This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction. / Ph. D.

Narratives are used to explore personal beliefs and assumptions about caring in one's personal and professional life. This dissertation recognizes the process of caring is interpretative and evolves from personal experience. I address issues of caring within the practice of nursing and nursing education from a feminist perspective. I begin with my own personal narrative in which I seek to uncover my own caring essence as a basis for inquiring into issues of caring and feminism in nursing education. Theoretical constructs from educational nursing and feminist literature are explored to develop a personal model of caring within nursing education. Nursing students must be educated within a caring learning environment so they can develop a caring stance with patients. Dialogue within teacher-student interaction is at the center of such an environment. This dialogue encourages authentic presence with students that leads to an intuitive knowing. Nursing students need to learn to let their intuitive sense guide the use of technology. Of course, that means educating their intuitions. Autobiographical vignettes are used to reflect on the experience of a nurse educator as caring guides teaching-learning activities in a nursing curriculum. Caring within clinical teaching encourages reflection and increases self-awareness. Clinical teaching is seen as an opportunity to unite theory and practice. It encourages students to be receptive to patients and places value on contextual experiences. An examination of contextual experience shows that care is relational and encourages connections with others. Care is sustained through relationships that give voice to nursing students and patients. This process of giving voice makes caring more visible to others. This visibility allows nurses to celebrate caring occasions and validates worth of caring in nursing. Caring practices within nursing education help students recognize the power within themselves to institute change. Nurse educators must encourage students to care for themselves. This process will help them stay in touch with what they need as individuals as they provide care to others. / Ph. D.

Thesis (Ed.D.)--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. / STATEMENT OF THE PROBLEM: This study is an attempt to determine the degree to which the Higher Institute of Nursing is meeting the contemporary needs of the United Arab Republic. The purposes of this investigation are: 1. To determine to what extent the existing program has accomplished the following: a) the philosophy and goals have been in accordance with the educational program; b) the functions and goals of graduates have been specified and were in accordance with these objectives and aims; c) graduates have been educationally prepared to assume the positions to which they were assigned. 2. To view nursing in the broad social context and investigate the socio-cultural, political, and economic factors which have influenced the development of the nursing profession in the United Arab Republic. 3. To propose a plan for developing a curriculum for nursing at the university level which will take into account the general characteristics of the society and will satisfy the medical and health needs that are evident in the country. PROCEDURAL METHOD: The case study method has been employed in the research and writing of this dissertation. This method was selected for reasons related to the nature of the study undertaken: 1. The writer was working in an unformulated area where there was relatively little available in terms of previous studies on nursing education in the United Arab Republic which would serve as a guide. 2. The intensive case method which involves the case study of a group has been found to be a particularly fruitful method for stimulating insights and suggesting hypotheses. 3. The attitude of the investigator is one of alert receptivity of seeking rather than testing. Instead of limiting himself to the testing of hypotheses, the investigator is guided by the features of the object being studied; his inquiries are constantly in the process of reformulation and redirection as new information is obtained. 4. The intensity of the study of the group selected for investigation and the intensity of the attempt to obtain sufficient information will characterize and explain the unique features of the case and those which it has in common with other cases. 5. It relies on the integrative powers of the investigator, on his ability to draw together many bits and pieces of information into a unified interpretation. FINDINGS: 1. The United Arab Republic is undergoing rapid social, economic and political changes which the education institutions both reflect and effect. 2. In founding the Higher Institute of Nursing with the aid of World Health Organization, the United Arab Republic adopted the program of studies from foreign curriculae patterns. International nursing leaders were among those who helped establish this institute because no Egyptian nurses were qualified at that time to participate in this program. The program did not have the necessary adjustments made to meet the needs of the culture concerned: a) the program does not deal with problems and issues which are peculiar to the culture and contribute to its health and nursing problems; b) the program does not equip students with the necessary tools and techniques which would enable them to attempt to reach a solution to some of the most urgent nursing problems. 3. The Higher Institute of Nursing prepared students who, upon termination, were not assigned to positions which were in accordance with the education they received. 4. The Institute has not made explicit what the role of the university educated nurse is to be. 5. Changes in medical and health practices have influenced the responsibilities of nurses. CONCLUSIONS: The adoption of a foreign curricula pattern without taking into consideration possible outcomes and consequences due to cultural forces may bring about not only unfavorable results but total failure. From the findings, suggestions were made to improve the situation. / 2999-01-01

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. / 2999-01-01

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. / 2999-01-01

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. / 2999-01-01

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. / 2999-01-01

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. / The present study was undertaken to determine the attitudes of a selected group of educated women toward cancer of the breast. The pur'pose of this study was to compare the attitudes of four groups of educated women, all of whom have a basic knowledge of cancer as a diseaseo Three important components were perceived as relevant in forming an attitude toward cancer of the breast. These were: 1) Feelings toward the mutilation involved; 2) Feelings toward the curability; 3) Feelings involved in a change of the self concept. The investigators were interested in comparing the attitudes of a group of women with nursing education and a group of women without this specialized education. The second concern was t he comparison of attitudes as manifested by a younger age group and an older age group. Based on the principle that one cannot necessarily determine action from an attitude alone, another concern was a correlation of a woman's attitude toward cancer of the breast and willingness to undertake health action. / 2999-01-01

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. / This study was undertaken to determine the pharmacodynamics of insulin which nursing students understand at the end of thirty months in a three year diploma program in nursing. This study attempted to answer the following questions: 1. Do nursing students reveal a deficiency in their knowledge of insulin in the following areas? [TRUNCATED] / 2999-01-01

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. / 2999-01-01