The purpose of this study was four-fold: the identification of behaviors perceived as academically honest by faculty and six levels of nursing students, to determine differences between faculty and students, to determine differences between graduate and undergraduate students, and to determine differences in consequences proposed by faculty and students.

This research study was designed to investigate the relationship between participation in a nursing education program and the factors of stress, physical illness, anxiety, and self-concept experienced by the participants. Also, the study examined the relationship between age of participants and these same factors. The purposes of this study were (1) to determine if beginning and ending nursing students differ in stress, physical illness, anxiety, and self-concept, (2) to examine the relationship between age of nursing students and stress, physical illness, anxiety, and self-concept, (3) to provide information that may help develop a theoretical base concerning stressful life events and illness in nursing students, and (4) to provide information that may be beneficial with regard to future research involving stress, physical illness, anxiety, self-concept, and age in nursing students.

This study examines nursing students' adoption of inferential sets in a clinical situation. The investigation determines (1) the particular inferential set(s) nursing students adopt toward a patient in a clinical situation; (2) the particular inferential set(s) adopted by sophomore and senior nursing students in a clinical situation; and (3) whether or not inferential sets adopted by the sophomore and senior nursing students differ. Sophomore and senior nursing students at a woman's university in Texas were asked to complete a research tool designed to determine inferential set adoption.

The purpose of this thesis is to explore the phenomenon of spiritual nurturing as experienced by students in their fourth-year of an undergraduate baccalaureate nursing education program in Canada, using van Manen’s (2002) approach to phenomenology. The goal of this study is to describe the lived experience of spiritual nurturing of fourth-year nursing students in order to reflect on how nursing students learn spiritual care. Data were collected via in-depth interviews with seven fourth-year nursing students and analyzed according to van Manen’s interpretive approach. Three themes of spiritual nurturing emerged: spiritual nurturing as exchanging energy (spirituality as relationship with others), spiritual nurturing as recharging energy (spirituality as relationship with self), and spiritual nurturing as receiving energy (spirituality as relationship with transcending). Spiritual nurturing as it applies to nursing education, nursing practice, administration of nursing programs and nursing research are discussed from the students’ perspectives. / vii, 142 leaves : ill. (col. ill.) ; 29 cm

Nursing students have perceived stress associated with nursing education.The purpose of this descriptive correlational research was to determine if there is a relationship between lifestyle practices and stress among baccalaureate nursing students. The sample consisted of 72 junior and senior level baccalaureate nursing students, which was 69.9% of the 102 questionnaires distributed from three schools of nursing of mid-size universities in the midwest. The procedures for protection of human subjects were followed.Pender's Health Promotion Model (1996) served as the theoretical framework for this study. Healthy lifestyle was examined using Pender's Health Promotion Lifestyle Profile (HPLP). Perceived stress was measured by Cohen's Perceived Stress Scale (PSS).Findings included student's perceived stress some of the time. The mean for the PSS was 2.14. A healthy lifestyle was determined by a mean of 2.6 on the HPLP. The relationship between healthy lifestyle and perceived stress was significantly negatively correlated at a significant level (r=.4949, p=.001).The HPLP consisted of 6 subscales which measured specific components of a healthy lifestyle. Health responsibility was the first subscale. Overall, students reported never to sometimes seeking a healthcare professional to discuss health concerns or reporting unusual symptoms. Physical activity was subscale number two. Overall, one-fourth to one-third followed a planned exercise program with the same percentage reporting regular exercise. Nutrition was the third subscale. The majority of nursing students sometimes ate a healthy diet with an even larger amount never to sometimes limiting use of foods containing sugar. The fourth subscale was spiritual growth with over 40% feeling connected to some force greater than self Sub scale five was interpersonal relations. Responses to the interpersonal relations subscale indicated that students had support systems in place 80% of the time often to routinely. Stress Management was the sixth subscale of the HPLP. Almost 75% of the nursing students experienced stress and rarely participated in activities to reduce stress.Conclusions were that stress was obvious in nursing education. Stress can be reduced by components of a healthy lifestyle. Lifestyle is a controllable factor in life. Since nursing students are students of health., a healthy lifestyle should be practiced by nursing students. Eating a balanced diet, exercising, and participating in activities to reduce stress are some of the components of a healthy lifestyle.This study was significant because findings provided information about lifestyle and the relationship to perceived stress levels. Since high stress levels may reduce academic performance, and unhealthy lifestyles may increase stress, educational programs could be initiated to reduce stress and improve lifestyle behaviors. Support groups could be instituted to provide a way to support healthy lifestyle and ways to reduce stress.The study has implications for nursing students and nursing faculty. Implications include stress assessment of students and stress management education for students. Nursing faculty must educate students about possible causes of stress and provide ample ways to reduce stress by leading a healthier lifestyle. Nursing students and nursing faculty should lead a life of a health practitioner. / School of Nursing

A retrospective study was conducted to investigate the relationship between achievement in specific nursing courses and subsequent performance on the NCLEX-RN of students identified as at-risk. A sample of 236 graduates from a baccalaureate degree nursing program in a large midwestern university were divided into two groups, students at-risk and students not-at-risk. Answers to six research questions were sought. Multivariate and univariate analyses of variance and two-tailed t tests at the .05 level of significance were utilized to test the data.Findings indicated that: (1) There was a significant difference in the performance in the first two major nursing courses between not-at-risk students and at-risk students with not-at-risk students scoring higher. (2) There was no significant difference between the grades received by at-risk students with transfer credit and at-risk students without transfer credit in the first two major nursing courses. (3) There was a significant difference in the performance in the first two major nursing courses with not-at-risk students with transfer credit achieving higher grades than not-at-risk students without transfer credit. (4) There was a significant difference in the NCLEX-RN scores between the two groups, with not-at-risk students scoring higher than at-risk students. (5) There was no significant difference in the scores on the NCLEX-RN between the two groups, at-risk students without transfer credit and at-risk students with transfer credit. (6) Not-at-risk students with transfer credit scored significantly higher on the NCLEX-RN than not-at-risk students without transfer credit. / Department of Educational Leadership

Thesis (M.S.)--University of Michigan, 1998. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1980.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 101-106).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 101-106). Also available in print.