Thesis (M.H.A.)--University of Michigan, 1962.

Thesis (M.S.)--University of Michigan, 1986.

Thesis (M.H.A.)--University of Michigan, 1962.

Thesis (M.S.)--University of Michigan, 1986.

This study proposed to determine the reasons given by registered nurses for participation or nonparticipation in programs leading to a baccalaureate or higher degree. The purpose of this study was the following: identify the factors influencing registered nurses to return or not return to school for an advanced degree and to compare the needs (met or unmet) of the participants with the anticipated needs (met and unmet) of the nonparticipants.

The increasing complexity of today's nursing coupled with the growing need for higher numbers of expertly trained nursing staff requires faculty members who are prepared to handle this challenge. Mentoring has been noted as a successful tool for advancing careers, fulfilling role expectations, and providing resources for guidance. With a nursing shortage threatening and a bulge in the population of baby boomers beginning to retire, nurses are in high demand. The purpose of this study was to examine the concept of mentoring in nursing, determine if nursing faculty have been mentored and to ascertain the characteristics of mentoring reported by nursing faculty.The population for the study was nursing faculty from three mid-western schools of nursing. A convenience sample of all nursing faculty who agreed to participate was used. The participants were given a demographic tool and Darling's Measuring Mentoring Potential (MMP) Scale to complete. The MMP consisted of fourteen items that described the most significant characteristics of mentors.The pool consisted of 52 faculty with a response rate of 84.6% (n=44). All of the faculty that completed the questionnaire were mentored. The majority of respondents (n=43) were female ranging in age from 40-59 (84.1%). Fifty percent were Master's prepared nurses and 41% held doctoral degrees. The respondents reported the three highest characteristics of mentoring as Model, Envisioner, and Energizer which is consistent with Darling's research as denoting a significant mentoring relationship.The findings revealed that nursing faculty have been mentored and that these mentoring relationships were significant as defined by Darling. Due to proposedupcoming shortages in nursing staff and nursing faculty, this study was significant to provide data about the mentoring relationship. Nurse administrators can use information about mentoring to structure formal mentoring programs to facilitate transition into faculty roles. The implication of this study is that mentoring can be used to promote growth in new faculty members and provide schools of nursing with adequately prepared new faculty as more experienced professors retire. / School of Nursing

Sepsis causes major health care problems in the United States, resulting in long hospitalizations, complications, and even patient death. Lack of nursing knowledge regarding sepsis signs and symptoms is a significant problem at a hospital in the northeast. Local hospital data showed a high patient mortality rate for patients diagnosed with sepsis. The purpose of this project was to develop an educational module on sepsis for intensive care nurses. The educational module was developed using current sepsis evidence-based guidelines. The practice-focused question for the project asked whether an educational module on sepsis would increase the intensive care nurse's knowledge on sepsis recognition and treatment guidelines. The adult learning theory was used as a conceptual model to guide project development. After development, the educational module was evaluated by a panel of 8 experts, including a nurse educator, infection control nurse, a charge nurse, a staff nurse, and an infectious disease physician. Program content evaluations included a 10-question pretest/posttest questionnaire completed by each panel member. Program content was modified based on pretest/posttest results. Results of the panel evaluation indicated agreement that the sepsis module content would benefit nurses on sepsis recognition and management for patients. Improving nursing knowledge on sepsis can provide a positive social change to improve patient outcomes, including mortality rates and complications from sepsis.

Socialization into the nursing profession is essential for student nurses to develop an internalized professional identity and the corresponding professional role. The espoused professional values are the foundation for the development of professional identity and commitment to the profession. Nurse educators have a responsibility to foster students' learning for the development of the student nurse as a professional. The formation and internalization of a professional identity through acquisition of values that are congruent with those espoused by the profession facilitates professional development.The purpose of this qualitative study was to examine how baccalaureate nursing students were professionally socialized into nursing values in the classroom. Mezirow's transformational learning was used to examine how nursing students came to critically reflect on personal and professional values as part of the process of professional socialization.The context for this study was a university classroom setting. A purposive sample of eight nursing students in a baccalaureate program in the first nursing, non-clinical course was used.The study used interviews, observations, and review of documents which included the informants' journals, course text, course examinations and syllabus. Two one-hour interviews were conducted with the informants at the fifth week of a seven week course and at completion. The instructor was also interviewed following completion of the course. The three classroom observations were conducted every other week to correspond with significant content areas. Journals were collected every other week.The findings suggest that nursing students do not attain the espoused professional values from the formal curriculum or role-modeling of the instructor in a classroom setting. Qualities attributed to the professional values were expressed rather than the values themselves through personal experiences. Content areas which were controversial and value-laden held the most meaning and triggered critical reflection on personal and professional values. Eight subcategories emerged from the data analysis: formal curriculum, perceived personal values, perceived values learned in the classroom, perceived values role-modeled, triggers for critical reflection, hidden curriculum, sense of belonging to the profession, and consequences of professional socialization.This study has implications for nurse educators regarding teaching strategies, nursing education and curriculum development, professions concerned with professional socialization, and adult educators interested in Mezirow's theory. Further study is recommended on aspects of belonging, triggers for critical reflection, and professional values. / Department of Educational Leadership

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).