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Nursing program leaders' perceptions of interprofessional education and curriculum practices within pre-licensure baccalaureate nursing education
The national emphasis on interprofessional education (IPE) within health professions education is causing widespread curriculum reform across the nation. As individual schools are reforming their curricula, it is important ...
Effectiveness of a simulated hospital day with undergraduate student nurses: A comparative descriptive design
Currently, outside forces create blocks that affect the quality and quantity of clinical experiences for pre-licensure nursing students. These limitations create an environment in which entry-level nursing students enter ...
Nurse educators' perceptions about the culture of nursing and how they bring students into that culture: A focused ethnography
Purpose: The purpose of this study was to discover nurse educators’ perceptions about the culture of nursing and how they bring students into that culture.
Background: Although the extant literature addresses the ...
The relationship between selected variables and the National Council Licensure Examination for Registered Nurses: A comparative analysis of pass/fail performance for traditional and second-degree baccalaureate students
This retrospective study was conducted to examine the relationship between selected variables and performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Data were collected from one ...
Perceptions of community of associate degree nurse learners in an RN-to-BSN online program
Registered Nurses (RNs), when educated in an Associate Degree (AD) program, learn in a face-to-face environment. Today's preferred standard of education for RNs is to achieve a minimum of a Bachelor's degree. For convenience ...
A basic qualitative exploration into the academic persistence of minority nursing students in minority nursing programs
The academic persistence of minority nursing students has become a healthcare concern due to health disparities in minority groups. Evidence suggests that receiving healthcare from healthcare providers of the same ethnic ...
A structured orientation development system for nursing faculty
A national nursing shortage is nearing its crest. The Baby Boomer generation is begining to retire in record numbers. Healthcare technology is continually evolving and the topography of nursing education is changing. In ...
Use of early specialty HESI exams as predictors of HESI exit examination performance in baccalaureate degree nursing program
This study explored standardized testing outcomes used early in a baccalaureate nursing (BSN) education program in traditional and second-degree students in order to identify predictors of outcome on the program exit ...
Nursing faculty care expressions, patterns, and practices related to teaching culture care
The purpose of this ethnonursing research study was to discover the care expressions, patterns, and practices of nursing faculty related to teaching culture care within the environmental context of urban and rural baccalaureate nursing programs in the Southeastern United States. The goal of the study was to discover faculty caring that facilitated teaching nursing students to provide culturally congruent and competent care. Four major themes with universal and diverse patterns which supported the themes were discovered. The themes were faculty care as embedded in Christian religious values, beliefs, and practices; faculty teaching culture care without an organizing conceptual framework; faculty providing generic and professional care to nursing students; and care as essential for faculty health and well being to teach culture care. Discoveries regarding nursing actions and decisions for teaching culture care conceptualized with Leininger's three modes and two newly discovered care constructs, care as mentoring and Christian care are presented. This study was a unique application of the culture care theory which further supported and substantiated Leininger's work. Qualitative research findings contributed to the practice of nursing through understanding the complex nature of teaching culture care and to the discipline of nursing through building the body of transcultural nursing education knowledge....
When nurse-teachers become ill: A narrative inquiry into the personal illness experiences of three nurse-teachers
In this inquiry I explore how a personal serious illness of three nurseteachers impacts their teaching and nursing practice. My interest in illness stories emerges in response to my own experience of becoming a patient thirteen years ago. As a result of this circumstance I became curious to leam how other nurse-teachers may experience personal illness events. To help me think about my puzzle I chose Connelly and Clandinin’s narrative inquiry, where narrative is both the method and the phenomenon of study. In this research my two co-participants and I talk about what it is like for a person, who is also a nurse-teacher, to walk on the other side of being. Throughout the five meetings, which took place over the course of eight months, we shared conversations, drawings and creative writing with the intent to gain a deeper insight into the significance of our own illness encounters. Based on the told stories I crafted two main storylines and juxtaposed my own, in the shape of three joumal entries, along with those of my co-participants. I wrote a response letter to each illness narrative followed by my own reflection on these. Two important notions come to light as a result of my exploration. I find that the personal and the professional not only intersect within sick nurse-teachers, patientnurses, but continue to co-exist within them for the duration of the illness. Even though these nurse-teachers become ill they seem to never fully leave their caregiver role behind. They watch and monitor their care providers and thus become simultaneously both, the caregivers and the carereceivers. Another significant narrative thread that emerges speaks to the quality of nurse-patient relationships. It appears that some caregivers connect with their patients only at the logical level of the mind and the physical treatment of the disease with little attention given to the human response to the illness event. Hence, what I find lacking in the caregiver-carereceiver relationships is the human connectedness, the spiritual component of ourselves. In this fashion, my thesis serves to illuminate this insufficiently developed aspect of patient care....