The purpose of this study was to examine the perceptions and lived experiences of nursing students’ interpersonal communication with clients and nurses upon completion of nursing practice rotations of undergraduate nursing education. The study identified the extent to which nursing student participants were aware of the roles, relationships, and statuses in the context of nursing practice rotations, and how this awareness shaped their interpersonal communication with clients and nurses. Ecological Systems Theory and Critical Systems Theory were used as complementary theoretical frameworks to explore the system of layers of roles and relationships and to employ a critical lens. Hermeneutic phenomenological research methodology, specifically the approach of Max van Manen (1990) was used to gain the essence of the 12 participants’ lived experiences of interpersonal communication with nurses and clients on nursing practice rotations: feelings of overwhelm, unpreparedness, and powerlessness in their roles, relationships, and status in communicating with nurses and clients. The principle themes of Holding on to the Traditional Student Role (role stagnation), Learning to Become a Professional Nurse within a Community of Nurses (role transformation), and Experiencing Disempowerment as Learners (role oppression) within the ecosystem were deconstructed to make recommendations for nursing education. / October 2016

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University, 1963.

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

No description available.

This thesis investigated the added-value of non-nurse lecturers teaching on nursing programmes. In doing this it attempted to answer the following research questions: • To what extent is the contribution of non-nurse lecturers defined in both theory and practice? • What is their potential role in providing ‘added-value’ to pre- and post-registration nurse education? To counteract what was seen as a deficit model in considering the non-nurses’ role, an added-value approach, as defined by Woodward (1993), informed the various approaches to collecting data and the overall structure. The methodology reflected an interpretivist and critical paradigm, with the use of a number of data collection tools conforming to mixed methods research. The overall approach taken was phenomenological in nature and the data collected is largely qualitative. Five surveys were conducted; including the collection of statistics on numbers of non-nurse lecturer posts and advertisements for nurse lecturers and researchers. Other surveys included; interviews with non-nurse lecturers and an online questionnaire for pre-registration nursing students. Official quality reviews were compared to look for differences between Higher Education Institutions, and elements of reflection were used throughout, alongside an extensive critique of supporting literature. The thesis, due to its exploration of Nursing, Nurse Education and Higher Education, also explored the policy and philosophical context in some detail. The non-nurse lecturers’ present and future role was discussed comprehensively and resulted in the following recommendations: • Non-nurse lecturers need to have an equal role in facilitating interprofessional learning and encouraging interprofessional working in practice; • Non-nurses lecturers should be valued for their discipline knowledge, in the enabling of HE specific skills and the depth of information they can provide in relevant subject areas; • Non-nurse lecturers can encourage a HE culture for nurse education including the importance of research and scholarly activity; and • Non-nurse lecturers need to be seen to benefit the evolution of nursing in encouraging both nurses and students to question existing norms, and in contributing to nursing and health and social care policies.

No description available.