Thesis (M. Nurs.)--University of Hong Kong, 2006.

Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009. / A dissertation submitted by Theresa Delahoyde, MSN, RN to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on health professions education. This dissertation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, PhD, RN, BC, CNE - chair ; Patricia Morin, PhD, RN - committee member ; Christine Hutchinson, JD - committee member. Includes bibliographical references.

Thesis (M.S.)--Boston University

This study examined the perceptions of nursing as a profession of students graduating from college-based nursing diploma programs. To answer the research question, the Concept of Nursing Scale designed and tested by Valiga (1982) was administered to 101 students in British Columbia Colleges approximately four weeks prior to graduation. Demographic data were also obtained. The responses were coded and scored by hand and the data entered into computer files. The statistical package used for analysis consisted of the SCSS Conversational System (Nie, et al., 1980). The concepts reflected in the Valiga Concept of Nursing Scale consist of: (a) boundaries of the profession, (b) recipient of the profession's service, (c) goals of the profession, (d) relationship of the profession to others, (e) independence of the practitioner, (f) responsibility of the practitioner, (g) scholarly component of the profession, (h) autonomy of the practitioner, (i) commitment of the practitioner, and (j) activities of the profession. Scores were high in the areas of definition, client, goals, and scholarship. These results indicated that: (a) the students surveyed had a clear definition of the scope of the profession, (b) they were able to identify the recipient of the profession's service and the goal of the profession, and (c) they recognized a scholarly component to the profession. The scores in the areas of independence and commitment were marginally lower than in the four areas mentioned above. These findings implied that the students graduating from college-based nursing diploma programs perceived nursing as functioning independently and that commitment was viewed as a characteristic of the nursing profession. Finally, the scores in the areas of autonomy, responsibility, relationships, and activities were low. These results indicated that the students surveyed perceived nursing as having minimal control over its practice and did not view the members of the profession as being responsible and accountable for their own actions. In addition, these students did not have a clear understanding of the nature of nursing's relationship with other members of the health care team and were uncertain as to the activities of the nurse. / Applied Science, Faculty of / Nursing, School of / Graduate

Student's feelings, ideas and understandings of their experiences when learning to nurse have received very little attention as indicated by the nursing literature. The purpose of this study was to develop a tool which would gather data of the student's perceptions of her clinical learning experiences. The type of tool selected for development was a questionnaire. The questions were derived from three specific areas: past learning experiences, expectations of the teacher and the individual's ideas of her own learning needs in the clinical setting. A sample of sixty-four student nurses from three basic nursing education programs were selected. These students, midway through their programs, had all had clinical learning experiences. The data were collected by the researcher who administered the questionnaire. All students who were asked to volunteer did so, all questions were completed by each group of students. The data results were compiled noting individual responses as well as similarities and differences between schools. No significant differences were noted in the responses between the three different nursing programs. A similarity of responses was noted for the majority of questions across the three schools. The students' choice of responses supports many of the findings revealed in the literature review. A specific preference for a small class size and the lecture-discussion method of instruction was evident. Students expressed a positive feeling toward clinical evaluation, but indicated that receiving a clinical evaluation from a teacher caused them a high degree of stress. Fifty-four per cent of the students supported past findings which suggest that students believe they most often receive feedback from the teacher when they have performed unsatisfactorily. The majority of students believed that teachers did perceive themselves as counselors. One-third of the students indicated they thought teachers avoided giving direct negative criticism. Another one-third believed this might happen but had not personally experienced it. Individual responses to the questions indicated a wide variety of perceptions related to clinical learning experiences. Although the tool may give an indication of trends in student's ideas and feelings, it is primarily designed to be used with individual students. Knowledge of the individual's perceptions may give the teacher insight into the meaning of events to the learner. Students in all three schools gave positive support for the collection and use of these data in attempting to improve individual teaching/learning experiences in the clinical area. / Applied Science, Faculty of / Nursing, School of / Graduate

A thesis submitted to the Faculty of Health Sciences, University of the Witwatersrand, in fulfillment of the requirements for the degree of Doctor of Philosophy Johannesburg, 2019 / The development of competence among student nurses is important to nurse educators, nursing regulatory bodies, employers and patients. Several teaching and learning strategies have been developed to support the development of competence among student nurses but the level of competence at the point of graduation remains below expected standards. This study explored students’ experiences of the learning processes that support the development of competence in nursing practice in Namibia. Gaining an understanding of learning from the student’s perspective can strengthen the current teaching and learning strategies, hence improve the development of competence. The qualitative phenomenographic study that investigated the learning processes that best support the development of competence was conducted in Namibia at a nursing college. Forty- nine (49) participants (lecturers, clinical instructors, nurses and student nurses) were purposively sampled to take part in the study. Data were collected through in-depth interviews and focus group discussions. The analysis of data was managed through ATLAS. ti 8.1 and followed the process of familiarisation, condensation, comparison, grouping, articulating labelling and contrasting of excerpts in order to generate the outcome space. Ethical principles were applied to ensure that the study complied with ethical requirements set by institutions and international guidelines. Five categories of description emerged and showed that the development of competence involves students increasing their understanding of what competence is, hence changing their learning strategies to meet the level of competence as they understood it. In order of hierarchy from the lowest, the categories of description were; competence is understood as task completion; competence is understood as passing assessments /satisfying facilitators; competence is understood as applying theory to practice; competence is understood as performance of nursing according to clinical standards/guidelines; competence is understood as performance that yields positive health outcomes. An analysis of the outcome space culminated in a proposed model for the development of competence, which shows that the development of competence among student nurses is influenced directly and indirectly by the students’ understanding of competence. Students with a shallow understanding of competence adopt superficial learning approaches. As students progress in their education and are exposed to real practice settings, their understanding of competence deepens and they shift their learning strategies to deep approaches. / MT 2020

Background: Sepsis is the most common cause of death in critically ill patients in settings other than cardiovascular intensive care units (ICUs). Research shows that early detection is the best way to prevent sepsis progression and improve patient outcomes. Nurses can play a critical role in the treatment of sepsis using their knowledge and resources to detect the presence of sepsis at the earliest possible point in the progression of the syndrome. Baccalaureate nursing students were surveyed to assess students' beliefs and knowledge of sepsis and to examine the gaps in students' abilities to identify sepsis. Methodology: An instrument, consisting of 46 items, was developed and administered as a survey. The survey contained demographic questions, belief statements, knowledge questions on sepsis, and an unfolding case study designed to gauge students' understanding and recognition of sepsis. Data were analyzed for descriptive statistics. Participants were undergraduate nursing students recruited from baccalaureate programs across three campuses at the University of Central Florida. Results: The sample consisted of 40 participants. Over 75% (n=31) of participants were females, 42.5% (n=17) were over 27 years old, and 45% (n=18) had five to six years of previous college experience. Only 22% (n=11) of participants selected the three best measures to screen for sepsis at the bedside and 60% (n=24) identified the correct definition of sepsis. In the knowledge application section, 40% (n=16) of participants identified the correct patient in the beginning of the case study (i.e., most likely for developing sepsis or showing signs and symptoms of sepsis). Discussion: Most students reported that they were relatively comfortable with their abilities to identify sepsis in the clinical setting. However, there were some clear gaps in students' understanding of sepsis, particularly related to general knowledge about sepsis and recommended bedside screening measures. Education on sepsis is key to provide timely care to septic patients and to provide them with the best care possible. Conclusion: This study identified gaps in baccalaureate nursing students' understanding of sepsis. Addressing these knowledge deficits could provide students with the ability to identify sepsis earlier and improve patient outcomes in their future practice.

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建立護理專業身份是個體與護理專業相聯繫的概念，個體對護理專業在社會角色與自我概念之間取得平衡。在專業社會化中，產生專業的知識、技能、價值與自我身份的過程。在社會急速發展和世界護理專業發展影響下，澳門護理專業教育出現強中有弱、弱中有強的局面。這現狀對中學生選擇護理、護士學生對知識價值的主動學習、日後在專業發展中持續創新都產生影響。因為護士人力的緊缺，護理教育能否幫助學生建立專業身份成為關注的重心。 / 鏡湖護理學院是澳門歷史最長的護理教育機構，於2002年起開辦澳門首個四年制護理學學士學位課程。課程理念奠基於鏡湖慈善會歷史和性質，命名「從人到仁」，推動以關懷為核心的護理全人教育。學院在護理學士學位課程中加入了一些元素，希望幫助學生在進入專業的早期即打下良好基礎，建立專業身份，從而加強教育的全面效果。究竟澳門鏡湖護士學生在護士學習的過程中如何建立專業身份，課程對護士學生身份認同的成效怎樣?本研究目的正是希望回答以上兩個問題。 / 研究者選取了二十名畢業生和八名教師參與是次研究。採用質性研究取向的個案研究法。透過深度訪談和文件查證分析取得所需研究資料。經過對個案資料的綜合深度討論以及不同個案的分析比較，得出以下研究發現：鏡湖護士學生的專業身份認同是通過五個轉變表現出來，包括：1. 責任重大、尊重生命；2. 與苦難同行、全人護理；3. 護理與生活同在、發揮專業才能；4. 立足專業知識、像護士般思考和行動；及5. 成為團隊、薪火相傳。分析歸納受訪畢業生及教師資料可以看到，鏡湖現行學士學位課程對學生建立專業身份是有明顯的影響作用。大部份學生是通過臨床實踐和生活實踐，處理健康問題，和幫助人們建立健康生活方式，來建構自我的專業身份。除了課程影響之外，關懷的學院文化、教師的言傳身教、醫院與學院的關係，以及學生的個人因素均對學生專業身份認同有影響作用。 / 根據這些發現，本研究嘗試從護理教育層面和未來研究層面提出建議，務求完善促進護士學生身份認同的課程理念和課程設置，優化人文與環境因素，以便進一步提升護理教育的質素，培育具公民專業精神的護理人員。本研究亦嘗試對當中的一些理論與概念展開討論，並修訂或補充了它的不足。 / The formation of nursing professional identity links the individual with the nursing profession. In this process the individual strives to maintain a balance between her professional role and her self-identity. It is a process of developing professional knowledge, skills, value and self-identity. With rapid social changes as well as worldwide development in the nursing profession, Macau’s nursing education is in a situation where strengths and weaknesses co-exist and interact with each other. Such a situation will certainly have significant impact on secondary school graduates’ decision to choose nursing as a future career, nursing students’ pursuit of nursing education as well as the possibility of their contributing to the nursing profession via creative innovation. Owing to the shortage of nurses, whether nursing education is able to help the students establish a concrete professional identity has become a major concern at present. / Being the most long-standing nursing education institution in Macau, Kiang Wu Nursing College established the first four-year Bachelor of Science in Nursing Programme in 2002. The philosophy of the programme, named ─From Personhood to Benevolence", is founded on the history and nature of Kiang Wu Charitable Association with the aim of fostering holistic nursing education that centres on care. To enhance the holistic impact of education, Kiang Wu Nursing College adds some new elements to the programme in order to enable students to formulate their professional identity. How did nursing students of Kiang Wu Nursing College form their professional identity in the course of learning, and how effective was the programme in forming students’ sense of professional identity were precisely the two questions that the present study aims at answering. / The researcher selected 20 nursing graduates and 8 nursing educators as participants of the study, which employed a qualitative case study method. In-depth interviews and document reviews were first conducted to collect the required data. After having undergone thorough examination of the collected data as well as detailed analyses and comparisons of various cases, it was found that the sense of professional identity of students of Kiang Wu Nursing College was developed through the following five crucial changes that they had experienced, including shouldering important responsibilities and respecting life, confronting hardship and offering holistic nursing care, leading a life inseparable from nursing and capitalizing on professional competences, developing professional knowledge, and thinking and acting like a nurse, as well as becoming part of the team and carrying forward the nursing spirit. Through summarizing and analyzing the data of the interviewed graduates and teachers, it was discovered that the current bachelor’s degree programme of Kiang Wu Nursing College played an important role in influencing the formation of students’ professional identity. Most students constructed their professional identity by solving people’s health problems and assisting others in developing a healthy lifestyle through their practice in clinical environment and in daily life. In addition to the programme, other aspects including the College’s caring culture, faculty’s role model of effective and appropriate behaviours, connection between the Hospital and the College, as well as students’ personal factors all contribute to the formation of students’ sense of professional identity. / On the basis of the above findings, the present study puts forward some suggestions with regard to nursing education and in the interest of future studies, in order to improve the programme philosophy and programme design for the fostering of students’ sense of professional identity, as well as to optimize the humanistic and environmental attributes for the further enhancement of the quality of nursing education and for the cultivation of nursing professionals who demonstrate civic professionalism. In addition, the study discusses some of the relevant theories and notions, and proposes revisions or solutions for their deficiencies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 尹一橋. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 331-350). / Abstracts also in Chinese. / Yin Yiqiao.