Browsing by Subject "Nursing Education"
Now showing 1 - 10 of 11
Results Per Page
Sort Options
Item ACTION RESEARCH FOR NURSE EDUCATORS:A MORE NOURISHING ALTERNATIVE TO EATING OUR YOUNG(2005-12-15T18:48:20Z) Berent, Georgine RPoster Session- Since Florence Nightengale began professional schools of nursing, socialization in the nursing curriculum has been viewed from multiple perspectives. University-based nursing programs include a professional nursing course at the beginning of students’ studies. This begins the professional development of students. A thorough overview examining the history and evolution of nursing demonstrates a gap in the socialization process and faculty’s influence. In this proposed study, the researcher will examine ways in which the nursing faculty communicates with the student nurses. The question to be explored using action research is: What are the implicit and explicit behaviors nursing faculty integrate into the nursing curriculum that socialize students? This research proposal asserts that Participatory Research (PR) methods impacting the curriculum will support and empower students in this important process. Gajanayake (2001) outlined an eight-phase cycle. This will be used as a flexible template for redesigning the early professional development nursing courses. Collaboration between students and faculty will stimulate the PR method. PR will provide the structure for joint faculty and student exploration of the problem. This methodology includes: 1.Identification of a problem or need: Fewer students are choosing a career in nursing. Many nurses are leaving the profession for various reasons. Many students and nurses verbalize the lack of support throughout nursing education. 2. Reflection: Faculty members and students will be invited through focus groups and interviews to identify the impact of the socialization process. 3. Investigation: Participants will explore historical influences that have changed the face of nursing. 4. Analysis: Data gathered in the investigation phase will be used to identify the major problems and suggest possible solutions. 5. Integration: With the analysis information, participants will stimulate curriculum change by sharing and publishing this research. 6. Action Planning: In this phase, we will engage in grant writing, obtaining administrative support, and coordinating faculty input. As a result, changes in the curriculum will be created. 7. Implementation: The curriculum changes will be evaluated and analyzed. 8. Transformation: The goal of these curriculum changes is an improvement in self-confidence and self-worth in the students and the faculty. This phase will only be able to be evaluated over a period of time. What is advocated here, then, is not merely a PR project but a curriculum “revisioning” with PR as the central pedogogical feature. As a new framework outside the traditional research conducted by nurse researchers, I am aware of possible resistance. I am hopeful that this beginning work will help to reshape and rejuvenate nursing curriculum.Item Educational QUality-improvement in APRN Learning: Reducing Health Inequities for ALL Program (EQUAL-ALL Program)(2020-03-03) Oruche, Ukamaka M.We proposed a quality improvement project focused on MSN students to ensure they are well prepared to contribute with all diverse patient populations from both the United States and beyond. Specific aims are to assess MSN students’ learning needs and develop and implement a training program to increase MSN students’ knowledge and skills for working with different others.Item Executive summary: Indiana Schools of Nursing substance abuse education(2022) Oruche, Ukamaka M.; Adams, Nicole; Xu, Jiayun; Crowder, Sharron; Cangany, Martha; Bracale, Jolene; Ofner, Susan; Fulton, Janet S.Item 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.Item Instructional Perspectives Of Nurse Educators Engaged In Teaching Via Distance Education(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Drinkard, Gretchen; Henschke, John A.The purpose of this study was to contribute to knowledge regarding instructional perspectives of 35 University of Missouri-St. Louis nurse faculty, who were teaching via distance education formats. The study was designed to identify differences of respondents rating the seven factors of the Instructional Perspectives Inventory (IPI), which include: teacher empathy with learners; teacher trust of learners; planning and delivery of instruction; accommodating learner uniqueness; teacher insensitivity toward learners; learner-centered learning processes; and teacher-centered learning processes (Henschke, 1994). This study also identified differences between the seven factors and specific demographic data (age, number of years teaching nursing, number of semesters teaching via distance education, formal exposure to adult education concepts and highest degree earned). The two areas of statistically significant findings from the analysis of the data were regarding the factor “teacher trust of learners.” Respondents with doctorates outside of nursing scored significantly higher on teacher trust of learners than those with doctorates in nursing. Also, respondents with a Master of Science degree in nursing scored significantly higher on teacher trust of learners than those with doctorates in nursing.Item Learning Her Way In: The Life History Of A Latina Adult Educator(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Hatcher, Denise L.This paper explores the various learning experiences of a bilingual and bicultural woman of Mexican heritage. The data collection and data analysis were performed with the intent of creating a life history and allowing recurrent themes to emerge. These three recurrent themes were identified as interplay among learning, survival, and spirituality; health, health care, and parish nursing; and multiple and competing contexts. The essential structure that connected all of the recurrent themes was the participant’s learning and the impacts that it had on her lived experiences. In this way, Monica and her life history are the story of a Latina who has learned her own way into a second culture.Item The Lived Experience Of Re-Entry Women In Traditional Baccalaureate Nursing Education(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Harrison, Pamela G.The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in life. Limited research has been conducted with this population enrolled in a college environment designed for traditional students. The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky’s Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. Participants completed Stevenson’s Margin-in-Life Scale and demonstrated an average margin of 0.60492. Systematic phenomenological analysis inspired by the work of Max van Manen (1990) revealed five main themes entitled success, support, transitions, challenges, and relationships. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model. Multiple recommendations for further research and for nursing education were identified focusing on the five themes identified.Item Preparing Nurse Practitioner Students to Recognize Health Inequities and Global Health Issues(2022-07-24) Oruche, Ukamaka M.; Moorman, Meg; deRose, Barbara; Berlanga King, Gloria; Antisdel, J'AndraThis is a quality improvement project to enhance the preparation of advanced practice or master's level nursing students training for workplace readiness to serve ALL patients and advance health equity locally and globally.Item Processes used by nursing faculty when working with underperforming students in the clinical area: a theoretical model derived from grounded theory(2015-04-09) Craven, Marianne; Burke-Draucker, Claire; Thomas-Dreifuerst, Kristina; Hendricks, Susan; Pesut, Daniel J.Clinical nursing faculty members often work with students who underperform in the clinical area. Underperforming students are those who exhibit deficits in nursing knowledge, the application of nursing knowledge, psychomotor skills, motivation, and/or interpersonal skills. The outcomes of faculty work with underperforming students have implications for patient safety and the nursing workforce, yet little is known about how faculty work with underperforming students. The purpose of this project was to develop a theoretical framework that describes how clinical faculty work with underperforming students in the clinical area. Twenty-eight nursing faculty who had worked with underperforming nursing students during clinical rotations were interviewed and invited to tell stories about working with these students. Their narratives were analyzed using constant comparison analysis, and a theoretical framework was developed. The framework included three stages that unfolded as faculty worked with underperforming students over time. The first stage, Being Present, was the process by which faculty came to know students were underperforming. They did this by noticing red flags, taking extra time with students, working side-by-side with students, and connecting with students "where they were at." The second stage, Setting a New Course, was the process by which faculty attempted to provide remedial experiences to improve the performance of those students determined to be underperforming. The participants did this by beginning a new course of instruction for the students, bringing in new people to help the students, and creating new learning experiences for them. This process could result in students turning it [their performance] around, making it through [the clinical rotation], or not making it. The final stage, Being Objective, was the process by which participants made negative progression decisions. They did this by relying on objective indices, documenting problematic student behaviors, and obtaining validation for their decisions.Item The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom(2010-03-03T17:17:34Z) Popkess, Ann M.; Halstead, Judith A.; McDaniel, Anna; Fisher, Mary L., Ph.D.; Stokes, LillianNursing schools are facing demands to admit and graduate increasing numbers of students to meet the needs of the future healthcare system. Nursing schools must therefore admit, retain and graduate qualified applicants, able to provide care in complex healthcare environments. Educators are challenged to identify the best educational practices to retain and engage learners in the learning process. Research has indicated that student engagement contributes to student success in college. Learning environments may influence student engagement through the use of active learning strategies in the classroom. The purpose of this descriptive study was to explore the extent of engagement reported by nursing students in classrooms and determine relationships among student engagement, demographic and academic variables and learning environments. Astin’s (1985) Input-Environments-Output model provided the framework for this study, linking student characteristics, and student engagement in learning with outcomes of learning. A sample of 347 undergraduate baccalaureate nursing students from 5 mid-western schools of nursing completed the Adapted Engaged Learning Index (AELI) and the Active Learning Environments Scale (ALES), measuring their level of engagement and perceived degree of active learning in the classroom, respectively. Subjects also provided demographic data including age, academic level, type and number of hours worked off campus, and prior learning experience. T-test and ANOVA analyses were conducted to compare group differences on demographic, learning environments (active, passive and mixed) and levels of engagement. Results indicated a significant (p≤.001) difference in the level of student engagement related to the perceived active learning occurring in the classroom. Students in active and mixed learning environments reported higher engagement levels than those in passive learning environments. Students over 25 years (p=.003), students with higher GPA’s (p≤ .05) and junior students (p≤ .001) reported significantly higher engagement scores than their counterparts. Findings from this study indicate that student engagement in the learning process may be positively influenced by an active learning environment in the classroom.