<p> Graduate programs in nursing for non-nurses (GPNNN) are rapidly proliferating in response to demands for innovative strategies to increase the number of nurses to meet health care demands, both actual and anticipated. Transitions Theory (Meleis et al., 2000) provided a framework to identify the gaps in knowledge related to how individuals transition to nurse within these programs. One of the gaps in the literature that was identified was a description of the transition to nurse experience of students enrolled in a GPNNN. This qualitative descriptive research was conducted in response to this gap. It examined the transition from non-nurse to nurse through a GPNNN which prepared non-nurses for advanced nursing practice. The study had three aims: to describe the transition experienced by the students; to describe how they used their prior education and experiences in this transition; and to describe the factors they saw as facilitators and hindrances to this transition. </p><p> Responsive interviewing (Rubin &amp; Rubin, 2012) with a purposive sample (n=17) of registered nurses enrolled in the advanced practice curriculum of the GPNNN was used. Data was collected from these nurses between September and December, 2013. Data analysis included initial codification of interviews, and within and between interview comparison of codes, resulting in re-coding and collapsing of codes. To assure the trustworthiness of the data, the criteria thoroughness, accuracy, believability and transparency were used (Rubin &amp; Rubin, 2005).</p><p> Data analysis revealed a process of transition that occurred over three distinct time periods, <i>Coming to Nursing</i> (pre-enrollment), <i> Beginning to Learn the Role as Nurse</i> (pre-licensure), and <i> Practicing as Nurse</i> (post-licensure). Influences that impacted the transition across periods included personal goals, knowledge, skills, and professional growth. Indicators of transition that were known to the individual and to others were described. The individual's utilization of prior education and experiences in their personal transition experience was described as primarily influencing study habits and clinical experiences. Facilitators and hindrances to the transition included experience working as a nurse, self-identification as nurse, personal goals, the accelerated program, the programmatic focus on NCLEX style testing and the nursing pedagogy.</p><p> Interpretation of the findings of this research was informed by the literature. Identification of three periods of transition through nursing education has been described in transition to nurse in other nursing education populations (Shane, 1980a, 1980b; Neill, 2010), and is consistent with transitional patterns (Meleis, 2010). However, the three transitional periods identified in this study are peculiar to the transition experience through a GPNNN, and don't mirror the characteristics identified in transitional periods in other populations. A rich description of the transition experienced by the participants is presented including characteristics of the transitional periods, the influence of prior education and experience within the transition, and identification of factors that facilitated or hindered the transition experience. This description has not previously been described in the literature.</p><p> There are implications of this research for practice, theory, education, policy and research, and these are discussed.</p>

<p> Pressure ulcers (PUs) remain a relatively common and potentially serious health issue among the elderly in any healthcare setting and have been associated with high mortality and morbidity rate. A low incidence of PUs is highly desirable and is considered as an indication of quality care by patients, caregivers, and regulatory authorities on both the state and federal levels.</p><p> Nursing assistants play an integral role in the direct patient care; ongoing training and educational opportunities about pressure ulcer prevention are very important in maintaining their skill, motivation and knowledge. Research findings showed that staff education with reinforcement is the key in decreasing prevalence and incidence of pressure ulcer. This educational curriculum was designed to increase nursing assistants' knowledge about pressure ulcer prevention among elderly in long-term care.</p>

<p> This action research study explored the complex nature of homeless adults and their perceptions of barriers to mental health services. Barriers to mental health services and a lack of resources for homeless adults are social justice issues explored in the study. The participants were homeless adults with a history of substance abuse, diagnosis of Hepatitis C (HCV) infection, and mental illness. A qualitative approach allowed for data analysis which described the experiences of homeless adults living with HCV infection. Due to the stigma assigned by HCV based on the prevalence of HCV being contracted by substance abuse, a defined high-risk behavior, the homeless adults were not offered mental health services. As a result, the homeless adults did not get treatment.</p>

Thesis--Catholic University of America. / Vita. Bibliography: p. 209-225.

Thesis (M.S.)--University of Michigan, 1989.

Thesis (Ed. D.)--Columbia University, 1966. / Typewritten. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 153-160).

Thesis (Ed. D.)--Columbia University, 1966. / Typewritten. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 153-160).

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 23, 2009). Thesis advisor: Marian W. Roman. Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Melbourne, School of Nursing and Social Work, Faculty of Medicine, Dentistry and Health Sciences, 2009. / Typescript. Includes bibliographical references (p. 287-314)

Thesis--Catholic University of America. / Vita. Bibliography: p. 209-225.