<p> Although Filipino and Filipino American nurses represent an impressive share of the nursing workforce, they are not well represented in advanced practice, faculty, and executive leadership positions. Obtaining a graduate degree in nursing has the potential to open a wider range of opportunities to meet the healthcare demands of a population that is growing older, and increasingly becoming more diverse. The purpose of this study was to examine the factors affecting graduate degree pursuit for BSN-prepared Filipino and Filipino American nurses working in the United States. This study provides an in-depth examination into intergenerational perspectives from 33 Filipino and Filipino American nurses from 14 states. Ricoeur&rsquo;s hermeneutical phenomenology was utilized as an interpretive approach and the theoretical underpinnings of career construction theory served as a framework. This study revealed that the determination to provide a better life for their family and a commitment to advancing the profession were incentives to pursuing a graduate degree. In addition, having a reliable network of colleagues and peer mentors was essential to persisting in their programs. Across all generations, finances were a major barrier to educational attainment, specifically for first-generation participants who prioritized sending money back to their family in the Philippines. Other factors were related to English as a second language, communication styles, experiencing discrimination, lack of knowledge of available graduate programs, approaching the age of retirement, friction between generations, and perceived discrimination. Exposure to advanced practice registered nurses in the workforce was a disincentive for some participants and was inspiring to others. These factors were not independent of each other and their impact fluctuated over time. The decision to pursue an advanced nursing degree depended upon the individual&rsquo;s determination that the return on investment of a graduate degree outweighed the sum of all their responsibilities and obligations. Findings from this research can help the Filipino community and professional nursing organizations, higher education faculty and staff, and healthcare system leaders in developing strategic plans to help Filipino and Filipino American nurses overcome barriers and to facilitate robust pathways for those who intend to advance their educational goals and professional nursing careers.</p><p>

<p> Accurate temperature assessment is essential in neonatal patients and allows for prompt recognition of illness. Temperature can be measured by rectum, which is subject to injury, axillary, which is time-consuming, and temporal artery, which is safe and fast. The purpose of this evidence-based practice quality improvement project was to create an educational toolkit for nurses teaching temporal artery thermometers for routine temperature measurement on neonates, to establish the content validity of the toolkit, and to make recommendations for implementation of the toolkit. The format applied was the Kellogg Logic Model that proceeded from the assumption, to planned work, and results. The theoretical framework was Roger&rsquo;s Diffusion of Innovations, which identifies champions as the initial change agents, helps engage the staff, and facilitates the change. The project consisted of a two-phase process. Phase 1 was the development of the toolkit contents by integrating the evidence and applying the framework in the context of working nurses. Phase 2 was the validation of the toolkit by expert nurses and educators with Item-CVI ranging from 0.80 to 1.00 and the scale-CVI at 0.98. The Toolkit for Implementation of Temporal Artery Thermometers for Neonates with three short video presentations was validated. The toolkit is shared on multiple webpages and is available to the public. Adopting the temporal artery thermometer for routine temperature measurement could be a new standard for temperature monitoring that is accurate and fast. Improved family satisfaction would result from a quicker temperature process and a less invasive method resulting in a more comfortable experience for their infant.</p><p>

Introduction. Infection prevention and control is both a national and international priority, with compliance with precautions being sub-optimal. One of the reasons suggested for poor compliance is a lack of appropriate education for health care professionals. There is a limited body of research available which considers infection prevention and control education for nursing students, particularly in clinical placements and no identified research in this area in midwifery. Aim. A body of research was undertaken with the overall aim of exploring and analysing the experiences and learning needs of nursing and midwifery students in relation to infection prevention and control in their clinical placements. Methods. An interpretivist approach was utilised to undertake semi-structured interviews with 32 nursing students, 15 midwifery students and 31 nurse mentors within a body of research comprising of three related studies. Date were analysed using Framework Analysis. Results. Several themes emerged from the body of work including the nature of infection prevention and control practice that is perceived as good or poor practice; attitudes towards infection prevention and control; barriers and motivators to learning about infection prevention and control; attitudes towards the infection prevention and control nurse and barriers to reporting poor practice. Conclusions. The body of work presented has several implications for future practice and research. New knowledge has been developed in particular in relation to perceptions of the role of the infection prevention and control nurse, barriers to reporting poor practice, the infection prevention and control education of midwifery students and the acceptance of poor practice as the norm. By triangulating findings from three separate but related studies, the research has been strengthened, providing additional support for the conclusions reached.

This study investigated the effect of a preceptorship program on role transition of novice staff nurses. A quasi-experimental, control group pretest post-test, design was used. Thirty-four novice staff nurses participated in the study; 20 in the preceptorship (experimental) group, and 14 in the traditional orientation (control) group. Three research hypotheses were investigated to determine whether novice staff nurses who participated in a preceptorship orientation program would: (1) demonstrate easier role transition, (2) report a higher level of job performance, and (3) demonstrate less role deprivation, than those novice staff nurses who participated in a traditional orientation program. Role transition was measured using the Six Dimension Scale of Nursing Performance (Schwirian, 1978) and the Nursing Role Conception Scale (Corwin, 1961). Participants completed the two scales during the first week of the orientation or preceptorship programs and again one-month later. Results indicated no significant differences (p<0.05) between the groups on either the Nursing Role Conception Scale or the Six Dimension Scale of Nursing Performance. / Applied Science, Faculty of / Nursing, School of / Graduate

Chronic significant shortages of registered nurses and increasing numbers of older non-traditional students in nursing programs necessitate close examination by nurse educators of, among other issues, recruitment, program articulation, and the fit of curriculum and instruction to the new students. Crucial to this is knowledge of the life stages, learning styles and personal goals of these students, and that is the focus of this study, modeled on King's 1984 study using methodology adapted from Weathersby (1977). The subjects are the 130 students in Quincy's two-year college school of nursing, one group in a traditional RN program and one group, with LPN certificates, in an advanced placement program. The conceptual framework integrates Levinson's theory of life stages and Kolb's theory of learning style. Instruments used include Tarule's Educational Experience Inventory, Kolb's Learning Style Inventory and a demographic questionnaire. While both groups of students were of non-traditional age, the APN students averaged five years older than the RNs. The RNs were largely in Early Adult Transition and the APNs largely in the Mid-Life Transition phase. The learning styles for 83% of both groups were divided between Accommodators and Divergers, both of which strongly prefer concrete learning experience and also desire to have input to their curriculum and instruction. They perceived learning as a valued investment in themselves and were demanding of the learning process. These findings, characteristic of adult learners, could usefully produce changes in nursing curriculum and instruction such as assessment and adaptation to experiential learning, individualized clinical instruction with preceptors/mentors, flexible scheduling of classes and clinical work, and increased involvement by students in setting goals and objectives for class and clinical learning.

Hispanics continue to be the fastest growing minority population in the United States. The most recent U.S. Census Bureau (2000) indicates that Hispanics comprise 35 million, or 12.5%, of the total population, up from 9.0% in 1990. Despite the significant increase in the Hispanic population, the number of Hispanic nurses does not reflect this increase. As the number of Hispanics continues to grow, there will be an increasing demand for culturally competent health care providers and healthcare services. The primary purpose of this qualitative, in-depth phenomenological study was to understand the experiences of Latina nursing students in the United States in order to identify conditions that affect their educational experiences. Using an in-depth phenomenology approach, seventeen Latina nursing students and recently graduated nurses in Massachusetts and Connecticut were interviewed between 1999–2000. Participation in the study required that the participants self identify as Latina/Hispanic and be enrolled in an undergraduate nursing program. Data were obtained through three separate interviews, each with a different focus and each lasting ninety minutes. The interviews were conducted approximately a week apart. The first interview focused on collecting historical and biographical data. The second interview focused on what was currently happening in the interviewee's life as a nursing student or recent graduate. The third interview explored on the meaning of the two previous interviews. Data was analyzed by crafting participant profiles and identifying thematic connections. A journey metaphor is being used to describe each participant's experiences. Along this journey, the themes are discussed as roadblocks and bridges, the obstacles and supports, experienced by the student nurse/nurses. The roadblocks or obstacles are marginalization and socioeconomic status. The bridges or supports are family, mentors, and perseverance. The participants' experiences provide important insights that may benefit schools of nursing and other disciplines concerned with nursing education. Recommendations in three major areas are being made as a result of this study. These focus on K–12 education, nursing education, and future research. By presenting the recent educational experiences of Latina nursing students, this study has implications for future curriculum development and multicultural education within the nursing profession.

The purpose of this study was to examine and compare the behavioral outcomes of two group approaches to helping wives of alcoholic men. Both were psychoeducational approaches combining didactic teaching and group counseling techniques. Both approaches were aimed at the ultimate goal of facilitating more effective coping by the wives despite their husbands' active alcoholism and its consequences. Both approaches were expected to result in decreased use of negative coping behaviors ("survival behaviors") and both were expected to facilitate entry into and involvement with Al-Anon. One group, Group A, received a program based on a family-systems perspective of family alcoholism using adapted techniques from Berenson, Wegscheider, and Borwick; Al-Anon was mentioned but not actively encouraged. A second group, Group B, received an identical format of six, two-hour sessions. However, the second group received a more person-focused approach with a more conventional program stressing the disease concept of alcoholism and Al-Anon concepts. Al-Anon attendance was directly encouraged in the latter group but not in the former. The "Spouse Survival Behavior Scale" which was developed by this investigator was administered to both groups at the first and again at the last session. Group A wives reported decreased use of "survival behaviors": group means for the scale as a whole and for two of six sub-scales significantly decreased. However, none of the wives reported attending Al-Anon on one month and and two month follow-up calls. Group B wives did not significantly decrease their self-reported use of "survival behaviors" when comparison of pretest and posttest group means were subjected to a t-test. However, analysis of adjunctive qualitative data raised the possibility that Group B wives were using less denial as a defense and had emotionally detached to a greater degree than Group A wives. One month and two month follow-up telephone call data on Al-Anon attendance revealed that 2 of the group B wives had also been regularly attending Al-Anon. Differences in gain scores between Group A and Group B were not shown to be statistically significant when examined at the level of the whole test. However, changes in one sub-scale (Cluster V: Blaming/Punishing) showed significantly less self-reported use of behaviors in this category by Group A as compared with Group B who increased their use of these behaviors. The latter was the only statistically significant finding of this study which supported one of the research hypotheses.

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

Thesis (Ph. D.)--University of North Texas, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 173-194).

Dissertation (Ph.D.)--University of South Florida, 2009. / Title from PDF of title page. Document formatted into pages; contains 305 pages. Includes vita. Includes bibliographical references.