Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 147-164).

Purpose: The purpose of this study was to discover nurse educators' perceptions about the culture of nursing and how they bring students into that culture. <br>Background: Although the extant literature addresses the process of socialization to the profession, literature exploring socialization as enculturation is scant. Nurse educators' perspectives on the culture of nursing needed further exploration, as their voice on this topic is relatively silent and they provide the first formal enculturation to the profession. Viewing nursing as a professional culture may more effectively enable faculty to clarify and explicate for students the values, behaviors, symbols, and beliefs inherent in the profession. <br>Methodology: This study was a focused ethnography, utilizing Leininger's Four Phases of Data Analysis. <br>Conclusion and Implications: Four main themes emerged from the data. These themes are the culture of nursing is multifaceted, multivalent and at times contradictory; multiple factors both internal and external to the culture influence the culture of nursing; nursing faculty believe that the right conditions facilitate the enculturation of students; navigating the subcultures (academia, service and organizational culture) is challenging for faculty. Theme One reflects faculty participants' views of the diverse characteristics and roles attributed to nurses and the absence of a composite, well-articulated characterization of the culture of nursing other than by value of caring. Theme Two reflects faculty participants' perceptions of the many internal and external factors that influence the culture of nursing. Theme Three captures faculty participants' strong beliefs about what was necessary to bring students into that culture. <br>Theme Four illustrates the many cultural negotiations required daily of faculty participants as they participate in multiple, and at times conflicting subcultures within the culture of nursing. This study has implications for the preparation of nurse educators, curriculum development in nursing education, the education-practice gap, and the role of nurse educators in shaping the culture of nursing. / School of Nursing / Nursing / PhD / Dissertation

Purpose: The purpose of this study was to discover nurse educators' perceptions about the culture of nursing and how they bring students into that culture. <br>Background: Although the extant literature addresses the process of socialization to the profession, literature exploring socialization as enculturation is scant. Nurse educators' perspectives on the culture of nursing needed further exploration, as their voice on this topic is relatively silent and they provide the first formal enculturation to the profession. Viewing nursing as a professional culture may more effectively enable faculty to clarify and explicate for students the values, behaviors, symbols, and beliefs inherent in the profession. <br>Methodology: This study was a focused ethnography, utilizing Leininger's Four Phases of Data Analysis. <br>Conclusion and Implications: Four main themes emerged from the data. These themes are the culture of nursing is multifaceted, multivalent and at times contradictory; multiple factors both internal and external to the culture influence the culture of nursing; nursing faculty believe that the right conditions facilitate the enculturation of students; navigating the subcultures (academia, service and organizational culture) is challenging for faculty. Theme One reflects faculty participants' views of the diverse characteristics and roles attributed to nurses and the absence of a composite, well-articulated characterization of the culture of nursing other than by value of caring. Theme Two reflects faculty participants' perceptions of the many internal and external factors that influence the culture of nursing. Theme Three captures faculty participants' strong beliefs about what was necessary to bring students into that culture. <br>Theme Four illustrates the many cultural negotiations required daily of faculty participants as they participate in multiple, and at times conflicting subcultures within the culture of nursing. This study has implications for the preparation of nurse educators, curriculum development in nursing education, the education-practice gap, and the role of nurse educators in shaping the culture of nursing. / School of Nursing / Nursing / PhD / Dissertation

Purpose: The purpose of this study was to discover nurse educators' perceptions about the culture of nursing and how they bring students into that culture. <br>Background: Although the extant literature addresses the process of socialization to the profession, literature exploring socialization as enculturation is scant. Nurse educators' perspectives on the culture of nursing needed further exploration, as their voice on this topic is relatively silent and they provide the first formal enculturation to the profession. Viewing nursing as a professional culture may more effectively enable faculty to clarify and explicate for students the values, behaviors, symbols, and beliefs inherent in the profession. <br>Methodology: This study was a focused ethnography, utilizing Leininger's Four Phases of Data Analysis. <br>Conclusion and Implications: Four main themes emerged from the data. These themes are the culture of nursing is multifaceted, multivalent and at times contradictory; multiple factors both internal and external to the culture influence the culture of nursing; nursing faculty believe that the right conditions facilitate the enculturation of students; navigating the subcultures (academia, service and organizational culture) is challenging for faculty. Theme One reflects faculty participants' views of the diverse characteristics and roles attributed to nurses and the absence of a composite, well-articulated characterization of the culture of nursing other than by value of caring. Theme Two reflects faculty participants' perceptions of the many internal and external factors that influence the culture of nursing. Theme Three captures faculty participants' strong beliefs about what was necessary to bring students into that culture. <br>Theme Four illustrates the many cultural negotiations required daily of faculty participants as they participate in multiple, and at times conflicting subcultures within the culture of nursing. This study has implications for the preparation of nurse educators, curriculum development in nursing education, the education-practice gap, and the role of nurse educators in shaping the culture of nursing. / School of Nursing / Nursing / PhD / Dissertation

<p> The health outcomes of men are significantly worse, when compared to their female counterpart, for the top 15 leading causes of death nationwide. At this time, men are not actively engaged in the healthcare system and didactic and clinical education does not adequately prepare providers to care for men or understand the psychology of masculinity. As of 2016 there were no primary care programs or medical schools that incorporated a specific course in men&rsquo;s health promotion or the psychology of masculinity within their curriculum. This research study implemented one curricular module on the content of men&rsquo;s health promotion and the psychology of masculinity. The researcher sought to understand what aspects of men&rsquo;s primary healthcare and masculinity were taught within Primary Care Providers (PCP) didactic and clinical studies, what PCPs state was lacking from their curriculum, and how that translates to their ability to practice clinically. The research took place at six separate universities throughout the United States. Using a five-point Likert scaled survey, quantitative data was collected from students in six universities after they participated in a single module on men&rsquo;s health promotion and masculinity. One month after students at the six universities went through the intervention, a second quantitative, five-point Likert Scale survey was collected that sought to determine what information from the module was applicable in their clinical education and settings after going through the intervention. The researcher then conducted six, qualitative, semi-structured, open-ended interviews with students who responded favorably to such an interview in quantitative evaluations through Qualtrics. Data analysis was completed through Wilcoxon Signed Rank Testing. Cohen&rsquo;s d effect size was utilized to understand the significance of effect size within the data. Students in primary care agree that lack of timely healthcare, on behalf of men, is a stressor on the healthcare system and 100% of students agree they would welcome more content in their didactic education on men&rsquo;s health promotion and the psychology of masculinity. Similarly, 94.5% of respondent&rsquo;s state there is a need for primary care students to learn how to engage men in primary preventive care with 77% of respondents requesting more gender specific training. Students that went through the educational endeavor found value in the content delivered with 83.4% of participants stating they planned to make changes in their practice as a result of going through the educational module. Quantitative findings revealed that less than 20% of those surveyed are consistently utilizing evidence based interventions noted in literature to recruit and retain men into primary preventive care. Qualitative interviews noted that participants found themselves unconsciously unaware of their limitations in caring for men in the primary care setting, but fully aware that diverse and holistic care improves patient outcomes. Qualitative respondents also expressed a desire to grow professionally and a willingness to engage in pioneering practices that would equip them to deliver excellence in care.</p><p>

<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>

<p> Quality in the healthcare industry has been gaining much importance in the last two decades. Every health professional is carefully trained to provide high quality service. Historically, healthcare providers have done their best in providing honorable service to the public. However, according to the Agency for Healthcare Research &amp; Quality, the healthcare industry reports hospital stays of $375.9 billion in aggregate costs (2010). As a result, the healthcare crisis has demanded improvement in the quality of the healthcare industry. Because nurses are the largest group of healthcare providers in hospitals, they have become a major target for improving healthcare in the hospital setting. Applying Deming's 14 Points can provide a great resource for addressing this issue with a goal to upgrade the quality of the nursing profession. This project was guided by the need to improve the coronary care unit in order to benefit patient outcomes after cardiac surgery.</p>

Thesis (doctoral)--Lund University, 1996. / Added t.p. with thesis statement (in English) inserted. Includes bibliographical references.

Thesis (doctoral)--Lund University, 1996. / Added t.p. with thesis statement (in English) inserted. Includes bibliographical references.

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