The lived experience of associate degree nursing education: Conditions and barriers in the learning environment that shaped students' learning, identity development, and success
Darlene M. Del Plato, PhD, RN
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This qualitative study examined how 13 students, from 3 ADN programs, experienced nursing education. Students' constructed the formal curriculum in three central ways: knowledge acquisition as privileged, disconnect between teaching, learning, and assessment, and clinical learning as evaluation. Participants' perspectives about the informal curriculum revealed two themes: supportive relationships with faculty as a critical condition of learning and development, and faculty incivility as a barrier to learning, development, and professional identity. In addition, students' felt a need to identify and enact unspoken norms of an ideal nurse. Faculty were key in promoting or hindering students' learning, development, and successful navigation of the nursing curriculum.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3429053; ProQuest document ID: 762511899. 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.
|Review Type||None: Degree-based Submission|
|Research Approach||Qualitative Research|
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