The effect of prompted self-regulated learning strategies in a clinical nursing preceptorship
View File(s)
Visitor Statistics
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Country | Visits |
---|
Top Visiting Cities
City | Visits |
---|
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Kuiper, RuthAnne by View
Title | Page Views |
---|
Popular Works for Kuiper, RuthAnne by Download
Title | Downloads |
---|
View Citations
Citations
The transition of new graduates into the workplace is a concern of nursing practice and education and the development of metacognitive critical thinking skills would facilitate this transition. Aims of this study were to: (a) describe the extent that self-regulated learning strategies could be prompted during precepted clinical experiences of associate and baccalaureate degree new graduate nurses, (b) determine if self-regulated learning strategies could be increased over time, and (c) evaluate differences in self-regulated strategy use among subsets of nurses. A comparative descriptive design was used to examine data written in journals during a 110-midweek preceptorship program. The sample consisted of 15 new graduate nurses employed on hospital based units in the southeastern United States. Metacognitive, behavioral and environmental strategies adapted from the Self-regulation Learning Model (Schunk & Zimmerman, 1994) were used as a stimulus for reflective journaling. The new graduate nurses responded to self-regulated learning prompts for 8 weeks and generated 99 separate journals, Verbal protocol analysis revealed the top 5 concerns for the participants to be a (a) focus on the self, (b) knowledge issues, (c) other persons, (d) clinical circumstances, and (e) activities. Both the BSN and ADN graduate had an increased use of thinking strategies and a decrease use of time referents. The ADN graduate showed a greater change for both referents. Most participants verbalized in the present tense and made lower-level cognitive statements. Self-observation was the most common strategy used for both groups. The BSN graduate used less behavioral strategies but more metacognitive strategies than the ADN graduate. The data suggests the ADN graduates had greater cognitive gains to make to achieve some level of proficiency in clinical reasoning. The data also suggests that the BSN graduate had more experience with metacognitive thinking strategies. New graduate nurses have unique circumstances to overcome and achieving self-regulatory competence would enable them to make a smoother transition into the workplace. Self-regulated learning strategies could become an internal support or scaffold for thinking until expertise is gained.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 9928324; ProQuest document ID: 304535496. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Quasi-Experimental Study, Other |
Research Approach | Qualitative Research |
Keywords | Transition to Practice; Nursing Student Skills; Beginning Clinical Nursing Experience |
CINAHL Subject(s) | Education, Nursing; Learning Environment, Clinical; Preceptorship; Self Directed Learning |
Grantor | University of South Carolina |
Advisor | Herman, JoAnne |
Level | PhD |
Year | 1999 |
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Related items
Showing items related by title, author, creator and subjects.
-
Care coordination clinical reasoning model for advanced practice nurses
Kuiper, RuthAnne (2016-03-21)Session presented on Sunday, November 8, 2015: In the current health care arena, practice has shifted to include systems thinking and value network analysis to determine priority patient health care issues that interface ... -
Clinical reasoning: Optimizing teaching and learning in nursing education
Turrise, Stephanie L.; O'Donnell, Sandra M.; Arms, Tamatha; Kuiper, RuthAnne; Pesut, Daniel J. (2017-10-13)This presentation describes strategies nursing educators can use to teach clinical reasoning using the Outcome-Present State-Test (OPT) Model of Clinical Reasoning. The model provides structure, strategies and tactics when ... -
Leadership development through the Nurse Faculty Leadership Academy (NFLA) and a nurse practitioner (NP) education project
Avadhani, Amita; Kuiper, RuthAnne; Patterson, Barbara J. (2016-03-21)Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Background: Advancement of nursing education as well as its sustainability rests on the leadership skills of the nursing faculty. Therefore ... -
Development and evaluation of reflective program using concept mapping for clinical nurses
Kim, Hyojin; Shin, Hyunsook; Lee, Yuna; Kim, Hyejin (2016-03-21)Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Aims: To evaluate the effect of a reflective program based on self-regulated learning theory on competency of clinical nurses. Background: ... -
Resilience among nursing students in clinical placement
Ching, Shirley Siu Yin; Cheung, Kin; Hegney, Desley G.; Rees, Clare S. (2020-01)Purpose: To understand the mechanism of coping with resilience and its implications for the well-being of nursing students in the context of clinical placement. Design and Methods: Twenty-nine final year baccalaureate ...