<p> The purpose of this study was to identify whether a correlation exists between perceived online incivility experiences and RN-BSN student program satisfaction. This study used a cross-sectional, quantitative (correlational) survey method. There were 85 participants, 93% female and 7% male, with 89% of the respondents identifying as Caucasian, 6% Asian, 4% African American, and 1% as Pacific Islander. The age range was 20-64 years, with a mean age of 41.4 years. Of the participants in this study, 32% reported experiencing one or more occurrences of online incivility from faculty, primarily through emails. Online incivility and RN-BSN program satisfaction were found to produce a correlation coefficient of -0.32, which was significant and indicates a relationship of medium strength. Limitations of this study include a small sample size, the sensitivity of the topic, and survey responses based on memories of perceived experiences. Implications for practice include development of clear expectations with respect to faculty conduct, including a zero tolerance policy and an avenue through which students can freely report incivility. Further research should focus on identifying other variables that may contribute to online incivility and RN-BSN program satisfaction.</p>

Thesis (M.S. in Nur.)--University of Texas at Austin, 1960. / Vita. Degree awarded June 1960. eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 25-26.

<p> Nursing leadership has important implications for the direction of professional nursing and transforming the future of healthcare. Nursing leadership is essential in healthcare organizations and nursing education and is vital to improving healthcare for better patient outcomes and strengthening nursing education. Current nursing leaders&rsquo; behavior may influence the entrance of staff nurses to take leadership positions. This qualitative study explored the behaviors of nursing leaders that affect a staff nurse decision to pursue professional development, academic growth, and organizational commitment. Kouzes and Posner&rsquo;s model of transformational leadership provided the framework for this study. With institutional review board approvals and participant consent, face-to-face interviews were conducted with 17 staff nurses at an acute care facility in the southern United States. Interview transcripts were reviewed and coded for emerging themes. Content analysis revealed the following themes: encouragement, support, fairness, communication, positive attitude, leading by example, and good work relationships as positive attributes of nurse leaders that influence a nurse&rsquo;s decision to pursue professional development, academic growth, and organizational commitment. Less favorable indicators were stress, favoritism, work-life balance, and negative attitudes as hindrances to the nurses&rsquo; pursuit of professional development, academic growth, and organizational commitment. </p><p>

<p> In response to the prediction of a significant shortage of nurses, the research addressed attrition in accelerated associate degree in nursing (ADN) programs. The purpose of this phenomenological study was to understand the meaningfulness and essence of successful nursing students&rsquo; lived experiences of persistence in accelerated ADN programs. The study included 11 students from two accelerated ADN programs located in Central Florida, who participated in two lengthy semi-structured interviews. The interview questions were created from three theories: the strand theory, Knowles&rsquo;s adult learning theory, and Tinto&rsquo;s theory of persistence. The results indicated the importance for educational leaders in higher education to recognize the potential of accelerated ADN programs and nontraditional students. The findings indicated there is a need to improve future student access to nursing programs, and admission criteria should be realistic and meet the needs of nontraditional students. In addition, curriculum and instruction should be creative and address ways to make difficult content easier. Future implications of this study align with recommendations of the Florida Center for Nursing, which address the following areas of concern: (a) recruitment, (b) career advancement, (c) creative instruction to improve retention, and (d) ongoing support of research that analyze workforce trends.</p><p>

<p> <b><u>Background:</u></b> Shortly after the graduate nurses&rsquo; orientation period, the expectation is to rapidly function as a competent nurse. With this expectation, the graduate nurse experiences stress when attempting to quickly make the transition from student to practicing professional nurse. New nurses report that the primary reason they are leaving their employment within the first year is related to stress and thus low job satisfaction. </p><p> <b><u>Purpose:</u></b> The overall turnover rate for a community Catholic Hospital&rsquo;s Critical Care Department is 60% within the past year. Combating the turnover, increasing satisfaction, and ensuring patient safety is what is needed for this hospital. </p><p> <b><u>Methodology:</u></b> The design for this project is comparative and correlational utilizing the Casey Fink New Graduate Nurse Survey. Residents involved in the revised residency program were surveyed on their job satisfaction and comfort-confidence after six months of residency. The results from the new residents were compared to nurses who had completed the previous residency program who had at least six months of experience. </p><p> <b><u>Results:</u></b> The results demonstrated the new residency program had no statistical significance on comfort, however, presented a statistically significant association with how new nurses experience the work environment of the Critical Care department. </p><p> <b><u>Conclusions:</u></b> The results of the study revealed a need for on-going assessment of the residents past the six month integration period. Another identified need that was noted was for on-going preceptor education and consistency. The study also discovered the need to explore other methods of increasing comfort during and after their residency period.</p><p>

<p> Nurse preceptors are challenged to not only teach but also evaluate student nurse&rsquo;s clinical skills in a complex practice environment. This basic qualitative study illuminated factors that influenced the role of the nurse preceptor, as well as teaching and evaluation aspects in the precepting guidance of student nurses. Albert Bandura&rsquo;s self-efficacy theory and Patricia Benner&rsquo;s novice to expert model guided the research study. Using semistructured audiotaped interview, 12 registered nurses were asked about specific practices, approaches, and methods used in their roles of precepting undergraduate nursing students. Findings revealed nurse preceptors valued building a rapport with student nurses in the role of the nurse preceptor and adopting the role of socializer while doing so; however, collectively they expressed that providing necessary but tough guidance through redirecting students&rsquo; behavior was their least favored role. Nurse preceptors found using a step by step process with student nurses worked best and that observation was the primary source of evaluating students&rsquo; clinical performance. Preceptors used observation as the primary source for evaluating students clinical performance and use subjective evaluations more frequently than other evaluation methods. </p><p>

<p> The health of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people has recently become a national health priority. The National Institutes of Health (NIH) cited provider knowledge and attitudes as one of the key areas needing further research. One of the largest barriers to culturally congruent LGBTQ care is the lack of knowledge about LGBTQ people and possible negative attitudes among nurses and providers (Strong &amp; Folse, 2015). Research and data have shown that LGBTQ people face significant health disparities stemming from years of systemic discrimination and stigmatization. </p><p> To establish a baseline understanding of the knowledge and attitude of registered nurses about LGBTQ people as well as measure the impact of a newly designed educational intervention on the nurses&rsquo; knowledge and attitudes. </p><p> Registered nurses (n = 111) were offered a one hour educational intervention at various inpatient hospitals within a major metropolitan area. Pre-and post-tests were administered to establish baseline knowledge and attitude as well as the effectiveness. </p><p> A statistically significant impact on the nurses&rsquo; knowledge of LGBT health (p &lt; .0001) was found after the intervention. While attitudes did show some improvement from the intervention, it was not statistically significant and could be an area of further research. Qualitative responses from nurses showed an overwhelming desire to have LGBTQ education for their nursing practice. </p><p> Implications for practice include implementing LGBTQ cultural competence into initial and ongoing educational trainings for registered nurses within healthcare organizations, and improved nursing care of LGBTQ people. Future research is needed to examine the impact of the educational intervention over an extended period of time.</p><p>

<p> Identifying the primary barriers that block initial employment of newly licensed nurses is essential to smooth transition to the workforce. Enrollment in nursing education has increased and schools have added programs, but newly licensed nurses struggle to gain initial employment. This qualitative e-Delphi study solicits feedback from nurse employers through a series of three surveys. The surveys were delivered and returned electronically. They were distributed to 33 volunteer nursing participants who are responsible for hiring and evaluating nurse performance in the workplace. The average response rate was 46%. The identified skill gaps in newly prepared nurses are communication, critical thinking, organization, and professionalism. These skill deficits result in delayed initial employability and prolonged orientation times.</p><p>

<p> The purpose of this study is to compare satisfaction, self-confidence, and engagement of baccalaureate nursing students using defined observational roles and expectations versus traditional observer role assignments in high fidelity simulation and debriefing and to evaluate student perceptions of these constructs. The NLN/Jeffries Simulation Theory serves as the theoretical framework for the study. A convenience sample of 132 freshman level baccalaureate nursing students enrolled in a BSN program in the spring 2017 semester was utilized for the study. A quasi-experimental comparative mixed method design was utilized for the study. </p><p> Data analysis of the study indicates a statistically significant difference between overall satisfaction score, <i>t</i>(119.83) = 2.43, p = .017, overall self-confidence score, <i>t</i>(102.86) = 3.823, p&lt;.001, overall engagement score, <i>t</i>(100.9) = 4.11, p&lt;.001, of baccalaureate nursing students using defined observational roles and expectations (<i>N</i> = 67) versus traditional observer role assignments <i> N</i> = 65) in high fidelity simulation and debriefing. Student&rsquo;s perceptions of satisfaction, self-confidence, and engagement were increased with the use of defined observational roles and expectation.</p><p>

<p> Substance use and abuse has been studied for years and has been proven to be a problem among college students and there is a growing number of students who abuse prescription stimulants, despite increased campaigns to educate, raise awareness and prevent this health epidemic. The rate for prescription type drug abuse among nurses is more than twice that of the general population. Additionally, nurses have particular risk factors specific to the occupation. Despite these overwhelming statistics, prevalence studies for nursing students with legitimate prescriptions who use appropriately, or misuse their prescription are very scarce.</p><p> A quantitative approach was used to examine use and misuse of prescription stimulant medications among nursing students who were members of a professional nursing organization within Alabama. Investigate predictive risk factors and motives for any illicit use were examined as well. Of the 1,111 members, a response rate of 9.2% was obtained (n = 102). Of the 102 respondents, 3 were ineligible, 11 declined participation of did not progress past the informed consent document. There were 88 participants with usable data. This study found 54.5% who reported no use at all. Legitimate use was found to be 14.8%. Illicit use was found to be 30.7% of participants. There was a statistically significance (<i>p</i> &lt; 0.05) in grade point averages between the groups that is consistent with prior findings. However, this study did not yield significant findings for age, time in extracurricular activities, or PanHellenic membership. Motivations for illicit prescription stimulant abuse were similar to those in previous studies.</p><p> These findings have importance in the field of nursing education and substance abuse prevention. By increasing our knowledge base, faculty can be better equipped to educate their nursing students on the dangers of self-medication, diverting medications and the harm that eventually comes from this illegal activity.</p><p>