Thesis (Ph. D.)--University of Michigan. / Thesis note mounted on t.p. "Selected references": p. 58-59.

<p> An educational module on hypertension was created in response to the recurring pattern of patient visits with hypertension and an observed knowledge gap among nursing staff in an outpatient clinic located in the southern United States. The educational module was patterned after Joint National Committee-8 and American College of Cardiology guidelines involving patient lifestyle modification and provided clinic staff with information on hypertension diagnosis and self-management for use in patient education. The module was reviewed by a panel of 3 experts who approved it for appropriateness and clarity of content and made one minor recommendation for revision. The education materials were modified to meet the panel&rsquo;s recommendations and subsequently presented to 5 nursing staff members. Pre- and postmodule questionnaires were provided to the staff to determine the extent of their learning from the education program. Pretest results indicated that staff lacked information on the guidelines for treatment of hypertension. Posttest results indicated that all 5 participants found the module information useful for staff to use in educating patients on self-management of hypertension. Providing nursing staff with current evidence-based practice guidelines can increase staff nurse knowledge on hypertension management. Educating nursing staff has the potential to effect positive social change by empowering staff and patients to improve health care outcomes by enabling staff to coach patients on hypertension management using up-to-date evidence-based practice guidelines.</p><p>

<p> This descriptive study examined the perceptions of new graduate registered nurses (RNs) about medication error identification, causes, and reporting; as well as the nursing education and workplace orientation experiences they believed prepared them to safely manage medications. The study also explored how prelicensure RN nursing education and hospital orientation programs in North Carolina (NC) prepared nurses to manage medications safely. The theory of situated cognition provided the organizing framework. Data were collected from the three participant groups (new graduate RNs, schools of nursing, and hospitals) using online surveys, and respondents included 131 new graduate RNs, 35 schools of nursing, and 20 hospitals/hospital systems in NC.</p><p> Descriptive analyses of data from the modified Gladstone scale revealed that nurses were confident in their ability to identify and report a medication error, but inconsistently identified or reported errors when presented with medication management scenarios. Distinct differences were found between the content topics, teaching strategies, activities, and equipment used by nursing education and workplace orientation programs to teach or review medication management and what was identified as effective preparation experiences by new graduate RNs.</p><p> An opportunity for improvement in nurse preparation for safe medication management was identified based on the differences between nurse-reported effective experiences for safe medication management preparation and what is being provided by nursing education and orientation programs. Implementing teaching strategies students identified as effective, such as increasing interactive experiences, use of real-world case scenarios, and clinical problem-solving, into the classroom may create a better fit with current student learning styles and ultimately safer nursing care.</p><p>

PURPOSE OF THE STUDY: The purpose of this study was to conduct a systematic review to determine the effects of problem-based learning on nurse competence. METHODS: A systematic review was used as the study design. This method included defining the research question, searching the relevant databases to access the relevant literature, analysis of the literature using critical appraisal and checklists, combining the results by doing a meta-synthesis for qualitative data, a narrative summary for quantitative data and reporting of the results. RESULTS: 72591 articles were initially accessed through the databases and, through specific search criteria, they were narrowed down to eleven (11) articles. These eleven (11) articles went through critical appraisal by the researcher as a primary reviewer and a co-reviewer to ensure high quality and rigor of the systematic review. Of these eleven (11) articles, four (4) qualitative articles and one (1) quantitative article were further analysed and the data synthesised. CONCLUSION: The conclusion of the systematic review was that problem-based learning has positive effects on nurse competence.

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

<p> A quazi-experimental, one-group, pretest/posttest study was conducted with a group of 25 hospice workers employed by a medium sized county hospice organization in the southeastern United States that was experiencing rapid personnel turn-over. Participants in the study included a doctor, a physician&rsquo;s assistant, a nurse practitioner, a massage therapist, a grief counselor, a licensed practical nurse, a certified nursing assistant, two clergy, three administrative staff, three social workers, seven volunteers, eight registered nurses and one other. The purpose was to investigate whether attending four 1-hour art therapy sessions could help reduce stress and thereby Burnout. Stamm&rsquo;s (2010) Professional Quality of Life theory was utilized to frame the study and Stamm&rsquo;s ProQOL-5 was used as both pretest and posttest. The ProQOL-5 tested three elements of Stamm&rsquo;s theory which cannot be combined: Compassion Satisfaction, Burnout and Secondary Traumatic Stress, and a paired sample t-test were applied to each element. No statistical differences were found between pretest and posttest scores on the ProQOL-5 in the areas of Compassion Satisfaction and Secondary Traumatic Stress. Interestingly, posttest scores on the ProQOL-5 went up instead of down significantly, after participants received four 1-hour sessions of art therapy. No quantitative evidence was found to support the use of art therapy to reduce Burnout and increase Compassion Satisfaction and Secondary Traumatic Stress. There were some minor qualitative data to indicate art therapy was helpful in reducing stress at least temporarily. More investigation needs to be done in order to develop evidence-based interventions to relieve stress and reduce Burnout in hospice/palliative care workers as the field is growing rapidly.</p>

<p> The study described in this research examined the level of cultural competency of senior baccalaureate-nursing students in a Midwestern metropolitan community in order to promote multicultural awareness among faculty and students. Cultural understanding or perceived cultural knowledge of nursing students may change or vary throughout a nursing program. Developing cultural competency in the nursing student&rsquo;s population is critical to meet the needs of a growing culturally diverse patient population. The study provided nursing academic programs the means to identify and eliminate disparities within the nursing curriculum and clinical environments, thereby increasing culturally diversity and competence. A convenience sample of 87 senior baccalaureate students completed a one-time survey assessing cultural competence, with 10 students participating in a three-question interview session. Results: Quantitative data collected indicated that the academic curriculum for graduating senior level baccalaureate nursing student&rsquo;s provided effective cultural competency (mean CAS score was significantly greater than 5.4) and the baccalaureate level senior clinical setting provided cultural competency experiences for graduating nursing students (mean CAS score for Clinical Practice sub-scale was significantly greater than 5.4). Qualitative data had mixed results with data that positively identified cultural competency for working with a multicultural patient population; however, data also expressed the need for increased curricula material in the didactic and clinical setting in order for the students to be able to achieve cultural competency for working with multicultural patient populations.</p>

<p> Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty&rsquo;s constructions were used to develop a middle range descriptive theory <i>Challenged and Overwhelmed.</i> From further faculty recommendations on strategies <i> Supported and Empowered: a Model of Understanding to Support Faculty&rsquo;s Growth and Competence in Curriculum Development, Evaluation, and Revision </i> was created to support faculty&rsquo;s growth and competence in curriculum development, evaluation and revision. Findings such as the low confidence found in most faculty, including the very experienced when it came to assessing curriculum, and the inadequate knowledge of curriculum as well as strategies discovered to benefit faculty are shared that assist faculty&rsquo;s growth and competence in curriculum development, evaluation and revision. These strategies can be used to improve faculty development, educational strategies, and graduate education, resulting in better nurse educator preparedness. Improving educational strategies through better competency will improve the nursing profession. Educator competency, preparation, the faculty shortage, standards, initiatives, and educational competencies and curriculum reform were reviewed. Quality information for educators is provided for evaluating and improving current nursing curriculum, and to guide strategic planning and facilitate nurse program success. Faculty perceptions of how to increase competence, and improve preparation for their role developing, evaluating and revising curriculum were shared.</p>