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This study examined perceptions of hospital-based nursing schools among nursing professionals to determine whether this type of nursing education model is viable in the modern nursing context. Nursing education is faced with the twin problems of insufficient nurses, which creates a demand for rapid education of nurses, and ensuring adequate clinical quality of nurses, which creates a demand for more extensive undergraduate clinical training. Hospital-based nursing schools are three-year programs that provide more intensive clinical training than the two-year university-based programs. The study developed and disseminated a questionnaire to assess the perception of nursing professionals and nursing students on the issues related to hospital-based nursing schools including clinical quality and the shortage of nurses. Secondary research was conducted based on the available literature regarding nursing education and the historical development of the current nursing educational system. The study found that there was a generally favorable opinion of hospital-based nursing schools among the surveyed population, particularly in the area of the level of clinical training received at these types of schools. The study also found that there were significant attitudinal and financial barriers to increasing the number of hospital based nursing schools. The findings of this study are exploratory in nature and serve to define the problems and alternatives associated with nursing education and hospital-based nursing schools.

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<p><h1>Abstract</h1></p> <p><strong>Succeeding in Level 1 of a BScN Program: A Grounded Theory Inquiry</strong></p> <p>This research is an inquiry into the journey of student success as experienced by Level 1 nursing students in a BScN program. It is a qualitative study using a constructivist grounded theory methodology that looks at the psychosocial processes that are integral to the nursing student’s experience of Level 1. Fifty 1 to 1 semi-structured interviews were conducted with Level 1and Level 2 nursing students, experienced level 1 faculty and academic advisors (n=46). Participants were asked to define student success, and discuss their experience of success. The constant comparison method and theoretical sampling informed the findings. The result was an emerging substantive theory for student success entitled: <em>Succeeding in Level 1 of a BScN Program (Succeeding Substantive Theory or SST).</em> There are four conceptual processes that make up the <em>SST</em>: Learning, Balancing, Connecting and Becoming. Each concept has several categories that summarize the codes reflected in the data. The <em>SST</em> offers a fresh and novel perspective on student success as it reflects the processes involved in a comprehensive and integrated way. The insights and understanding that result from the <em>SST</em> can be used to direct policy and resources for student success, inform curricular revision, and suggest further research.</p> / Doctor of Philosophy (PhD)

The objectives of this research were to (a) explore nursing educators' experiences of integrating cultural safety in nursing education, (b) describe the strategies that nurse educators use, and (c) identify the barriers and possible solutions to facilitate the integration of cultural safety into nursing education. Indigenous Research Methodology was used to gain insight into nurse educators' experiences of integrating cultural safety in nursing education. Conducted in Ontario with 15 participants from 11 of the 14 accredited SON across Ontario. Conversing and listening to personal stories was the primary knowledge-seeking method. A harmonized narrative and thematic approach were used to analyze the conversations and stories from nurse educators. The results demonstrated the current colonial structure of nursing education is incompatible with and a barrier to the integration of cultural safety. As a consequence, this study reveals more barriers than strategies for integration, which demonstrates the substantial need for leadership, resources, and institutional support to integrate cultural safety. Current approaches have amplified forms of structural violence experienced by Indigenous nurse educators. This form of violence has been labeled a sophisticated type of racism that manifests in ways such as tokenism and othering of Indigenous nurse educators. Information about barriers, challenges and successes experienced by study participants supports recommendations for the dismantling of colonial discourses that are pervasive in nursing education and a barrier to integration of cultural safety. This study of integrating cultural safety supported the problematic nature of decolonization and Indigenization approaches as solutions to ensure cultural safety. Micro-reconciliation was identified as a possible solution to promote successful integration of cultural safety in nursing education. / Thesis / Master of Science in Nursing (MSN)

The purpose of this quasi-experimental study was to assess the ongoing impact of the End-of-Life Nursing Education Consortium (ELNEC) training program on registered nurses’ death anxiety, concerns about dying, and knowledge of the dying process utilizing the principles of The Comfort Theory and Practice by Kolcaba (2003) at the institutional level. The research hypothesis was upon completion of the ELNEC training, registered nurses would have decreased death anxiety, less concerns about dying, and increased knowledge of the dying process. The Revised Death Anxiety Scale (RDAS) was used to measure death anxiety which is a 25 item self-report questionnaire. The Concerns about Dying Instrument (CAD) was used to measure death attitude or concerns about dying which includes three distinct but related areas for providers: general concern about death, spirituality, and concerns about working with dying patients. Participant's perceived knowledge of dying was measured using a self report 5-point Likert format with “0“ indicating no level of knowledge to “4“ reflecting complete knowledge of death and dying. Pre-tests of all dependent variables were administered to both a treatment and control group. Post-tests were administered two weeks after the two day ELNEC training, at 6 months, and finally at 12 months to both groups in order to study its lasting efficiency upon participants at one primary care medical center. Thirty eight participants completed all four questionnaires with 27 participants in the control group and 11 participants in the experimental group. Matched pair analysis with 11 participants in each group was conducted with statistical significance found for perceived knowledge about dying at post two weeks and 12 months (p= 0.01) for the intervention group. Death anxiety and concerns about dying were not found to be statistically significant at any testing interval, but mean scores of the treatment group revealed less death anxiety and concerns about dying. Recommendations included offering the ELNEC training on a routine basis to all registered nurses who care for dying patients. Additionally, clinicians and administrators were encouraged to seek out additional funding opportunities to plan more robust studies with larger samples, incentives, and research method triangulation addressing the qualitative aspects of palliative care. / Ph. D.

Yes / Since the 1980's, changes in nursing education have inadvertently led to diminishing anatomy and physiology content in curricula (Taylor et al., 2015). The need for nurses to have a thorough grounding in these subjects is undisputed; however, the pedagogical principles for anatomy and physiology education have been under scrutiny (Perkins, 2019). Anatomy and physiology are typically incorporated as part of bioscience, which also encompasses genetics, microbiology, pharmacology, and pathophysiology (Horiuchi-Hirose et al., 2023). Registered nurses and nursing students often express anxiety about studying bioscience and its perceived difficulty, largely due to difficulties in applying theory to practice (Craft et al., 2013, Craft et al., 2017, Meedya et al., 2019). Despite this, there remains a recognition that bioscience knowledge is important for effective nursing practice (Danielson and Berntsson, 2007, Horiuchi-Hirose et al., 2023). / The full-text of this article will be released for public view at the end of the publisher embargo on 15 Dec 2024.

This study explored evidence-based education in health professions education through three interrelated manuscripts. First, a scoping review of evidence-based medical education examined the use of the term “evidence-based” in the literature and the presence of evidence-based practices. The review analyzed numerous studies to understand how evidence-based education is defined and applied within the medical education community, highlighting key trends, gaps, and inconsistencies in the application of evidence-based principles. Next, a study employed an agile evidence-based instructional design (AVIDesign) model to create an evidence-based course in palliative care for medical students. This model integrated iterative development processes with evidence-based educational strategies, emphasizing flexibility and responsiveness to feedback. Utilizing transdisciplinary collaboration between faculty and instructional designers (ID), the study examined the use of the model to develop a course for medical students in palliative care. Results include faculty and ID perspectives on using the model, along with student and expert feedback on the materials developed for the course. The final study utilized the AVIDesign model to develop interactive branching case scenarios for a pediatric nursing course. These scenarios were designed to provide nursing students with evidence-based learning experiences that simulate the complexities of pediatric care. By incorporating interactive elements and multiple potential outcomes, the cases aimed to enhance clinical reasoning skills. The study involved continuous collaboration with pediatric nursing experts and instructional designers to refine the scenarios, ensuring they were both educationally effective and engaging for students. Together, these manuscripts illustrate the effectiveness of employing evidence-based design, agile methodologies, and collaborative input to create effective educational interventions in the health professions. They underscore the importance of acquiring, appraising, and applying evidence in developing effective learning interventions.