<p> Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty&rsquo;s constructions were used to develop a middle range descriptive theory <i>Challenged and Overwhelmed.</i> From further faculty recommendations on strategies <i> Supported and Empowered: a Model of Understanding to Support Faculty&rsquo;s Growth and Competence in Curriculum Development, Evaluation, and Revision </i> was created to support faculty&rsquo;s growth and competence in curriculum development, evaluation and revision. Findings such as the low confidence found in most faculty, including the very experienced when it came to assessing curriculum, and the inadequate knowledge of curriculum as well as strategies discovered to benefit faculty are shared that assist faculty&rsquo;s growth and competence in curriculum development, evaluation and revision. These strategies can be used to improve faculty development, educational strategies, and graduate education, resulting in better nurse educator preparedness. Improving educational strategies through better competency will improve the nursing profession. Educator competency, preparation, the faculty shortage, standards, initiatives, and educational competencies and curriculum reform were reviewed. Quality information for educators is provided for evaluating and improving current nursing curriculum, and to guide strategic planning and facilitate nurse program success. Faculty perceptions of how to increase competence, and improve preparation for their role developing, evaluating and revising curriculum were shared.</p>

<p> The purpose of this quantitative correlational study was to determine if there is a relationship between nursing faculty&rsquo;s acceptance and intent to use technology, with the adoption of informatics in nursing education. The framework that guided this study was the Unified Theory of Acceptance and Use of Technology 2. The study was guided by three research questions. Research question 1 asked the relationship between nursing faculty use of informatics in nursing education? There is significant evidence to support the claim there is a relationship between faculty&rsquo;s user acceptance/behavioral intent to use technology and the adoption of informatics in nursing education. </p><p> Research question 2 asked the relationship between the constructs of UTAUT2 and the behavior intent of the nursing faculty to use technology? The results support a relationship between the UTUAT2 constructs and behavioral intention to use technology thus the alternate hypothesis was supported.</p><p> Research question 3 asked the relationship between age, gender, and experience of nurse faculty moderators that influence performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on personal behavior intent to use technology. The results indicated there is not significant evidence to support the claim that there is a relationship between behavioral intent to use technology and the age, gender, or experience of faculty.</p><p> The results suggests that faculty&rsquo;s personal and professional use of technology influences the integration of informatics into curriculum. Recommendations for practice include incorporating an informatics champion within each school of nursing to enhance faculty members comfort with technology.</p>

<p> This quantitative correlational, descriptive study examined what relationships exist, if any, between clinical design and implementation of nursing clinical curriculum with National Council Licensure Examination for Registered Nurses (NCLEX-RN&reg;) pass rates in Associate Degree Nursing (ADN) programs in the northeastern United States (U.S.). The population for this quantitative correlational, descriptive design included all ADN programs (N =132) located in this geographic. The sample for this study was all ADN accredited programs who willingly completed this survey (N=24). Dr. Martha Tanicala&rsquo;s questionnaire was used with permission and was renamed Clinical Experiences in Associate Nursing Programs (CEANP). The Statistical Package for the Social Sciences (IBM SPSS Version 21.0) was utilized to complete the descriptive and correlational statistical procedures. A point-biserial correlation revealed significant relationships between NCLEX-RN&reg; success and the following independent variables: accreditation standards and recommendations on the design of the clinical curriculum (<i> r</i>pbi= .419, <i>n</i> = 24, <i>p</i> = .041, administration influence on the design of the clinical curriculum (rpbi = .415, n = 24, p = .044), and assessing clinical faculty competency (rpb= -.555, n = 24, p = .005). The findings of this study indicate that accreditation guidelines and nursing program administrators&rsquo; significantly correlate with curriculum design and NCLEX-RN&reg; pass rates. The findings also show a significant relationship between assessment of clinical faculty competency and NCLEX-RN&reg; success. The findings demonstrate that a more even distribution of the type of clinical hours across the curriculum may assist students with readiness for practice and first-time NCLEX-RN&reg; achievement.</p>

Thesis (Ed.D.)--Liberty University School of Education, 2006. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1973.

Thesis--Columbia University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 165-172).

Thesis--Columbia University. / Includes bibliographical references (leaves 165-172).

Philosophiae Doctor - PhD (Nursing) / Literature attest that holistic approach to care is the best way to ensure that all human needs, including spiritual needs are taken care of. As such holistic approach to care accepts the notion of "wholeness" nature of the patient. However, in practice patient's holistic needs, which are essential for optimum health, are not routinely addressed when practicing nursing. This implies that regardless of the nurses doing their best to attend to patient's health needs, patients still do not achieve their required optimum health. Furthermore, in the face of good nursing education programmes, attempts to meet the patient's care needs as advocated, a gap still exists in rendering nursing services that truly promote health in a holistic manner. Confusion regarding the scope and holistic nature of nursing, relates not only to nursing organisations having failed to define nursing with clarity concerning the spiritual dimension of care; but they have also not succeeded in implementing nursing that is truly holistic. In this study, it is argued that where spiritual care aspects in nursing remain at the periphery, holistic nursing cannot be truly attained. According to Burkhardt and Hogan promoting one's spirituality within a nursing paradigm can be one way to promote and optimise health, particularly in response to illness. In view of the existing gap between teaching-learning of spiritual care and espoused theory of holistic nursing, a need to develop a theory that would guide and assist nurse educators and nursing students in the teaching and learning of spiritual care was imperative. The aim of this research was to generate a practice theory for teaching-learning of spiritual care in the undergraduate nursing programme at a higher education institution by answeringthe research question "how can a practice theory for teaching-learning of spiritual care in the undergraduate nursing programme at a higher education institution in the Western Cape be generated? Ethical procedures were applied in accordance to stipulations of the University Research Ethics Committee. The credibility of the study was ensured by application of Guba's model of trustworthiness for qualitative data.

Spirituality is a subject which is often neglected in nursing education. The purpose of this study was to determine associate degree nursing faculty’s perception of their ability to teach the spiritual dimension in the delivery of nursing care. The study explored whether faculty have received training related to spiritual care, how and where nursing programs integrate spirituality education into the curriculum, nursing faculty’s understanding of the terms spirituality and spiritual care, and faculty members perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. Survey research was used in this study. The participants were recruited from publicly funded associate degree nursing programs in the southeast who are accredited by the Accrediting Commission for Education in Nursing (ACEN). The number of faculty participants was 206. The Spirituality and Spiritual Care Rating Scale (SSCRS,) (McSherry & Jamieson, 2011) was used to explore nursing faculties’ understanding of the terms spirituality and spiritual care. The findings showed that participants had very strong beliefs about spirituality and its intrinsic value to patients. The Spiritual Care Content Scale (SCCS; Lemmer, 2002) explored what content was taught in nursing programs, the content most often covered included (a) the influence of cultural beliefs on spiritual care (77.9%), (b) spiritual needs of the dying and their families (76.2%), (c) the assessment of spiritual needs (71.3%), and (d) active listening as a means of spiritual care (66.2%). Integration of spirituality education into the nursing curriculum was also, addressed. Not surprisingly, lecture was the main method for teaching the spiritual dimension, followed by discussions, clinical and reading assignments, nursing models, role play and guest speakers. The final question sought faculty member’s perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. The majority of the faculty said no (84.1%, n=146). These findings support the literature regarding the lack of perceived training and support for nurses related to the spiritual dimension and the need for greater integration of spirituality and spiritual care in the nursing curriculum. Providing guidelines for the provision of spiritual care and continued research in this area is warranted.

Thesis (Ed.D)--University of Delaware, 2008. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.