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. / 2999-01-01

Indiana University-Purdue University Indianapolis (IUPUI) / Nursing schools are facing demands to admit and graduate increasing numbers of students to meet the needs of the future healthcare system. Nursing schools must therefore admit, retain and graduate qualified applicants, able to provide care in complex healthcare environments. Educators are challenged to identify the best educational practices to retain and engage learners in the learning process. Research has indicated that student engagement contributes to student success in college. Learning environments may influence student engagement through the use of active learning strategies in the classroom. The purpose of this descriptive study was to explore the extent of engagement reported by nursing students in classrooms and determine relationships among student engagement, demographic and academic variables and learning environments. Astin’s (1985) Input-Environments-Output model provided the framework for this study, linking student characteristics, and student engagement in learning with outcomes of learning. A sample of 347 undergraduate baccalaureate nursing students from 5 mid-western schools of nursing completed the Adapted Engaged Learning Index (AELI) and the Active Learning Environments Scale (ALES), measuring their level of engagement and perceived degree of active learning in the classroom, respectively. Subjects also provided demographic data including age, academic level, type and number of hours worked off campus, and prior learning experience. T-test and ANOVA analyses were conducted to compare group differences on demographic, learning environments (active, passive and mixed) and levels of engagement. Results indicated a significant (p≤.001) difference in the level of student engagement related to the perceived active learning occurring in the classroom. Students in active and mixed learning environments reported higher engagement levels than those in passive learning environments. Students over 25 years (p=.003), students with higher GPA’s (p≤ .05) and junior students (p≤ .001) reported significantly higher engagement scores than their counterparts. Findings from this study indicate that student engagement in the learning process may be positively influenced by an active learning environment in the classroom.

No description available.

Faculty Perspectives on Factors Impacting Work as Nurse Educators by Sharon Shockness MS, Mercy College, 2007 BSN, Mercy College, 2005 AAS, Helene Fuld College of Nursing, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Job dissatisfaction among nursing faculty could have a significant impact on nursing faculty retention and student enrollment in nursing programs. The purpose of this qualitative instrumental case study was to gain insight into the perspectives of faculty members who teach nursing education in a university program. This study used Herzberg, Mausner, and Snyderman's motivation-hygiene theory to explore employee satisfaction and dissatisfaction in the workplace. The research question focused on the perspectives of nursing educators and challenges they face. Data were collected through individualized interviews with 15 nurse educators, using open-ended questions and reviewing relevant documents. The data were analyzed by sorting and highlighting the participants' responses and using codes to categorize and develop themes. Six overarching themes (expectations, motivations, benefits, job fulfillment, challenges, and job dissatisfaction) and 3 subthemes (remuneration, excessive workload, and funding for advancing education, recruitment, and mentoring) emerged. These themes and subthemes identified critical aspects of job satisfaction that may help nursing faculty and nursing administrators strengthen the positive and diminish the negative aspects of the job for greater faculty satisfaction. Nursing leaders and health care administrators can use these findings to bring awareness to the nursing education community by creating realistic goals that address job satisfaction, retention, and recruitment of nursing faculty. These changes will improve student enrollment and increase the number of nurses available to provide quality care throughout the nurses' respective communities.

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 / 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

MSc (Nursing), Faculty of health Sciences, University of the Witwatersrand / This quasi-experimental study assesses the value of simulation based learning for a medical flight crew within an air ambulance service based in Johannesburg, South Africa. The purpose of this study was to assess the value of simulation based learning for air medical crew in performing synchronized cardioversion efficiently, effectively and safely within the air medical environment. The objectives were to determine if there is a difference between the experimental group that had been exposed to a simulation-based learning experience versus a control group that had not, in respect of performing synchronized cardioversion and scene management pertaining to this skill. This was a qausi-experimental study in which stratified random sampling was done to divide the participants into the control and experimental groups using medical qualification as homogenous subsets. The outcome of the study showed that the control group was quicker to first shock than the participants in the experimental group. However, the participants in the experimental group performed the skill more effectively, with regard to doing / following the correct steps in performing the skill of synchronized cardioversion and were safer practitioners. None of the variants within the sample groups had a significant effect on performance of the skill. The conclusion is that within this specific air ambulance service, simulation- based learning improved the performance of synchronized cardioversion in comparison to the normal orientation / training provided in the service.

Introdução: Na área da enfermagem, a simulação de alta fidelidade vem se expandindo a fim de fornecer novas ferramentas para os enfermeiros atuarem em situações de saúde em seu cotidiano de trabalho, proporcionando um conjunto de experiências que ampliam as possibilidades de olhar o assistir por diferentes dimensões do cuidado individualizado, considerando também as relações em equipe e privilegiando o saber e o fazer como processos indissociáveis. Objetivo: Analisar a vivência do enfermeiro na simulação de alta fidelidade no contexto da saúde. Método: Estudo de caráter exploratório e descritivo, desenvolvido por meio da vertente qualitativa. Foram realizadas 14 entrevistas com enfermeiros que vivenciaram simulações de alta fidelidade e aplicada a análise de conteúdo temático referida por Minayo. Da análise dos dados, surgiram 11 categorias, sendo sete relacionadas como componentes fortes e quatro como componentes vulneráveis da simulação. Resultados: Componentes fortes - aspectos da simulação que propiciam a crítica reflexiva e analítica, abrangendo a esfera comportamental e social e a importância do facilitador na condução do debriefing para o aprimoramento do saber na estratégia da simulação. Componentes vulneráveis - presença de posturas e sentimentos não esperados na simulação e necessidade de os participantes já terem conhecimentos teóricos para obter um melhor desempenho durante a simulação. Considerações finais: A simulação abre espaço para criar e recriar, tendo como base ferramentas que aproximam cada vez mais o participante de seu real propósito de aprender, podendo ir além da realidade, no sentido de transcender aquilo que já conhece, viabilizando o alcance de novos conhecimentos e indo além da dimensão técnica. Essa realidade se estende ao educador, contribuindo para fortalecer a estratégia da simulação como recurso de aprendizagem no contexto da assistência de enfermagem. / Introduction: In the area of nursing, high-fidelity simulation has been expanding in order to provide new tools for nurses to work in health situations in their daily work, providing a set of experiences that broaden the possibilities of looking at different dimensions of individualized care, also considering team relationships and privileging knowledge and practice as inseparable processes. Objective: To analyze the experience of nurses in high-fidelity simulation in health context. Method: Descriptive and exploratory study, developed through the qualitative aspect. There were realized 14 interviews with nurses who experienced high fidelity simulations and applied the thematic content analysis reported by Minayo. From the analysis of the data, 11 categories emerged, being seven related as strong components and four as vulnerable components of simulation. Results: Strong components aspects of simulation that provide analytical and reflexive criticism, including social and behavioral sphere and the importance of the facilitator in debriefing conduction to the improvement of the knowledge in the simulation strategy. Vulnerable components presence of unexpected postures and feelings during simulation and the need for participants to already have theoretical knowledge to obtain better performance during the simulation. Final considerations: Simulation opens space to create and recreate, based on tools that increasingly bring the participant closer to real purpose of learning, being able to go beyond reality, in order to transcend what participant already knows, making possible the achievement of new knowledge and going beyond technical dimension. This reality extends to educator, contributing to strengthen simulation strategy as a learning resource in the context of nursing care.

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