Thesis--Brigham Young University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-179).

Thesis--Arizona State University. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1976. -- 21 cm. On spine: Success of college nursing students. Includes bibliographical references (leaves [70]-79).

Thesis--Arizona State University. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1976. -- 21 cm. On spine: Success of college nursing students. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [70]-79).

A formação da identidade docente faz parte de um processo que é de construção contínua, de um sujeito historicamente situado, de acordo com seu modo de ser e estar, não é entendida como um dado adquirido ou produto, porque é um percurso que necessita de tempo, estímulo, aprimoramento, ousadia, reflexão, ação, amorosidade e sobretudo, formação e espera-se que esta não esteja restrita a racionalidade técnica e sequer a um espaço de neutralidade. O objetivo desta pesquisa é investigar a compreensão e significados que os estudantes do 1º ao 4º ano do curso de Bacharelado e Licenciatura em Enfermagem têm sobre a formação e a identidade docente do enfermeiro. A abordagem metodológica foi desenvolvida por meio de uma pesquisa qualitativa, de cunho humanista, apropriando-se de um estudo descritivo- exploratório, mediatizada pela pesquisa-ação. Fez-se uso para a coleta de dados um questionário semi-estruturado e um diário de campo, para registrar as observações realizadas no período de participação em disciplinas que abordam a formação da identidade docente, aspectos metodológicos e didáticos e a construção histórica da enfermagem. A análise dos dados foi realizada por categorias, o que possibilitou a articulação das respostas. Os participantes da pesquisa em sua maioria, são do gênero feminino. Segundo os estudantes, o curso de graduação tem contribuído para a formação da identidade docente do enfermeiro através de toda a infraestrutura oferecida, da proposta pedagógica, do projeto curricular e de programas de estágios, além disso, o reconhecimento que a marca da universidade tem um peso perante a sociedade e o mercado de trabalho. O curso é visto como sendo de dupla formação em que se pode atuar como enfermeiro e também como docente na educação básica e em cursos técnicos de enfermagem, aumentando assim, as oportunidades de emprego. Eles identificam o papel terapêutico e educativo do enfermeiro e a sua função social, estrategicamente, tão importante quanto o da comunidade científica. Foi destacado que o curso pode ser melhorado, em relação à tendência pedagógica apresentada, a carga horária das disciplinas e a postura relacional e profissional do corpo docente. Apesar de haver pontos favoráveis e desfavoráveis em relação à docência, é uma profissão que proporciona realização pessoal e aprimoramento constante, mas que necessita de valorização. A pesquisa demonstrou mais convergências do que divergências entre as respostas dos estudantes, isto indica que a instituição de ensino tem conseguido construir gradativamente, numa situação crescente, o perfil profissional do enfermeiro. Depreendemos que esta pesquisa possa dar voz ao corpo discente, sobre suas percepções e significações do seu curso de graduação, em relação à formação da identidade docente do enfermeiro e que contribua e subsidie a equipe gestora a refletir e a dialogar sobre suas propostas administrativas, acadêmicas e formativas / The teacher´s identity formation is part of a continuous process, a subject that is historically situated according to his/hers way of being and living, who isn´t understood as product or a statistic data, and that is because this is a journey that requires time, stimulus, enhancement, boldness, reflection, attitude, love and above all that, training. We expect that this is not restricted to technical rationality and even a space of neutrality. The objective of this research is to investigate the understanding and meanings that students from 1st to 4th year of the Bachelor Degree in Nursing have on the formation and identity of the nurse teacher. The methodological approach was developed through a qualitative and humanistic appropriating following a descriptive exploratory study methodology mediated by an active research. It was used to collect the data, a semi-structured questionnaire and a diary to record observations in the period of participation in courses that address the formation of teacher´s identity, methodological aspects and didactic and historical construction of nursing. Data analysis was performed by categories, allowing an articulation of answers. Survey participants are mostly female. According to the undergraduate students, the infrastructure offered, the pedagogical, curricular design and internship programs, furthermore, the brand recognition of the university has a weight before society and the labor market they all have contributed to the formation of teacher identity in nursing. The course has been seen as being dual training that can act as a nursing course, as well as teaching in basic education and technical preparation, thus increasing employment opportunities. They identify the therapeutic-educative role and the nurse social function which is strategically as important as the scientific community itself. It was highlighted that the course can be improved in relation to pedagogical trend presented, the amount of teaching time and posture relational and professional group. Although, there are points for and against it, teaching is a profession that provides personal fulfillment and constant improvement, but needs appreciation. The research showed more convergence than divergence between the responses from students, this indicates that the educational institution has managed to build, gradually, on increasing the profile of nurses. We inferred that this research can give a voice to the student´s core about their perceptions and meanings of their undergraduate degree, compare to the formation of nursing teacher´s identity and contributes and subsidizes the management team to reflect and talk about their administrative proposals focus in academic and training aspects

A formação da identidade docente faz parte de um processo que é de construção contínua, de um sujeito historicamente situado, de acordo com seu modo de ser e estar, não é entendida como um dado adquirido ou produto, porque é um percurso que necessita de tempo, estímulo, aprimoramento, ousadia, reflexão, ação, amorosidade e sobretudo, formação e espera-se que esta não esteja restrita a racionalidade técnica e sequer a um espaço de neutralidade. O objetivo desta pesquisa é investigar a compreensão e significados que os estudantes do 1º ao 4º ano do curso de Bacharelado e Licenciatura em Enfermagem têm sobre a formação e a identidade docente do enfermeiro. A abordagem metodológica foi desenvolvida por meio de uma pesquisa qualitativa, de cunho humanista, apropriando-se de um estudo descritivo- exploratório, mediatizada pela pesquisa-ação. Fez-se uso para a coleta de dados um questionário semi-estruturado e um diário de campo, para registrar as observações realizadas no período de participação em disciplinas que abordam a formação da identidade docente, aspectos metodológicos e didáticos e a construção histórica da enfermagem. A análise dos dados foi realizada por categorias, o que possibilitou a articulação das respostas. Os participantes da pesquisa em sua maioria, são do gênero feminino. Segundo os estudantes, o curso de graduação tem contribuído para a formação da identidade docente do enfermeiro através de toda a infraestrutura oferecida, da proposta pedagógica, do projeto curricular e de programas de estágios, além disso, o reconhecimento que a marca da universidade tem um peso perante a sociedade e o mercado de trabalho. O curso é visto como sendo de dupla formação em que se pode atuar como enfermeiro e também como docente na educação básica e em cursos técnicos de enfermagem, aumentando assim, as oportunidades de emprego. Eles identificam o papel terapêutico e educativo do enfermeiro e a sua função social, estrategicamente, tão importante quanto o da comunidade científica. Foi destacado que o curso pode ser melhorado, em relação à tendência pedagógica apresentada, a carga horária das disciplinas e a postura relacional e profissional do corpo docente. Apesar de haver pontos favoráveis e desfavoráveis em relação à docência, é uma profissão que proporciona realização pessoal e aprimoramento constante, mas que necessita de valorização. A pesquisa demonstrou mais convergências do que divergências entre as respostas dos estudantes, isto indica que a instituição de ensino tem conseguido construir gradativamente, numa situação crescente, o perfil profissional do enfermeiro. Depreendemos que esta pesquisa possa dar voz ao corpo discente, sobre suas percepções e significações do seu curso de graduação, em relação à formação da identidade docente do enfermeiro e que contribua e subsidie a equipe gestora a refletir e a dialogar sobre suas propostas administrativas, acadêmicas e formativas / The teacher´s identity formation is part of a continuous process, a subject that is historically situated according to his/hers way of being and living, who isn´t understood as product or a statistic data, and that is because this is a journey that requires time, stimulus, enhancement, boldness, reflection, attitude, love and above all that, training. We expect that this is not restricted to technical rationality and even a space of neutrality. The objective of this research is to investigate the understanding and meanings that students from 1st to 4th year of the Bachelor Degree in Nursing have on the formation and identity of the nurse teacher. The methodological approach was developed through a qualitative and humanistic appropriating following a descriptive exploratory study methodology mediated by an active research. It was used to collect the data, a semi-structured questionnaire and a diary to record observations in the period of participation in courses that address the formation of teacher´s identity, methodological aspects and didactic and historical construction of nursing. Data analysis was performed by categories, allowing an articulation of answers. Survey participants are mostly female. According to the undergraduate students, the infrastructure offered, the pedagogical, curricular design and internship programs, furthermore, the brand recognition of the university has a weight before society and the labor market they all have contributed to the formation of teacher identity in nursing. The course has been seen as being dual training that can act as a nursing course, as well as teaching in basic education and technical preparation, thus increasing employment opportunities. They identify the therapeutic-educative role and the nurse social function which is strategically as important as the scientific community itself. It was highlighted that the course can be improved in relation to pedagogical trend presented, the amount of teaching time and posture relational and professional group. Although, there are points for and against it, teaching is a profession that provides personal fulfillment and constant improvement, but needs appreciation. The research showed more convergence than divergence between the responses from students, this indicates that the educational institution has managed to build, gradually, on increasing the profile of nurses. We inferred that this research can give a voice to the student´s core about their perceptions and meanings of their undergraduate degree, compare to the formation of nursing teacher´s identity and contributes and subsidizes the management team to reflect and talk about their administrative proposals focus in academic and training aspects

The purposes of this descriptive study were to identify and describe criteria used to identify students at-risk for withdrawal or failure, and strategies in place to assist and retain students. Data were collected regarding admission policies, retention strategies, assistance programs, and perceptions of the administrators regarding the effectiveness of retention and assistance strategies. A survey method of data collection was conducted using an instrument developed by the researcher for the study. A stratified random sample of 156 NLNAC accredited associate and baccalaureate degree nursing programs was carried out and program administrators were sent the survey for voluntary, anonymous participation. The study sample consisted of the 57 programs whose surveys were returned. Retention/ Assistance Programs. Similar percentages of associate and baccalaureate degree programs reported having retention/assistance programs. Programs were found more prevalent at private, secular institutions; at smaller programs; and in the Central region. A Pearson correlation determined no relationship between the existence of an organized assistance program with NCLEX-RN pass rate or retention rate. Retention/Assistance Strategies. Strategies reported available in the nursing program most often were academic advising of nursing and pre-nursing students, academic assistance in the form of a skills lab and computer access, and early notification to students when they are failing. Comparison of the mean NCLEX-RN pass rate and the mean retention rate with 29 strategies was conducted using Pearson correlation coefficients. Analysis determined a positive and statistically significant relationship between pass rate on NCLEX-RN and the presence and perceived effect of a cultural diversity program, grading options, and early notification to students when they are failing. Positive, statistically significant relationships were determined between retention rates and the presence and perceived effect of childcare, academic advising of nursing and pre-nursing students, early notification to students when they are failing, and faculty office hours. Administrators' Perceptions. Program administrators perceived the strategies financial aid, academic assistance to reinforce course content, academic advising of nursing students, and faculty mentors to have the greatest effect on student retention. Additional survey responses revealed a strong academic background and financial aid were strategies reported by administrators to affect both success and failure. Advising, orientation, and academic preparation were ranked by administrators as the top factors contributing to student retention and success. They ranked academic/cognitive variables and outside responsibilities as the top factors leading to student withdrawal or failure.

Thesis--University of California, Los Angeles. / Spine title: Nursing programs in the United States and Canada. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 227-234).

Background: Challenges in thesis proposal writing have resulted in doctoral students dropping from research studies resulting in the shortage of doctoral prepared nurses. Impediments include lack of human and non-human resources. Benner’s theory of novice to expert formed the basis for the development of the strategic intervention and action plan to address the challenges and strengths experienced by master’s prepared doctoral students during thesis proposal writing Purpose: The purpose of this research was to develop a strategic intervention and action plan that can be used to assist doctoral students to succeed in thesis proposal writing. Methods: An exploratory mixed-methods approach combining qualitative and quantitative data collection and analysis in four phases was used. In Phase 1 qualitative data from two open-ended questions were used to gather data, combined with literature to develop a questionnaire for Phase 2. A questionnaire was developed from data obtained from Phase 2 as well as a thorough literature review to develop the strategic intervention and Action plan. In Phase 4 the strategic intervention and action plan was validated using the Delphi technique and experts acted as panellists for the validation. Framework: Benner’s novice to expert theoretical framework was adopted for the study because of the assumption that doctoral students need a change of perception and assistance in order to develop critical thinking skills that will enhance the development of research competencies. This framework was used because of its relevance to the study. Research Findings: Competence in doctoral thesis proposal writing is affected by human resources as well as non-human resources. The identified strategic interventions that were included in the action plan were: recruitment of competent supervisors, training and mentoring of new supervisors, achieving of a realistic student/supervisor ratio for supervision of students, timely allocation of supervisors, recruiting of subject librarians and employment of adequate library support, provision of peer support programmes, implementation of a student recruitment and selection plan, provision of student support programmes to enhance research skills and competencies, binding contracts to stipulate students responsibility, provision of adequate research resources, and implementation of a bursary system among others. Conclusion: The strategic intervention and action plan was developed using the input of doctoral nursing students who were in the process of completing their thesis proposal and a thorough literature review. The inclusion of the deans of nursing of universities and universities of technology of South Africa (FUNDISA) will enhance the possibility for the implementation of the strategic intervention and action plan which can contribute to assisting the master’s prepared doctoral students to successfully transition from novice students with little or no research knowledge to competent thesis proposal writers. / Health Studies / D. Litt. et Phil. (Health Studies)