IU Indianapolis ScholarWorks :: Browsing by Author "Ironside, Pamela M."

Browsing by Author "Ironside, Pamela M."

Now showing 1 - 10 of 14

Clinical Educators' Adoption of Socioculturally-Based Teaching Strategies
(2009-06-24T12:47:13Z) Phillips, Janet Martha; Ironside, Pamela M.; McDaniel, Anna M.; Halstead, Judith A.; Merrill, Henry S.
Nursing education is faced with addressing the challenge of educational reform as a result of the rapid changes in the complexity of health care delivery systems, increased technology and biomedical knowledge, a shortage in nursing faculty, and increased enrollment in schools of nursing. Although national nursing organizations have called for reform and innovation in nursing education little is known about the factors that are related to educators’ adoption of such changes. The purpose of this descriptive, exploratory, correlational, survey study was to explore the adoption of socioculturally-based teaching strategies (SCBTS) by examining the following variables in relation to their adoption using Everett Rogers’ diffusion of innovations model: (a) clinical nurse educators’ perceived characteristics of SCBTS, (b) clinical nurse educators’ perceived organizational support for innovation, and (c) selected demographic characteristics. Minimal research has been conducted regarding the factors related to clinical nurse educators’ adoption of SCBTS, which may better prepare nurse graduates for today’s health care system. Findings from this study suggest that adoption is not straightforward, but the perceived characteristics of teaching strategies play an important role in the clinical nurse educator’s decision to adopt or not adopt SCBTS. Rogers’ model was partially supported based on the findings that clinical nurse educators were more likely to adopt a teaching strategy if it was perceived to be advantageous, compatible, and not too complex. On the other hand, clinical nurse educators were more likely not to adopt teaching strategies that they must “try out” or that must be observable by others, which was not supportive of Rogers’ model. Adopters of SCBTS were more experienced clinical educators who felt supported by their academic organizations in terms of innovation; however organizational support for innovations was not associated with adoption of the teaching strategies. Holding a certificate in a nursing specialty, the type of program in which the educator taught, and the age of the educator were not associated with the adoption of SCBTS. Future research using Rogers’ model or other appropriate models is called for to further explore the adoption of SCBTS by clinical nurse educators.
Examining the relationship between clinical judgment and nursing action in baccalaureate nursing students
(2016-07-29) Fedko, Andrea Lauren; Dreifuerst, Kristina Thomas; Ironside, Pamela M.; Reising, Deanna; Wonder, Amy Hagedorn
Clinical judgment provides the basis for nurses’ actions and is essential for the provision of safe nursing care. Tanner’s Clinical Judgment Model and its associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been used in the discipline of nursing, yet it is unclear if scores on the rubric actually translate to the completion of an indicated nursing action. This is important because clinical judgment involves identifying and responding to patient situations through nursing action, and then evaluation of such actions. The purpose of this observational study was to explore the relationship between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action, as measured by a nursing action form. The clinical judgment and completion of an indicated nursing action was measured in 92 participant students at a Midwestern university school of nursing who were enrolled in an adult medical/surgical nursing course that included simulation and debriefing during which scoring occurred. This study explored whether clinical judgment, as measured by the LCJR, was related to the completion of an indicated nursing action. In addition, this study evaluated whether Responding, as measured by the LCJR was related to the completion of an indicated nursing action. The data revealed that a very weak relationship was present between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was present between the dimension Responding, and the completion of an indicated nursing action; however, these findings were also not statistically significant. This study expands upon previous clinical judgment research in nursing and identifies a need for additional methods of evaluating clinical judgment in baccalaureate nursing students including action appraisal so that deficiencies are established and targeted for improvement.
Experiences of African American students in pre-licensure schools of nursing: a qualitative descriptive study
(2015-12-17) White, Barbara Jean; Ironside, Pamela M.; Dreifuerst, Kristina Thomas; Crowder, Sharron J.; Mutegi, Jomo W.
Despite more than 40 years of research and governmental support, African Americans continue to be underrepresented in the nursing profession compared to the population it serves. Though some progress has been made over the past 20 years, the American Nurses Association (ANA), American Association of Colleges of Nursing (AACN), National Black Nurses Association (NBNA) and Institute of Medicine (IOM) continue to identify increasing diversity as a disciplinary priority. Further understanding of the experiences of African American nursing students is needed to inform decisions about recruitment, retention and successful matriculation of these students. This qualitative descriptive study focused on understanding the experiences, and the meaning those experiences had, for African American students who attended predominately European American schools of nursing. Data were collected through semi-structured interviews with fourteen African American nurses who shared their experiences in pre-licensure nursing programs. Thematic analysis revealed two salient themes: "Standing out" and "It's not just about me." The findings from this study shed new light on this persistent issue and inform faculty members and nursing school administrators about the strategies and ways of framing the educational experience that may create environments that are welcoming to African American students to address the retention of African American students in pre-licensure nursing programs.
Experiencing narrative pedagogy
(2014-11) Bowles, Wendy S.; Sims, Sharon L.; Ironside, Pamela M.; Swenson, Melinda M.; Smith, Joshua
The role of the nurse has changed dramatically in the past twenty years with increasing complexity of patient care and a rapidly changing health care environment. In addition to the challenges noted regarding patient care, problems with increasing medical errors were noted in the literature specific to graduates in their first year as a nurse. Research in particular to nursing education provides a way for nurse educators to become more astute at addressing problems pervading the role of the new nursing graduate. Narrative Pedagogy was identified as a research-based nursing pedagogy and has been researched and enacted for more than a decade. Out of the Narrative Pedagogy research, the Concernful Practices emerged identifying what was considered meaningful to nursing education by teachers, students, and clinicians. Listening was one of the Concernful Practices and became the focus of this study. The research question addressed the “How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?” This was a hermeneutic phenomenological study in which ten nurse educators shared their experiences. The two themes that emerged from the study included: Listening as Dialogue and Listening as Attunement. The findings of this study provided a different way of thinking about teaching and learning that encompasses so much more than merely a strategy or outcome-based approach. The implications of this study offer nurse educators insight about opening a dialogue that draws attention to the realities of the role of the nurse responding to multiple patients with complex health conditions.
Experiencing Narrative Pedagogy: Conversations with Nurse Educators
(2013-04-01) Stoltzfus, Ruth A.; Swenson, Melinda M.; Sims, Sharon L.; Ironside, Pamela M.; Smith, Joshua
The increasingly complex nature of health care requires nursing graduates, upon completion of their formal education, to be fully capable of providing safe and competent patient care. Accrediting bodies for schools of nursing have challenged nursing education to develop and implement innovative, research-based pedagogies that engage students in learning. Narrative Pedagogy is an innovative approach to teaching and learning developed by Nancy Diekelmann after many years of researching nursing education using Heideggerian hermeneutic phenomenology. As a new paradigm for teachers and students gathering in learning, Narrative Pedagogy is understood to be both a strategy and a philosophy of teaching. Narrative Pedagogy as a strategy provides an approach using the interpretation of clinical stories to better understand the experience of the patient, the nurse, and the family. Narrative Pedagogy as a philosophy of teaching offers Diekelmann’s Concernful Practices as a way of comportment for teachers and students as they gather in learning and teachers as they incline toward teaching narratively. This hermeneutic phenomenological study examined the experience of Nurse Educators with Narrative Pedagogy. Findings include overarching Pattern: Narrative Pedagogy as Bridge. Two themes are: 1) Students and teachers gathering in learning, and 2) Inclining toward teaching with Narrative Pedagogy. Positive teaching experiences and positive learning experiences with Narrative Pedagogy will advance the science of nursing education by adding to the body of knowledge of alternative pedagogies.
Exploring faculty preparation for and use of debriefing with the debriefing for meaningful learning inventory
(2016-07-19) Bradley, Cynthia Diane; Dreifuerst, Kristina Thomas; Ironside, Pamela M.; Wonder, Amy Hagedorn; Friesth, Barbara Manz; Jeffries, Pamela R.
Debriefing is the most significant component of simulation, yet the impact of debriefer training for this critical time of learning has not been reported. Although training of debriefers in the use of a structured debriefing method has been recommended by nursing organizations and regulating bodies, a description of the impact of training on the understanding and application of debriefing within nursing programs is largely unknown. Debriefing for Meaningful Learning© (DML) is a structured, evidencebased debriefing method that promotes the development of clinical reasoning among prelicensure nursing students. DML has been adopted for use across the curriculum throughout nursing education. However, little is known regarding how debriefers are trained in this method and how that training impacts their understanding and application of the method. The DML Inventory (DMLI), was developed and tested for this research study, and used to assess and document 234 debriefers’ understanding of the central concepts of DML and subsequent application of DML behaviors during simulation debriefing with prelicensure baccalaureate nursing students. Statistically significant differences were found between those debriefers who had and had not been trained in DML. Statistically significant differences were also found in the understanding of the DML central concepts, and in the application of DML based on the types of training the debriefers received. viii The data indicate that DML trained debriefers consistently apply more DML behaviors than those who had not received training, and that multiple sources of training resulted in a more consistent application of DML debriefing behaviors. Furthermore, understanding the central concepts of DML resulted in debriefers consistently applying more debriefing behaviors consistent with the DML design. This study contributes to the growing body of knowledge of debriefing in nursing education and training in evidence-based debriefing methods, by providing a tested instrument that can be used to assess debriefers using DML. The findings also demonstrate the impact of the type of training on how structured debriefing methods are then implemented in teaching-learning environments, which can be used to improve future training.
New graduate nurse transition into practice : psychometric testing of Sims Factor H Assessment Scale
(2014-01-29) Sims, Caroline E.; Ebright, Patricia; Bakas, Tamilyn; Ironside, Pamela M.; Pacini, Christine M., 1949-
Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse’s ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach’s coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.
Nursing students' experiences and responses to faculty incivility: a grounded theory approach
(2016-08-26) Holtz, Heidi Kathleen; Rawl, Susan; Draucker, Claire Burke; McNelis, Angela M.; Ironside, Pamela M.
In nursing education, faculty incivility toward students is a serious issue that affects the quality of nursing programs and is a precursor to incivility in the nursing workforce. Recent studies demonstrate that more nursing faculty members than previously thought engage in uncivil behaviors toward students. Faculty incivility can be distressing to nursing students and negatively impact learning environments, student learning, and perhaps patient outcomes. Little is known, however, about how students perceive experiences of faculty incivility and how these experiences unfold. The purpose of this grounded theory study was to develop a theoretical framework that describes how incidents of faculty incivility toward traditional Bachelor of Science in Nursing (BSN) students unfold. Thirty traditional BSN students from the National Student Nurses Association who had experienced faculty incivility participated in a semi-structured interview. Analysis of the participants’ narratives was done in two phases. In Study Part 1, content analytic procedures were used to develop a typology that describes six types of faculty incivility that were labeled as follows: judging or labeling students, impeding student progress, picking on students, putting students on the spot, withholding instruction, and forcing students into no-win situations. In Study Part 2, constant comparison analysis was conducted. Segments of data were coded, similar codes were grouped into categories, the dimensions of the categories were determined, and the categories were organized into the final framework. The framework depicts a three-stage process with a focus on strategies students use to manage faculty incivility. The strategies were labelled as followed: seeking help from other professors, commiserating with peers, going up “the chain of command,” keeping one’s “head down,” getting professional help, and giving oneself a “pep-talk.” The findings provide a foundation for the development of programs to reduce faculty incivility in BSN programs and to help students manage it when it occurs.
Situation awareness and the selection of interruption handling strategies during the medication administration process : a qualitative study
(2014) Sitterding, Mary Cathryn; Ebright, Patricia; Patterson, Emily S., 1972-; Broome, Marion; Ironside, Pamela M.
Medication administration error remains a leading cause of preventable death. A gap exists in understanding attentional dynamics, such as nurse situation awareness (SA) while managing interruptions during medication administration. The aim was to describe SA during medication administration and interruption handling strategies. A crosssectional, descriptive design was used. Cognitive task analysis (CTA) methods informed analysis of 230 interruptions. Themes were analyzed by SA level. The nature of the stimuli noticed emerged as a Level 1 theme, in contrast to themes of uncertainty, relevance, and expectations (Level 2 themes). Projected or anticipated interventions (Level 3 themes) reflected workload balance between team and patient foregrounds. The prevalence of cognitive time-sharing during the medication administration process was significant or may be remarkable. Findings substantiated the importance of the concept of SA within nursing as well as the contribution of CTA in understanding the cognitive work of nursing during medication administration.
Things that matter to residents in nursing homes and the nursing care implications
(2014) Reimer, Nila B.; Horton-Deutsch, Sara L.; Baird, Carol L.; Ironside, Pamela M.; Pesut, Daniel J.
A move toward care of residents in nursing homes where they are respected and heard is finally emerging. Common strategies used in nursing homes to improve quality of care for residents are integration of person-centered care and assessing care using satisfaction surveys. Although approaches of integrating person-centered care and satisfaction surveys have been valuable in improving nursing home quality, strategies of care that include things that matter from residents’ perspectives while living in nursing homes need investigation. The purpose of this qualitative descriptive study was to describe things that residents age 65 and older state matter to them while living in the long-term care sections of nursing homes. A qualitative mode of inquiry using purposeful sampling led to a natural unfolding of data that revealed things that mattered to residents. Content analysis was used to reduce the data in a manner that kept the data close to the context yet moved the data toward new ideas about including things that mattered to residents in nursing care. The findings revealed residents’ positive and negative experiences and addressed the question: How can nurses manage residents’ positive and negative aspects of care in nursing homes? This study substantiated the importance of developing nursing care strategies derived from residents’ descriptions of care. Finding ways to promote nurses’ investment in attitudes about a person-centered care philosophy is essential for successful person-centered care implementation. Enhancing nurses’ knowledge, skills, and attitudes with an investment in person centeredness will be more likely to put nurses in a position to role-model care that is person-centered from residents’ perspectives.

Browsing by Author "Ironside, Pamela M."

Results Per Page

Sort Options