by Frances Kam Yuet Wong. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 73-76.

Maggie Kong. / Thesis (MA.Ed)--Chinese University of Hong Kong, 1974. / Bibliography: leaves 47-48. / LIST OF TABLES --- p.VI / LIST OF FIGURES --- p.VII / Chapter I. --- PROBLEM --- p.1 / Problem Statement / Related Literature / Definitions / Chapter II . --- METHOD --- p.7 / Sampling / Instrument / Procedures in Test Development / Data Analysis / Chapter III. --- RESULTS AND DISCUSSION --- p.21 / Test Reliability / Test Validity / Item Analysis / Test Revision / Test Interpretation / Chapter IV. --- SUMMARY AND RECOMMENDATIONS --- p.43 / Summary / Limitations / Recommendations / BIBLIOGRAPHY --- p.47 / APPENDICES --- p.49

by Lee Chun Heung. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 114-121). / "Interview transcript" also in Chinese. / ACKNOWLEDGEMENTS / abstract --- p.ii / list of contents --- p.iv / list of tables --- p.vi / Chapter CHAPTER 1. --- introduction --- p.1 / Chapter CHAPTER 2. --- review of the literature --- p.4 / Background to the study --- p.4 / Theoretical perspectives underpinning professional nursing education --- p.12 / Educational concepts relevant to nurse education --- p.14 / Research questions --- p.26 / Purposes of the study --- p.27 / Chapter CHAPTER 3. --- research method --- p.28 / Research approach --- p.28 / Data collection method --- p.30 / Selection of informants --- p.31 / Preliminary interviews --- p.33 / Pilot study --- p.35 / Gaining access and data collection --- p.36 / "Transcription, translation and back translation" --- p.39 / Data analysis --- p.42 / Chapter CHAPTER 4. --- findings --- p.49 / Themes/issues emerged from structural analysis --- p.52 / Findings of content analysis --- p.74 / Comparison of the results of structural and content analysis --- p.78 / Summary of the major findings --- p.81 / Chapter CHAPTER 5. --- LIMITATIONS AND DISCUSSION --- p.84 / The quality of student nurses' clinical practice experience --- p.86 / The ward learning environment --- p.95 / Conclusion --- p.104 / Chapter CHAPTER 6. --- "CONCLUSION, IMPLICATIONS AND QUESTIONS FOR FURTHER RESEARCH" --- p.107 / Conclusion --- p.107 / Implications --- p.108 / Questions for further research --- p.112 / REFERENCES --- p.114 / APPENDIX 1 SYLLABUS OF SUBJECTS FOR THE EXAMINATION FOR THE CERTIFICATE OF REGISTERED GENERAL NURSE --- p.122 / APPENDIX 2 OPEN DIALOGUE OF THE INTERVIEW --- p.125 / APPENDIX 3 INTERVIEW TRANSCRIPT (ENGLISH) --- p.126 / INTERVIEW TRANSCRIPT (CHINESE) --- p.129 / INTERVIEW TRANSCRIPT (BACK TRANSLATION) --- p.135 / APPENDIX 4 LETTER FOR APPROVAL --- p.139 / APPENDIX 5 LETTER FOR STUDENTS --- p.140 / APPENDIX 6 CONSENT FORM (ENGLISH) --- p.141 / CONSENT FORM (CHINESE) --- p.142

by Yung Ha-ping, Hilary. / Questionnaire also in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 92-101). / ACKNOWLEDGEMENTS / ABSTRACT --- p.ii / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.viii / CHAPTER / Chapter 1. --- INTRODUCTION --- p.1 / Bacground of the Study --- p.1 / Significance of the Study --- p.4 / Purpose of the Study --- p.5 / Chapter 2. --- REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK / Role Conception / Role --- p.6 / Role Conception --- p.7 / Nursing Role Conception --- p.8 / Role Discrepancy --- p.9 / Change of Role Conception --- p.10 / Socilaisation and Role Conception --- p.11 / Socialisation of Baccalaureate Degree Students --- p.12 / Socialisation of Hospital-based Certificate Students --- p.13 / Nursing and Ethics --- p.14 / Ethical Dilemma --- p.15 / Code of Ethics --- p.16 / Moral Development --- p.17 / Moral Reasoning and Moral Behaviour --- p.18 / Decision-making Framework --- p.20 / Ethical Decision-making in Nursing --- p.21 / Ethical Decision-making and Work Environment --- p.23 / Ethical Decision-making and Role Conception --- p.24 / Ethical Decision-making and Education --- p.25 / Learning Climate / Concept of Organizational Climate --- p.26 / Organizational Climate and Leadership --- p.28 / Ward Learning Climate --- p.28 / Ward Teaching and Learning --- p.30 / Role of Ward Staff and School Tutor in Ward Teaching --- p.31 / Role of ward Sister in Ward Teaching --- p.32 / "Relationship among Role Conception, Ethical Decision- Making and Ward Learning Climate" --- p.34 / Chapter 3. --- RESEARCH METHODOLOGY / Design of the Study --- p.38 / Hypotheses --- p.38 / Definitions --- p.39 / Subjects --- p.40 / Procedure --- p.42 / Instruments --- p.42 / Analysis Design --- p.50 / Chapter 4. --- RESULTS / Demographic Characteristics --- p.52 / Differences in Role Conception Types --- p.53 / Differences in Discrepancy Role Conception --- p.60 / Differences in Ethical Decision-making --- p.63 / Differences in Perception of Ward Learning Climate --- p.66 / "Relationship among Ethical Decision-making, Role Conception and Learning Climate" --- p.69 / Chapter 5. --- DISCUSSION / Differences in Professional Role Conception --- p.75 / Differences in Bureaucratic Role Conception --- p.79 / Differences in Service Role Conception --- p.80 / Differences in Ethical Decision-making --- p.81 / Differences in Perception of Ward Learning Climate --- p.83 / "Relationship among Ethical Decision-making, Role Conception and Learning Climate" --- p.84 / Limitations --- p.87 / Chapter 6. --- "CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS" / Conclusion --- p.88 / Implications and Recommendations --- p.89 / Suggestions for Further Research --- p.90 / REFERENCES --- p.91 / APPENDICES / Chapter I. --- Code for Nurses --- p.102 / Chapter II. --- Letter of Request for Approval --- p.103 / Chapter III. --- Questionnaire Instruction --- p.104 / Chapter IV. --- Letter to Students --- p.105 / Chapter V. --- Consent Form --- p.106 / Chapter VI. --- Demographic Data --- p.107 / Chapter VII. --- Nursing Role Conception Inventory --- p.108 / Chapter VIII(A). --- Opinion About Nursing (Role Conception Questionnaire) --- p.110 / Chapter VIII(B). --- Opinion About Nursing - Chinese Version --- p.115 / Chapter IX(A). --- Judgment About Nursing Decision (JAND) (Ethical Decision-making Qusetionnaire) --- p.118 / Chapter IX(B). --- Judgment About Nursing Decision (JAND) -Chinese Version --- p.125 / Chapter X. --- Ward Learning Climate Indicators --- p.132 / Chapter XI(A). --- Ward Learning Climate Questionnaire --- p.135 / Chapter XI(B). --- Ward Learning Climate Questionnaire -Chinese Version --- p.138 / Chapter XII. --- Narrative Responses --- p.140

by Lee Kit Ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 196-207). / Abstract --- p.i-ii / Acknowledgment --- p.iii / Chapter Chapter One --- Introduction / Chapter 1.1. --- Background to the Study --- p.1-6 / Chapter 1.2 --- Aims and Objectives of the Study --- p.7 / Chapter 1.3 --- Research Questions --- p.8 / Chapter 1.4 --- Significance of the Study --- p.9-10 / Chapter 1.5 --- Definition of Terms --- p.11 / Chapter Chapter Two --- Literature Review / Chapter 2.1 --- Nature of Change --- p.12-15 / Chapter 2.2 --- Approaches to Implementation Studies --- p.16-18 / Chapter 2.3 --- Factors Influencing Implementation --- p.19-42 / Chapter 2.3.1 --- Factors Related to the Characteristics of the Innovation / Chapter 2.3.2 --- Factors Related to Teachers / Chapter 2.3.3 --- "Factors Related to the Principal, Local and External Facilitators" / Chapter 2.3.4 --- Factors Related to the Adopting School / Chapter Chapter Three --- The Background and Nature of the Innovation / Chapter 3.1 --- Existing Three-Year Hospital-Based Certificate Programme --- p.43-50 / Chapter 3.1.1 --- The Characteristics of the Curriculum / Chapter 3.1.2 --- Inadequacies of the Three-Year Hospital-based Certificate Programme / Chapter 3.2 --- A Need for Change --- p.51 -63 / Chapter 3.2.1 --- Traditional Approach to Care / Chapter 3.2.2 --- The Nursing Process : A New Approach of Patient Care / Chapter 3.2.3 --- Differences Between Traditional Approach of Care and the Nursing Process Approach of Care / Chapter 3.2.4 --- Abilities Required to Practising the Nursing Process / Chapter 3.2.5 --- A New Curriculum is Required for the Practice of the Nursing Process / Chapter 3.3 --- The Curriculum Innovation in a School of Nursing --- p.64-73 / Chapter 3.3.1 --- Introduction / Chapter 3.3.2 --- The Promotion and Adoption of the New Curriculum / Chapter 3.3.3 --- Characteristics of the New Curriculum / Chapter Chapter Four --- Research Design / Chapter 4.1 --- Introduction --- p.74-75 / Chapter 4.2 --- The Research Strategy - A Qualitative Case Study --- p.76-84 / Chapter 4.2.1 --- A Qualitative Strategy / Chapter 4.2.2 --- A Case Study Approach / Chapter 4.2.3 --- Techniques for Data Collection / Chapter 4.2.4 --- Data Collection Procedures / Chapter 4.3 --- Data Collection --- p.85-112 / Chapter 4.3.1 --- Training and Pilot Work on Interviewing and Observation Skills / Chapter 4.3.2 --- Data Collection / Chapter 4.3.3 --- Data Analysis and Interpretation / Chapter 4.3.4 --- Some Methodological Issues / Chapter Chapter Five --- Implemented Curriculum / Chapter 5.1 --- Teaching and Learning Activities --- p.113 -122 / Chapter 5.1.1 --- Introduction / Chapter 5.1.2 --- Characteristics of Classroom Teaching / Chapter 5.2 --- The Teaching Content --- p.123-132 / Chapter 5.2.1 --- Introduction / Chapter 5 .2.2 --- The Concept of Total Patient Care / Chapter 5.2.3 --- The Application of the Nursing Process Steps / Chapter 5.2.4 --- Involvement of the Patient / Chapter Chapter Six --- Factors Influencing the Implementation / Chapter 6.1 --- Introduction --- p.133-136 / Chapter 6.2 --- Factors Related to the Characteristics of the New Curriculum --- p.137 -143 / Chapter 6.2.1 --- Practicality / Chapter 6.2.2 --- Complexity / Chapter 6.3 --- Factors Related to the Hospital System --- p.144 -160 / Chapter 6.3.1 --- Enormous Gap Between Theory and Practice / Chapter 6.3.2 --- Over Emphasis on Students' Worker Role / Chapter 6.4 --- Factor Related to the Hong Kong Nursing Board Examination System --- p.161-166 / Chapter 6.5 --- Factors Related to the School --- p.167 -181 / Chapter 6.5.1 --- Lack of Time / Chapter 6.5.2 --- Lack of Resources and Support / Chapter 6.5.3 --- Insufficient Collaboration Among Teachers / Chapter Chapter Seven --- Discussion and Recommendations / Chapter 7.1 --- Introduction --- p.182 / Chapter 7.2 --- Major Problems and Recommendations --- p.183 -194 / Chapter 7.3 --- Conclusion --- p.195-196 / Bibliography --- p.196-207 / Appendix 1 The Purposes and Questions of Interviews --- p.209 -212 / Appendix 2 Classroom Observation Checklist --- p.213 -214 / Appendix 3 Levels and Number of Students Interviewed --- p.215 / Appendix 4 Characteristics of the Clinical Nurses Interviewed --- p.216-217 / Appendix 5 Major Duties of Student in a Local Hospital --- p.218 / Appendix 6 Analysis of the Hong Kong Nursing Board (Part I) Registration Examination Papers --- p.219 -226 / Appendix 7 Staff Development and In-service Training Programmes in the Period of Study (1991-1993) --- p.227 -230 / Appendix 8 Curriculum Document --- p.231 -248

背景: 高擬真情境模擬（HFS）已成為一種流行的護理教育教學法，能讓學生安全及有效地利用高擬真情境模擬人練習護理。許多西方的研究報告指出，HFS對護理學生的自信心培育、解決問題的能力和批判性思維均有正面影響。然而，對本地護理學生所做的研究有限。基於文化差異，以及不同的學習風格，西方國家的證據未必能套用在香港的護理學生身上。 / 目的: 本研究志在探討高級護理文憑課程的學生對研究員研發的高擬真情境模擬訓練課程(HFSTP)的滿意度，及HFSTP對學生的學習自信及批判性思維發展的影響。 / 研究方法: 這項研究採用了混合方法研究設計，分為兩個階段。第一階段為準實驗性研究，利用前測後測設計，以探討HFSTP對護理學生的自信心、滿意度以及批判性思維發展的影響。共90位護理學高級文憑課程二年級學生，按他們就讀課程的要求，參加了第一階段的研究。而HFSTP是参照科爾布的經驗學習週期所研發，當中包括兩個1小時的小組研討和兩個1小時HFS實驗室培訓。第一階段的研究採用了四份問卷，包括學生滿意度和學習中自信量表（SCL），批判性思維調查（CTS），仿真設計量表（SDS）和人口表。而在SCL得分最高及最低各12位學生會被邀請參加第二階段的焦點團體訪談。這階段研究以半結構化面試指南來探索學生們對HFSTP的看法。所得數據以內容分析法作分析。 / 結果: 配對t檢驗結果表明，SCL和CTS的後測平均分均顯著高於前測（P = 0.001）。而對HFSTP的設計評價，學生評定保真度和匯報會為HFSTP學習中最重要的元素。大部份學生在定性訪談中表示滿意這嶄新的學習方法。根據定性數據分析的結果得出四大主題：（1）模擬臨床環境，（2）整體護理經驗，（3）信息和反思的思維，及（4）HFS的用量，研究人員得出結論，參照科爾布的經驗學習週期所研發的高擬真情境模擬訓練課程，是一種有效的教學策略，它能有效地提高學生的學習自信及培養出批判性思維。同時，學生表示滿意這次課程的安排。至於這次研究結果對護理教育，護理實務和高等教育管理的影響將會在這論文的最後部份發表。 / Background: High-fidelity simulation (HFS) has become a popular teaching method in nursing education that allows students to practice their nursing care skills safely and effectively on human patient stimulators. Many studies have reported the positive impacts of nursing students’ learning experience with the use of HFS on their development of self-confidence, problem solving and critical thinking. However, studies done on local nursing students are limited. Acknowledging that there may be cultural differences in the learning styles between Chinese and non-Chinese people, the existing evidence mainly come from western countries, which may have limited generalizability to Hong Kong nursing students. / Aims: This study aims to examine the satisfaction of the higher diploma nursing students on the researcher-developed high-fidelity simulation training program (HFSTP), and the effects of HFSTP on the students’ self-confidence in learning and development in critical thinking. / Methods: A mixed methods study design was used in two phases. In Phase I, a quasi-experimental, one-group pretest-posttest design was employed to investigate the effects of HFSTP on nursing students’ satisfaction, self-confidence, and critical thinking development. A total of 90 year 2 higher diploma nursing students participated in the Phase I study. The Kolb’s experiential learning cycle guided the development of the HFSTP including two 1-hour simulation tutorials and two 1-hour HFS laboratory and debriefing sessions. Four questionnaires including Student Satisfaction and Self-Confidence in Learning (SCL), Critical Thinking Survey (CTS), Simulation Design Scale (SDS), and a Demographic Sheet were employed in the Phase I study. In Phase II, a focus-group interview was conducted to explore students’ perception of HFSTP. A total of 24 students from the highest or lowest scores in the posttest SCL in Phase I were invited for the focus group interview. A self-developed semi-structured interview guide was used to explore the participants’ perception of the HFSTP. Content analysis was used for data analysis. / Results: Results of paired t-test indicated that the mean scores of both SCL and CTS in the posttest were significantly higher than those of the pretest (p = <0.001). With regard to the evaluation of the design of HFSTP, the participants rated the fidelity and debriefing sessions as the most important learning features in the HFSTP. In the qualitative interview, most of the students expressed satisfaction towards the learning of HFSTP. Four main themes (1) A mimic clinical environment, (2) Holistic care experience, (3) Information and reflective thinking, and (4) Dosage of the HFS, emerged from the analysis of the qualitative data based on students’ perceptions of having HFSTP as a new teaching strategy. Researcher concluded that the HFSTP, which is based on Kolb’s experiential learning cycle, is an effective teaching strategy for promoting nursing students’ self-confidence in learning and critical thinking development. Students were satisfied with the program design. Fidelity and debriefing sessions were reported as the two most important learning features of the HFSTP. Implications of the findings for nursing education, nursing practice and higher education administration will be presented at the end of the paper. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Fong, Wan Ching Kathryn. / Thesis (D.Nurs.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 154-161). / Abstracts also in Chinese. / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Introduction --- p.1 / Background of the Study --- p.1 / Justification for the Study --- p.5 / Research Questions --- p.6 / Conceptual and Operational Definitions --- p.7 / Significance of the Study --- p.9 / Overview of the Study --- p.10 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.12 / Introduction --- p.12 / Search Strategy --- p.13 / Development of Simulation --- p.13 / History of Simulation Learning in Nursing Education --- p.16 / HFS used in Nursing Education --- p.17 / Self-Confidence in Learning --- p.25 / Satisfaction with Learning Experience --- p.37 / Critical Thinking --- p.43 / Theoretical Framework: Kolb’s Experiential Learning Cycle --- p.48 / Conclusion --- p.52 / Chapter CHAPTER THREE --- METHODOLOGY --- p.55 / Introduction --- p.55 / Research Questions --- p.56 / Aims --- p.56 / Research Objectives --- p.56 / Research Design --- p.57 / Setting --- p.61 / Phase I Study --- p.63 / Phase II Study --- p.83 / Ethical Issues --- p.90 / Pilot Study --- p.91 / Summary --- p.91 / Chapter CHAPTER FOUR --- RESULTS --- p.93 / Introduction --- p.93 / Research Hypotheses --- p.94 / Phase I Study --- p.94 / Phase II Study --- p.105 / Summary --- p.126 / Chapter CHAPTER FIVE --- DISCUSSION --- p.128 / Introduction --- p.128 / Participant Recruitment and Response --- p.128 / Issues of Dropouts and Participant Non-attendance --- p.129 / Discussion on Study Findings --- p.129 / The Use of Assessment Tools --- p.142 / Limitations of the Study --- p.143 / Implications for Nursing Education --- p.144 / Implications for Nursing Practice --- p.146 / Implications for Higher Education Administration --- p.148 / Recommendations for Future Studies --- p.150 / Conclusions --- p.151 / REFERENCES --- p.154