The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001). / The clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another? / Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987). / The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice. / The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.

This thesis explores the psychological foundation of caring relationships, and analyzes the moral perspective of care as described by feminist and nursing theorists. Literature pertaining to a theory of nursing ethics will be discussed. Although such a theory is still in the development stage, there is considerable agreement in recent nursing literature that the concept of care is central to the practice of nursing, and an ethic of care should be an integral part of the teaching of ethics in nursing education. The final chapter of this thesis proposes a pedagogical paradigm shift in nursing education that incorporates a caring curriculum capable of enhancing the ethical ideal of caring.

The purpose of the study was to examine the difference in academic success based on learning styles of baccalaureate nursing students. A convenience sample of 19 sophomore, 43 junior, and 19 senior baccalaureate nursing students was selected from those enrolled in summer and fall nursing courses at a NLN accredited Midwest university. Differences in academic success based on learning style were analyzed for each level as well as for the entire group. The predominance of one learning style for baccalaureate nursing students was an additional research question that was addressed.The Kolb Learning Style Inventory was utilized to elicit and categorize student learning styles. Academic success was operationally defined as the student's nursing GPA. Nursing GPAs were obtained and calculated from the student's academic record.Differences were analyzed utilizing a two way analysis of variance. The study's results indicated that there is no significant difference in academic success as it relates to learning style or level in the baccalaureate nursing program. Data also suggests that the predominant learning styles among baccalaureate nursing students are concrete in nature. / School of Nursing

The purpose of the study was to determine if there is a relationship between types of entry-level preparatory nursing programs in which a nurse receives basic nursing education and conceptual and theoretical approaches to patient care. A secondary purpose of the study was to determine if there is a relationship between entry-level basic preparatory nursing education and nursing leadership, the ability to make nursing diagnosis, and implementation, as well as evaluation of the nursing process. Three nursing practice categories were identified and included: professional, all-nurse, and technical.Useable data collected by short-essay questionnaire from 343 out of 344 sample subjects were computed to determine the relationship, if any, between basic preparatory nursing education and conceptual and theoretical approaches to patient care. Decisions about three Null Hypotheses were made at the 0.05 level of significance utilizing analysis of covariance and the 0.01 level of significance utilizing Chi-Square analysis.FINDINGS1. For Hypothesis I, the main effect for degree work when covaried with Verbal Scholastic Aptitude Test Scores, Quantitative Scholastic Aptitude Test Scores, time, and age indicated a significance of 0.000 for all item associations in the professional, all-nurse, and technical categories utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.2. For Hypotheses II and III, the main effect for degree work when covaried with the aforementioned variables indicated a significance of 0.000 utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.Conclusions1. Graduates of Baccalaureate degree programs do vary in conceptual and theoretical approach to nursing care in specific nursing care situations.2. There is a significant relationship between the level of basic educational preparation and the degree and proficiency of leadership demonstrated by a nurse in specific nursing care situations, particularly, when uncontrolled variables have been controlled.3. There is a significant relationship between educational preparation and degree of proficiency to which the nurse makes nursing diagnosis, executes, and implements the nursing process, and evaluates the effects of nursing interventions.

There has been a growing concern raised by nurse educators regarding the potential for litigation by nursing students who are dissatisfied with educators' appraisal of these students' clinical performance. A descriptive survey using a cross-sectional design was used to assess the relationships between institutional policies and procedures related to student clinical evaluation practices and the incidence of student grievances and appeals of faculty decisions. Population for this survey was diploma and basic baccalaureate nursing programs in Canada (N=94). The response rate to this survey was 86.2% (81/94 programs). Data were obtained using two self-developed questionnaires which tested for support of two prototypic models derived from literature reviewed. Variables studied included the decision-makers' location (educational institution, hospital), their role or position, their functions, and the guidelines under which they performed student evaluations. Also studied were mechanisms available to students to question the decision. Data were analyzed using descriptive statistics. Reliability of the data from the administrative practices instrument was assessed using contingency tables which compared the program's reported data to its written policies and procedures. The level of agreement was approximately .50 which was considered adequate bearing in mind the frequent discrepancies between policies and procedures in most institutions.. There were five significiant findings, these being: (1) there exists a lack of faculty evaluation standards when evaluating students in clinical settings, (2) in one-third of the programs a clinical instructor alone makes a student's clinical decision, (3) it appears that in some programs the same members serve on more than one level of review panels, (4) procedures employed in the conducting of informal and formal hearings are rarely written, and (5) grievance and appeal panels tend to alter professional judgments of nurse faculty even though panel members frequently are non-nurses. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

No description available.

No description available.

The study describes the growth and development of professional nursing education at five different sites in Muncie, Indiana, Middletown, U.S.A., beginning with the first surgical hospital and training school in 1906 and ending with the graduation of the first class from the generic baccalaureate program in the Department of Nursing at Ball State University in 1968.The review of literature traces the historical development of professional nursing education from the Nightingale Training School in London in 1860 to pioneer American and Indiana training schools in the early 1900s. Significant studies related to the development of hospital and collegiate schools of nursing were reviewed by decades from 1910 to 1968.A chronological approach involving primary sources was used to identify developmental changes in 1) administrators and organizational control, 2) facilities, 3) faculty positions and qualifications, 4) curriculum, 5) number of graduates, 6) policies related to students and financing, and 7) accreditation by the state of Indiana and the National League for Nursing.Findings indicated professional nursing education in Muncie, Indiana followed the general trend in the development of the hospital training school in America. Due to the close proximity of the hospital to Ball State Teachers College, the development of the curriculum was facilitated in science instruction and combined degree programs enabling the school to rank average or above compared to other schools of similar size in Indiana and the nation. Well qualified nurse educators appointed to the position of Director, endowments, continued interest in nursing education by the Ball Brothers, community leaders and physicians contributed to the quality of the education offered to nursing students. Difficulty in financing the hospital school eventually led to closure. The use of state and federal funds enabled the establishment of nursing education in the University with opportunities for further growth and development.

In the past, clinical skills were wholly performed at bedside in which patients were used as teaching aids. The profound change in professional education and health care systems had made this teaching method less effective. Therefore clinical skills laboratory (CSL) is widely adopted as a strategy to support student development of clinical skills. However, there is little empirical evidence about perceptions of students and nurse educators engaged in day to day learning and teaching in the CSLs. This study was therefore aimed at exploring the perceptions of students and nurse educators about teaching and learning in the clinical laboratory in Kigali Health Institute in Rwanda. This study was a quantitative descriptive exploratory design. Data were collected trough the use of questionnaires. Students, nurse educators were asked to rate their views on a 5 points Likert scale about antecedents, teaching and learning strategies used in the CSL, teaching and learning process, benefits of the teaching and learning in the CSL and limitations. Three open ended questions were asked to nurse educators about the benefits of teaching and learning in the CSL, limitations and their recommendations for effective use of the CSL. A document review was done to complete data. The total number of participants who returned questionnaires in this study was 214 students and 17 nurse educators. The results of this study revealed that students and nurse educators view the teaching and learning valuable, the location of the CSC was important factor in students teaching and learning, resources were available and the CSL administration ensured smooth running of the CSL. However there was a lack of enough staff for effective teaching and learning in the CSL. The findings revealed that innovative teaching and learning strategies (demonstration, peer learning, small group, reflective learning and self directed learning) were used in the CSL. The CSL was accessed through booking and time tabled sessions and students support from nurse educators was ensured. The CSL was seen by both students and nurse educators as a learning environment which supports the linking of theory and practice, ensure students practicing skills, offer to student a safe environment to learn. However there was a gap in teaching and learning communication skills. There was limitation for teaching and learning as it is costly in staffing resources and maintenance, not clearly stated in the curriculum and KHI academic policy, time consuming for nurse educators and requires expertise from nurse educators to cope with students needs. The findings espouse many previous study findings in nursing education domain. The results reflected that the location or accessibility of the CSL, as well as the availability of material and human resources, having a CSL coordinators is critical to ensure effecting teaching and learning in the CSL, the teaching and learning process favour innovative teaching strategies, other researches in the area revealed benefits and limitation of the CSL. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

The current status of gerontological nursing curricula in Canadian generic baccalaureate nursing programs has not been studied. As the Canadian society changes the health care system is struggling to provide adequate health care to the growing population over the age of 65. Nurses must be prepared to assist the elderly in the community and in institutions to cope with increasing disabilities. Therefore, the study of gerontological nursing should be a requirement in a nurses' basic education to prepare them to work with older clients in all settings. This study used a survey methodology to determine the present status of gerontological content in baccalaureate nursing education curricula. Questionnaires were sent to each of the 22 deans/directors of the Canadian generic baccalaureate nursing programs and to 31 provincial reputational "experts" in the field of gerontology. A return rate of 90% and 93% was obtained respectively. The study asked five questions: 1) What nursing model or concepts are used by the generic baccalaureate schools of nursing? 2) What gerontological content is included in these programs? 3) What gerontological content is integrated in courses or taught in required or elective specific gerontology courses? 4) What gerontological clinical experiences are required? and 5) Are faculty academically prepared to teach gerontological content? Answers to these questions were compared with similar questions asked of reputational "experts". A quarter of the schools did not use nursing concepts or models while many schools chose a nursing model which was not consistent with their philosophy of health. Ninety percent of the schools taught gerontology content in integrated courses; half of the schools also offered a specific gerontology course of which 40% were elective courses. Even though all 49 listed gerontology topics and 28 patient problems and care techniques were taught by the majority of the schools there is little evidence the schools are producing gerontology prepared nurses. The gerontology clinical hours accounted for only 7.4% of the total clinical experiences. The "experts" recommended gerontology receive 21% of the clinical hours and that it be dispersed in a variety of community and clinical settings. Few (5%) faculty members were prepared with a post graduate degree in gerontology to act as positive role models for the students. Few (2%) students chose a gerontology practicum in their last year. The findings and recommendations are meant to assist educators with the task of expanding the gerontological curricula in generic baccalaureate nursing programs. The nine recommendations address ways to assist schools to reevaluate their curriculum and improve nursing care to the elderly in Canadian society. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate