Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (Ph. D.)--University of Missouri--Columbia, 2002. / "May 2002." Typescript. Vita. Includes bibliographical references (leaves 76-81).

Thesis (Ph. D.)--University of Missouri--Columbia, 1999. / "May 1999." Typescript. Vita. Includes bibliographical references (leaves 127-129). Also available on the Internet.

This study examined the research productivity of a selected group of nurse educators in the United States. Research productivity was defined as: (1) the number of past research studies conducted in relation to degree requirements, (2) the number of past research studies conducted which were not in connection with degree requirements, (3) the number of research studies that have been published, and (4) the number of ongoing research studies. The major findings and conclusions of the study are: 1. Nurse educators holding doctorates and those holding the rank of Professor are the profession's most productive researchers. 2. The majority of the present research studies is being conducted by faculty in graduate rather than undergraduate nursing programs. Many nursing programs are providing support for faculty research. However, as a collective, the research support provided by educational institutions is minimal, and only 50 per cent of the institutions use research productivity as a criterion measure for the evaluation of faculty. 3. The majority of the research has been done in connection with degree requirements. However, 72 per cent of the nurse educators who hold doctorates report that they have conducted additional research studies in the past, and 65 per cent of them report ongoing research studies. 4. Past involvement and present involvement in nursing practice research was reported to a greater degree than the literature findings would indicate. 5. The publication plans of nurse educators show a sharp increase over their previous publication records. 6. Descriptive research is the study type chosen by the majority of nurse educators, both in the past and at the present time. 7. Priority areas listed for future research by nurse educators included clinical research in all areas, studies that will enable better prediction of student success in nursing education, and studies related to the entry into practice issue. 8. Little interest could be found in the development of nursing theories or the application of specific theories to practice.

M.Cur. / An explanatory, descriptive method was undertaken to determine the effect of cognitive-sensory guidance on the pain experience of the child with bums during wound management procedures. The Nursing Theory of Wholeness was used as a premise for this study. The internal and external environments of the child were investigated. This was done by determining the pain perception (by using the Oucher!-scale) and the pain behaviour (by using the CHEOP-scale) respectively. The internal and external environments stand in interaction with each other and reflect within a specific physical, social and spiritual context the child's body, mind and spirit. These interactive patterns will be applied within the scientific and systematic framework of the nursing process. Prior to the study, attention was given to ethical issues such as acquiring permission and prevention of damage to the respondents. From the investigation of these three case studies the conclusion can be made that cognitive-sensory guidance could possibly be effective in reducing the pain experience of the child with bums during wound management procedures. Generalisation cannot be done due to the small sample size. This study only serves as background for future research and hypothesis formulation

M.Cur. / Please refer to full text to view abstract

M.Cur. / The purpose of this study is to explore and describe the experiences of patients with Guillain-Barré syndrome whilst being nursed in intensive care units, in order to set guidelines for nursing. The researcher made use of the phenomenological approach within the paradigm of qualitative research. The target population consisted of 70 patients of which seven complied with the selection criteria: In-depth interviews, which were taped, were conducted with the patients. Validity and reliability were ensured by using measures as stated by Woods and Catanzaro (1988). Data-analysis was executed by means of Giorgi's method (Omery,1983) and after clearance with an external decoder, it was categorized according to the patients' internal and external environment. The Nursing Theory for the Wholeperson had been used to this purpose. The conclusions of this study indicate that patients with Guillain-Barré syndrome in intensive care units experience deprivation of sleep, pain and fear. Limited communication and loss of autonomy create frustration. Patients become lonely and bored and have a need for constant support from their family and others. Consequent upon the conclusions the researcher developed nine guidelines for the nursing of patients with Guillain-Barré syndrome. These guidelines are in support of the functional approach of the researcher and may be considered an attempt to provide research findings that are applicable to the practice of nursing.

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Yes / Background Pilot studies can play an important role in qualitative studies. Methodological and practical issues can be shaped and refined by undertaking pilots. Personal development and researchers’ competence are enhanced and lessons learned can inform the development and quality of the main study. However, pilot studies are rarely published, despite their potential to improve knowledge and understanding of the research. Aim To present the main lessons learned from undertaking a pilot in a qualitative PhD study. Discussion This paper draws together lessons learned when undertaking a pilot as part of a qualitative research project. Important methodological and practical issues identified during the pilot study are discussed including access, recruitment, data collection and the personal development of the researcher. The resulting changes to the final study are also highlighted. Conclusion Sharing experiences of and lessons learned in a pilot study enhances personal development, improves researchers’ confidence and competence, and contributes to the understanding of research.