<p> To ensure optimal patient care an especially high level of accountability is required when entering the workforce. The purpose of this qualitative study was to explore, describe, and define perceptions of accountability as described by sophomore and senior nursing students in two baccalaureate nursing programs. The research questions aimed to (a) define what it means to be accountable as a student in general and a nursing student in particular (b) describe the importance of accountability to the profession of nursing (c) describe the circumstances and conditions that demand accountability, and (d) engage in actions that promote self-accountability. After obtaining IRB approval, the researcher explained the study to the sophomore and senior nursing students who agreed to participate in the research. Eighteen participants were interviewed. </p><p> Six questions were asked during interviews conducted to investigate perceptions of accountability. Content analysis was used to discern the essence of the narratives, from which nine themes emerged. The nine themes identified are: Difficulty defining accountability and the interchangeable use of the terms; accountability and responsibility; emerging knowledge; focus on work of nursing; student attention to tasks and outcomes; motivation/self-discipline; student stress and sources of stress; conditions for accountability and responsibility, and faculty actions; and promoting self-accountability and accountability to others. </p><p> Study findings suggested that this group of students understood the importance of accountability but were unable to verbalize a definition, often confusing accountability with responsibility. Students perceived that faculty played a role in their academic success; students also promoted accountability in faculty and in peers who were less successful academically.</p><p>

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

The study was designed to explore with selected nurses in the employment setting their perspective of the clinical competence of newly graduated nurses as they entered practice. The study had three elements. The initial focus of the study was to examine the readiness of graduates from all preparatory programs to enter hospital practice, addressing, in particular, the clinical competence of the nurse and, therefore, the ability of that nurse to meet the nursing needs of the patient. The second element was to explore the differences, if any, between graduates of Baccalaureate, Associate Degree and Diploma Programs as those differences relate to clinical competence. The third area dealt with the nurturing and socialization of the new graduate in the practice setting and examined the methods employed by the hospital to orient the nurse to the practice setting and provide support and additional education and experience to bring the nurse to the practice level expected. Major findings identified differences in graduates from the three types of nursing programs. Graduates of Baccalaureate programs were described as having a stronger theoretical knowledge base and better critical thinking skills. It was expected the Baccalaureate graduate would become the more competent nurse over time. Graduates of Diploma Programs were reported to have better clinical skills. Associate Degree Program graduates were said to be lacking in both clinical skills and theoretical knowledge. Two factors were mentioned as important in shaping clinical competence. Individual differences which the nurse brings with her are thought to be a significant factor, even more than the program from which the nurse was graduated. Programs, which prepare the same type of graduate, do not always graduate nurses of the same quality. Graduates of all programs were noted as needing extensive support as they began their new role. Concern was expressed by the majority of respondents about the readiness of new graduates to enter the practice setting. Most respondents would like to see the clinical practice component strengthened in the curriculum of all nursing programs. Recommendations for Nursing Education and Nursing Practice and for further study are included.

Reframing Emotional Intelligence as Emotional Wisdom: This research has investigated the motif of emotional wisdom (EW) within a group of female nursing students in one United Kingdom (UK) University, through my perspective as a nurse educator. The provision of effective quality nursing care according to the DOH, (2012) Compassion in Practice policy document identified six fundamental values of nursing: care, compassion, competence, communication, courage and commitment. Nursing practice is predicated on the presence of nurse education that is directed towards developing a safe and competent practitioner. Henderson (2001) and De Lambert (1998) have stated that nursing practice cannot be separated from the affective state of the nurse carrying out nursing care. The nursing literature suggests that EI has a role to play in nurse education, (Cadman & Brewer, 2001, McQueen, 2004, Freshwater & Stickley 2004), a role that is possibly underplayed. Using a qualitative research methodology grounded on a partnership based heuristic, [which is an adaptation of Moutakas’s (1990) methodology]; the study seeks to understand the lived experience of emotional intelligence (EI) of both myself as a nurse educator and those of nursing students. It suggests that a more meaningful way to apply EI within the context of learning and developing as nurses is as emotional wisdom (EW). Aim: to explore the lived experience of EI amongst a group of student nurses Method: a qualitative exploration drawing on Moustakas (1990), which holds the experiences of myself as the researcher, alongside the experiences of a group of nursing students as central to understanding what it is like to be an emotionally intelligent nurse. Findings: the data analysis uncovered four main themes relating to the lived experience of EI among us as a research group: Confronting the Nemesis of Kinsfolk Legacy. This focused on the impact of past emotional events in the development of the study participant in shaping her current emotionally intelligent identity Apprehending the Affective Learning Spaces. This theme explored the learning of emotions and emotional management of self and patients within the ‘classroom’ and the clinical setting pointing to a learning gap between those domains, which was rooted in a lack of emotional preparedness in the university. Authenticity of Being: Occupying Two Worlds. This explored the two domains in which the neophyte nurse found herself coming to an understanding and negotiated role clarity as to whom she was whilst learning as a nurse student and who she was as a daughter, mother, partner. Being Fully Present. This theme explored the data around the experience of learning to be emotionally attuned, or attentive to the patient. These findings are discussed within a creative synthesis and a summary of learning from the study. This seeks to proffer a potential model through which emotionally wise learning might be mediated within nurse education to future nursing students. In presenting such however, I am also offering up these findings with an invitation to you as the reader to determine if your own experiences find resonance with these accounts. Possible implications of the study within the field of nurse education: • Discussion concerning the use of EI measures as an additional recruitment marker to nurse education programmes • A pedagogical approach to nurse education predicated on an EW curricula • Recognition of an ontological oriented curricula in nurse education as a means to enhancing self-awareness.

This study investigates all graduate entry to nursing in England, focusing on the perceptions and experiences of nursing students and health professional educators at one English university. It presents a history of nurse education, debates the cases for and against the move to an all graduate entry, and introduces a conceptual framework based on the influences on, and expected outcomes of, the undergraduate nursing student. The study adopts a single-embedded case study design. Data was collected between October 2012 and September 2014 using questionnaires and focus groups. Statistical analysis and thematic analysis (using the framework devised by Braun and Clarke, 2006) were undertaken on the quantitative and qualitative data respectively. The undergraduate student nurses reflected a positive attitude towards nursing, seeing a therapeutic relationship and the values underpinning ‘compassion in practice’ as fundamental to the role of Registered Nurse (RN). They also demonstrated motivations that reflected these principles and, to some extent, recognised them in themselves. The importance of developing and demonstrating graduate attributes was acknowledged, but these were not seen to be as significant as the fundamental principles of what it means to be a nurse. The majority of health professional educators supported the move to an all graduate entry to nursing, with nurse educators being more in favour that their Allied Health Professional colleagues. There was also clear recognition that the role of the RN had changed and that RNs needed graduate attributes in order to manage the complexities of twenty-first century healthcare. Participants in this study saw the move to all graduate entry as welcome and necessary, although this view was not universal. Reasons students gave for pursuing a career in nursing reflected those identified in earlier studies. The students’ experiences in clinical practice were affected by the standards of care they observed, the quality of mentorship and by issues related to ‘belongingness’. The study highlights and contributes to the on-going debate surrounding the development of nursing as a profession, confirming that the ideals of altruism have not been lost in the development of academic processes and identity.

Thesis (Ed.D.)--Argosy University/Honolulu, 2007. / (UMI)AAI3256145. Source: Dissertation Abstracts International, Volume: 68-03, Section: B, page: 1555. Adviser: Carole E. Freehan.

Thesis (M.H.A.)--University of Michigan, 1961.

Thesis (M.H.A.)--University of Michigan, 1961.

Thesis (Ph.D.)--University of California, San Francisco, 2008. / Source: Dissertation Abstracts International, Volume: 69-09, Section: B, page: 5321. Adviser: Patricia Benner.

Thesis (M.S.)--Catholic University of America. / Bibliography: p. 51-53.