Faculty descriptions of teaching strategies for professionalism in nursing students
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Diane L. Smith Levine, EdD, MHA, MSN, BSN, RN, CNE
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The purpose of this qualitative single case study was to explore how nursing faculty described strategies for teaching professionalism, across the curriculum, to pre-licensure Bachelor of Science in Nursing (BSN) students at one college in the Midwest. It was not known how nursing faculty described developed strategies. This study was supported by two core theoretical foundations: Miller’s Wheel of Professionalism in Nursing model (Miller, 1988) and Benner’s Novice to Expert Nurse concept (Benner, 2001). Research study questions included: RQ1: How do pre-licensure nursing faculty, in one program in the Midwestern United States describe teaching professionalism to BSN students across the curriculum? and RQ2: How do pre-licensure BSN nursing faculty, in one program in the Midwestern United States, describe integration of specific teaching strategies for professionalism into nursing courses across the curriculum in the university? Through a case study involving interviews (n=11) and one focus group (n=3), with nursing faculty and a document review of 20 nursing course syllabi, the qualitative study was implemented. Thematic analysis utilizing NVivo12 software provided five primary nodes with corresponding themes addressing the research questions. It was found that faculty developed 12 specific curricular teaching strategies in the syllabi for classroom and clinical that may enhance instillation of concepts. Role modeling and simulation exercises were the most common themes identified. Implications include curricular revisions with described strategies woven into existing curriculum and commitment to development activities for nursing faculty, to ensure applicable role modeling.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27831933; ProQuest document ID: 2393710634. 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 | Case Study/Series |
Research Approach | Qualitative Research |
Keywords | Professionalism; Professional Identity; Teaching Strategies |
Grantor | Grand Canyon University |
Advisor | Manjounes, Cindy; Johnson, Shelley; Shuttlesworth, Mary |
Level | Doctoral-Other |
Year | 2020 |
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