of this study are consistent with others and add to the body of knowledge related to faculty needs for successful incorporation of simulation in nursing curricula.
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Hershey, Kristen. "Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3317.
Texte intégralRésumé :
Safety culture has been demonstrated to be a key factor in high-reliability organizations (HROs), yet healthcare has not achieved a safety culture as seen in HROs despite decades of effort. Student nurses are enculturated into their profession during their pre-licensure education. This period offers an excellent opportunity to teach students the values, norms, and practices of safety culture. However, little is known about the state of safety culture in schools of nursing.
The purpose of this study was to examine the state of patient safety culture as perceived by students in pre-licensure nursing programs in the US using a modified version of the Hospital Survey on Patient Safety Culture (HSOPSC). The School of Nursing Culture of Safety Survey (SON-COSS), the modified instrument created for this study, was administered electronically to a sample of pre-licensure nursing students (N=539) drawn from membership in the National Student Nurses Association (NSNA).
The SON-COSS was found to maintain its reliability and validity for use in pre-licensure nursing students. Perceptions of patient safety culture ranged from 81.6% to 23% positive for the 10 dimensions of patient safety culture measured by the SON-COSS. The highest percent positive dimensions for this study were Faculty Support for Patient Safety (81.6%), Teamwork Within Groups (78.3%), and Faculty Expectations and Actions Promoting Patient Safety (68.6%). The lowest percent positive dimensions for this study were Frequency of Events Reported (47.3%), Communication Openness (34%), and Nonpunitive Response to Error (23%). Participants in this study perceived patient safety culture significantly lower for eight of the 10 dimensions measured by the SON-COSS compared to aggregate national data from the HSOPSC (AHRQ, 2016). Only Faculty Support for Patient Safety (81.6%) was significantly higher than the corresponding dimension in the HSOPSC.
The results of this survey indicate that students recognize the importance of safety to their faculty, but they do not perceive the presence of a just culture, an essential prerequisite for a culture of safety. This study provides a reliable and valid instrument to measure safety culture in schools of nursing and baseline data to understand the state of safety culture in this population.
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Jones, Cheryl. "Certified Nursing Assistants' Experiences Regarding Resident-to-Resident Bullying in Nursing Homes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1541.
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Elder bullying is on the rise and occurs in many contexts such as senior living communities and nursing homes, causing concern for the well-being of the residents by families, staff, themselves, and society in general. Although research has been limited, it does reveal that resident-to-resident bullying in nursing homes is a problem warranting further scholarly attention. The purpose of this study was to investigate the experiences of certified nursing assistants (CNAs) regarding resident-to-resident bullying in nursing homes. The theory of reasoned action and the theory of reflective equilibrium provided a conceptual lens from which to explore and describe the importance of the CNAs' attitudes and behavior when recognizing, observing, and addressing bullying incidences. A phenomenological research design was employed. Using open-ended questions, 10 CNAs were individually interviewed. One major discovery of the study was that 100% of the CNAs interviewed indicated that they experienced resident-to-resident bullying and that it was a major problem in the nursing home. The findings of this study presented many possibilities for positive social change across all levels, from individuals and families to nursing home organizations and society as a whole, but most importantly, it increased awareness about bullying across nursing homes as the ultimate goal was for the improvement on the quality of life experienced by residents in nursing homes.
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Williams, Tamara Lynette. "Student Incivility and Its Impact on Nursing Faculty and the Nursing Profession." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3550.
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Incivility disrupts the learning environment for nursing students and faculty, and contributes to the national nursing shortage since many nursing faculty reportedly leave academia because of disruptive student behaviors. Academic leaders at a midwestern college of nursing are concerned by the increasing number of students engaging in uncivil behaviors and are seeking solutions. Using Clark's conceptual model, which holds that incivility can be mitigated with effective communication and engagement, this qualitative case study was designed to understand what faculty perceive as the cause of student incivility, and what actions they believe would decrease these uncivil behaviors. Data were collected from semi-structured interviews with 10 purposefully selected faculty members who met the established criteria for participation. The data were transcribed, member checked, and coded for emerging themes. Coding was completed using an open and axial coding process. Nursing faculty communicated a lack of knowledge regarding how to address student incivility, and expressed not feeling properly skilled to defuse uncivil encounters. Five major themes emerged, as follows: classroom expectations, caring culture, organizational support, orientation, and student entitlement. A 3-day professional development workshop on managing student disruptive behaviors and promoting civility within the learning environment was developed as the project outcome. Addressing incivility by learning effective ways to respond, manage, and diminish disruptive behaviors has the potential to positively impact the nursing profession, the patients in nurses' care, and the healthcare system.
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Robinson, Diane. "Nursing Educators' and Nursing Leaders' Views on Practice Readiness in Novice Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7332.
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A perceived discrepancy exists in understanding between nursing educators' and hospital nurse leaders' views on job performance expectations and the reality of current job performance that may contribute to the difficulty experienced by novice nurses during their transition period. Lack of clarity in expectations may lead novice nurses to change jobs or leave the nursing profession within the first year of practice. The purpose of this descriptive study, guided by Benner's novice to expert theory, was to determine whether a difference exists between hospital nurse leaders' beliefs and nursing educators' beliefs about the frequency and competency levels, including leadership for novice nurses transitioning into practice, critical care nursing performance, teaching and collaboration, ability to plan and evaluate, interpersonal relations and communications, and professional development. Survey data were collected from 52 nursing educators and 52 hospital nurse leaders using the Schwirian's 6-dimension scale of nursing performance and analyzed using MANOVA and independent t tests. No differences were identified between hospital nurse leaders' and nurse educators' beliefs on the frequency and competency level in all areas examined for novice nurses transitioning into practice. Hospital nurse leaders' and nurse educators' expectations for novice nurses aligned. Further research should focus on ways to strengthen novice nurses' knowledge, critical thinking, and skills so they are better prepared to enter the transition period. Outcomes from this study may be used to improve education and transition to practice for novice nurses, which can result in positive social change.
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Neehoff, Shona Maree, and n/a. "Pedagogical possibilities for nursing." University of Otago. School of Social Science, 1999. http://adt.otago.ac.nz/public/adt-NZDU20051020.183802.
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Nursing practice is a very physical business. The work that most nurses do involves the use of their bodies as the primary tool of their work. Nurses take their physical selves to patients in order to carry out that work, the body of the nurse is often in direct contact with the bodies of patients that they care for. This thesis is about what I have called the �invisible bodies of nursing�, and I describe these throughout the body of the thesis. The physical body of the nurse, the body of practice, and the body of knowledge.
The physical body of the nurse is absent in most nursing literature, it is sometimes inferred but seldom discussed. My contention is that the physical body of the nurse is invisible because it is tacit. Much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse.
I approach these issues through an evolving �specular� lens. Luce Irigaray�s philosophy of the feminine and her deconstructing and reconstructing of psychoanalytic structures for women inform my work. Michel Foucault�s genealogical approach to analysing discourses is a powerful tool for exploring the history of the creation of the nurse and offers critical insights in to how nursing is perceived today. Maurice Merleau-Ponty�s phenomenology provides the flesh for my discussions about the embodied practice of nurses as beings in the world.
Nursing�s struggle for recognition is ongoing. I discuss strategies that nurses could use to make themselves more �visible� in healthcare structures. The exploration of the embodied self of the nurse and through this the embodied knowledge of nursing is nascent. I hope to provide for nurses some food for both thought and discussion.
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Hutson, Serah. "Mental health nursing competency." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62020.pdf.
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Burd, David. "A nursing home community." PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
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