<p> This study explored the ways faculty members incorporate multicultural teaching strategies into their teaching to benefit minority students and the diverse patient population. Learning about culture in the bachelor degree nursing program is paramount to enable the nursing students to meet the cultural competency expected in professional practice. Though faculty members have been integrating culture in the curriculum, previous studies indicated that some faculty members have trouble with the application of cultural competency and integrating it into the curriculum. The need to further investigate how faculty members incorporate culture into the curriculum, identification of effective practices that facilitate culturally competent healthcare workers and the need to refine the way culture is taught was specified in the literature reviewed. Thus, this study explored the experience of Alberta bachelor of nursing faculty members&rsquo; application of culturally competent teaching techniques for the students of different ethnic minority groups. A basic qualitative research design method was used with an interest in uncovering how individuals construct and give meaning to their world. Faculty members from bachelor degree nursing programs were interviewed individually and their documents reviewed for cultural contents. Notes taken from the observation of faculty members during the interview were included in data which was analyzed thematically following categorization. The themes that emerged from the data portrayed how the participants learned and applied multicultural teaching strategies in their practices. The results showed two implications: some faculty who consider students&rsquo; cultures could be said to be culturally competent, while those who do not consider the students&rsquo; cultures are termed culturally incompetent. Of the 10 participants interviewed, only four specified considering the students&rsquo; cultures in their teaching.</p><p>

Purpose of the study. This study explored three factors pertaining to the discrepancies between nursing students' perceptions of real and ideal social environments of classrooms. They were: the nature of the discrepancies between students' perceptions, differences in academic performance as they related to discrepancies in perceptions, and variances in discrepancies in perceptions among students of different personality types. Methodology. The sample consisted of 335 students, enrolled in a state college in Massachusetts, who volunteered to participate. A classroom environment scale was used to assess discrepancies between subjects' perceptions of real and ideal social environments of classrooms. Personality types were determined by a personality type indicator and academic achievement was indicated by students' final numerical grades in their courses. Results. Discrepancies were evident between mean scores for subunits and total scores for actual and preferred forms of the classroom environment scale. Using students as units of analyses of the Pearson Product Moment Correlation Coefficients for final numerical grades and age separately with the discrepancies between scores produced coefficients ranging from.002 to.448, while using classes as units of analyses rendered coefficients ranging from.105 to.928 with those from.691 to.928 (70%) significant at $\le$.05. Using students as units of analyses for the correlation of age with grades yielded coefficients ranging from.072 to.543 and using classes as units of analyses produced a coefficient of.904 significant at.001. A one-way analysis of variance of scores for the actual form and the discrepancy between the scores for the actual and preferred forms, grouped according to personality types, yielded F values that were not statistically significant. Conclusions. Discrepancies were found between students' perceptions of real and ideal social environments of classrooms. Low to moderate relationships were prevalent between discrepancies in individual students' perceptions with academic achievement and age. However, when students were grouped by class sections, strong associations were evident for mean ages and grades with the mean discrepancies between scores. The composition of the personality types per class were not associated with students' perceptions of the existing press or the degree of discrepancy between their perceptions of real and ideal social environments of classrooms.

The purpose of this study was to shed light on the perceptions of nursing faculty and students about the use of humor in their nursing programs. All data were gathered from a three part questionnaire which contained 17 questions or statements. The questionnaire was administered to ten (10) nursing faculty and one-hundred and sixty (160) nursing students. Respondents were drawn from five randomly selected schools of nursing in Central Massachusetts. All schools were either associate degree or baccalaureate levels, admitting generic students as well as registered nurses and licensed practical nurses who had returned to school to earn a degree. Analysis of the data was obtained through the Mann Whitney U and Kruskal Wallis tests which revealed that significant differences (p $<$ 0.05) existed between the perceptions of the nursing faculty and their respective students. The results of the study indicate that faculty and students have similar perceptions of the use of humor in many situations. However, significant differences were determined between their perceptions regarding the extent of the use of humor in classrooms, clinical settings, and the appropriateness of the use of humor in a profession. Recommendations for further study include expanding the participation to a larger sample population, defining terms and measurements more meticulously, and implementing the use of planned humor in the classroom and clinical settings. The findings in this study are consistent with the existing literature that suggests that humor is multifunctional and fundamental in both education and health care.

Thesis--Utrecht. / Summary in Dutch. Vita. Errata slip inserted. Includes bibliographical references (p. 95-100).

Thesis--Utrecht. / Summary in Dutch. Vita. Errata slip inserted. Includes bibliographical references (p. 95-100).

<p> Nurses at a suburban northeastern U.S. community hospital reported that they felt unprepared to effectively respond to a pediatric emergency. Empirical data were not available to identify if this local problem was due to a lack of the nurses&rsquo; self-confidence or if other factors were involved. The purpose of this study was to determine if there were relationships between nurses&rsquo; self-efficacy in pediatric emergencies and their knowledge of pediatric emergency care, as well as their years of clinical experience, nursing education, pediatric life support certification, specialty certification, and caring for pediatric patients. In addition, the research questions guided the investigation to determine if any of the variables could predict nurses&rsquo; self-efficacy in pediatric emergencies. The theoretical framework was based on Bandura&rsquo;s social learning theory, which incorporates the concept of self-efficacy, as well as Zimmerman&rsquo;s self-regulated learning theory. A quantitative correlational design was used with a convenience sample of 37 nurses. Self-efficacy was measured with the General Self-Efficacy Scale and knowledge was quantified using a 32-item researcher-developed instrument. The data were analyzed using multiple regression analysis and correlations. Results showed that none of the variables predicted self-efficacy; however, years of nursing education, pediatric life support certification, and clinical experience were all significantly related to knowledge. Based on the results, a 3-day educational program was developed to address pediatric emergency practice. The results of this study can direct positive social change by informing future nursing education and training efforts in order to improve the medical outcomes of pediatric patients.</p>

<p> Medication administration is an important task performed daily by nurses and is one of the key aspects of safe patient care. The multiple and varied roles of nurses, complexity of workplace, chaotic and technical nature of the work environment may result in cognitive overload that may overwhelm nurses, which may possibly lead to medication errors. All medication errors committed are considered serious events but some may consequently be harmful to patients. Research indicates that when medication errors occur the concern is usually for the patients involved in the incident. However, making a medication administration error has a lasting effect on the nurse as well as the patient (Schelbred &amp; Nord, 2007; Treiber &amp; Jones, 2010).</p><p> This study examined what it was like to make a medication error for eight registered nurses through in-depth and focused face to face interview using the descriptive phenomenological approach rooted in the philosophical tradition of Husserl. Two interviews were carried out with each participant and the research data were generated from a total of sixteen interviews and field notes. The transcripts were analyzed using the seven-step methodological guidelines developed by Colaizzi for data interpretation to understand the meaning of the nurses lived experiences of making medication errors.</p><p> Five theme categories emerged: Immediate <i>Impact: Psychological and Physical Reactions; Multiple Causes within Chaos: Cognitive Dimensions; Embedded Challenges: Healthcare Setting; Organizational Culture: Within the Place/Within the Person; Dynamics of Reflection: Looking Forward</i>. The essential structure of the phenomenon of making a medication administration error included the realization that a profound experience had happened to them. This resulted in physical and emotional upheavals, a threatened professional status, with low self-esteem and confidence. An overwhelming workload, a stressful work environment and ill-treatment by peers were descriptions of the cause of the errors. Nurses did offer ways to improve the system but felt their concerns were often not valued. Implications for nursing practice to improve patient outcomes, and for nursing education, to radically change the teaching of medication administration were formulated.</p>

<p> Lifelong learning in professional communities is changing to adapt to professions in the anesthesia field with input from the public and various stakeholders. An extensive review on learning styles identified a gap in literature, specifically evidence on sensory learning styles among adult professionals. Changes in Certified Registered Nurse Anesthetist (CRNA) recertification requirements, most importantly the incorporation of an assessment component, prompted the research to address CRNA enhancement methods in learning. The main purpose of the current study was to contribute to the body of literature if a CRNA&rsquo;s knowledge of sensory learning styles mix influences test score achievement. The posttest-only control-group design was utilized, wherein a Sensory Learning Styles Self-Assessment (SLS-SA) instrument was piloted to establish content validity and internal reliability prior to its application with the treatment group. The American Association of Nurse Anesthetists (AANA) Learn&rsquo;s Health and Wellness Module 1 provided the 10-hour posttest, which measured the test score achievement among participants. An analysis of variance (ANOVA) was conducted and yielded a nonsignificant effect of the current study&rsquo;s treatment on test score results among CRNAs. Interaction effects of the CRNAs&rsquo; gender and years of practice were also examined, which produced the same results (e.g., not significant). No effect was established in the current research, however, several research limitations were identified and specific outcomes on an individual participant level were acknowledged, which were recommended to substantiate further research. </p>

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).

Diss. Linköping : Univ.