The question the researcher set out to answer in this research was: What does caring entail in nursing education from the point of view of both the tutor and the student? Essentially an ontological question, the answer to the question required theory generation rather than theory verification. This has been achieved through grounded theory research. A phenomenological dialectical philosophical foundation of anthropology this study formed the and symbolic interactionism was applied as methodological framework. Sampling was conducted in two phases: selective sampling for informants, and selective sampling of data and literature. Data were collected through formal unstructured qualitative interviews and were analysed through constant comparative analysis. Both structural themes and processes emerged. Based on the emergent theory it is concluded that in nursing education, caring is an extension of prosocial behaviours and caring as a means to an end cannot be separated from caring as an end in itself. / Health Studies / M.A. (Nursing Science)

The purposes of this study were to determine whether associate degree nursing (ADN) programs were implementing innovations in their clinical curricula, to identify recent clinical innovations in these nursing programs, and to identify attributes of innovations that influence innovation adoption. Data were obtained from two questionnaires to all directors of ADN programs in six southwestern states. The first questionnaire asked respondents to identify clinical innovations they had considered recently. The second questionnaire used a Likert Scale to seek respondents' perception of six attributes of innovations--Relative Advantage, Compatibility, Complexity, Observability, Trialability, and Cost--that come from diffusion theory. Analysis of data indicated that 77% of the respondents had implemented changes in their clinical curriculum during the past six years. The most frequently implemented innovations were computer assisted instruction, preceptorship experiences, clinical competency exams, initiating or increasing use of skills labs, and workstudy/externship experiences. Likert Scale values for perceptions of the six attributes, along with a variable created to represent the influence of the Environment, were analyzed by principal component analysis and logistic regression analysis. These analyses led to the conclusion that no one or two variables can be used to predict adoption of an innovation. Instead, a model with each of the attributes should be used in predicting adoption. These findings generally supported the model provided by diffusion theory. However, the influence of Trialability was negligible. Additionally, the Environment variable was found to be an important influence in a favorable adoption decision. Nursing program directors who seek to implement innovations could enhance successful implementation by emphasizing the positive aspects of all attributes of a proposed innovation.

The primary purpose of the study was to determine if differences existed between two types of doctoral programs in nursing, the Doctor of Philosophy degree program with a major in nursing (Type I) and the Doctor of Nursing Science degree program (Type II), in terms of selected environmental input, curricular design, and outcome variables. A secondary purpose of the study was to determine the nature of any apparent differences. The study methodology was based on an exploratory design. Eight case examples were selected through the use of a double random sampling technique from the populations of Type I and Type II doctoral programs in nursing. Selected case examples were surveyed with a questionnaire designed for the study. Data analysis was directed at determining the presence and nature of differences between Type I and Type II case examples based upon reported data for three main categories of variables. Data analysis was accomplished through the use of descriptive statistical techniques of frequencies, ranges, and means. Major conclusions of the study were (1) differences were apparent for selected environmental input variables for respondent data, societal variables, selected institutional variables, and selected student variables; (2) differences were apparent for selected curricular design variables for the curricular content areas of program philosophical orientation, purposes, and objectives. Differences were also found in the curricular form areas of organizational orientation, locus of learning, type of instructional strategies, available areas of coursework, calendar systems, and available credit options; and (3) differences were apparent for selected outcome variables for educational outcome areas of total number of graduates since initial program approval, average number of graduates for the past five years, and diversity of post-graduation employment positions occupied by known graduates. A curricular outcome difference was found in the diversity of types of criteria utilized in the evaluation of the doctoral program.

This study sought to determine if videotape and a live lecture demonstration produced different levels of performance by nursing students on a psychomotor task. Singer and Gerson's (1979) cognitive information processing model, specific to psychomotor performance, provides a theoretical framework for this study. The literature reviewed suggests generally there is no significant difference in learning between students taught by media and those taught by live lecture methods. A quasi-experimental two group design was used to test the hypothesis. An observation post-test of the assess the students' performances according to the tool's behavioral criteria, viewed the tapes and rated the performances of the psychomotor skill, range-of-motion. A t-test revealed no significant difference (t = 2.039; df = 18; p = .056) between the performances of the two groups on the psychomotor task. The investigation's findings suggest that the use of a videotape to teach psychomotor nursing skills is as effective as a live lecture demonstration. / School of Nursing

The question the researcher set out to answer in this research was: What does caring entail in nursing education from the point of view of both the tutor and the student? Essentially an ontological question, the answer to the question required theory generation rather than theory verification. This has been achieved through grounded theory research. A phenomenological dialectical philosophical foundation of anthropology this study formed the and symbolic interactionism was applied as methodological framework. Sampling was conducted in two phases: selective sampling for informants, and selective sampling of data and literature. Data were collected through formal unstructured qualitative interviews and were analysed through constant comparative analysis. Both structural themes and processes emerged. Based on the emergent theory it is concluded that in nursing education, caring is an extension of prosocial behaviours and caring as a means to an end cannot be separated from caring as an end in itself. / Health Studies / M.A. (Nursing Science)

D.Cur. / The purpose of this research study was to develop and describe a model for clinical accompaniment for learners who follow a distance education programme in nursing. The future of health services relies worldwide on programmes in nursing with a practical component which will equip the learner to provide safe and effective nursing care. In spite of attempts throughout the world to bridge the gap between theory and practice, there is still confusion about who is primarily responsible for clinical accompaniment of learners in nursing. South Africa is experiencing a shortage of nurses, and these numbers could be supplemented by distance education. The challenge arose to develop a scientifically based functional model that would be easily understandable. Such a model could address the gaps in clinical accompaniment and lead to better outcomes of nursing care. It could contribute to more nurses gaining access to possible further training.

Cost behavior analysis was used to operationalize higher education cost factors in the analysis of instructional costs of three baccalaureate nursing programs in one state university system. Higher education cost factors were conceptualized by Robinson, Ray and Turk (1977) to be three; volume, decision, and environmental. The 30 variables derived from the three factors were the independent variables used in this study to explore their influence on the dependent variables of cost per student credit hour and cost per student contact hour. Several data sources were used, including a questionnaire which elicited program administrator's perceptions of the relative importance of the three factors to their instructional costs. Instructional costs were partitioned into direct and indirect costs. The data were analyzed in three phases to describe the relative influence of the independent variables on instructional costs within programs, among programs, relative to their respective institutions, and to their respective classification of institutions. The findings suggest that volume and decision factors more strongly influence costs than do environmental factors. The mix of volume and decision factors influencing costs differed for the three programs. In general, the most influential volume factors on costs were the number and frequency of course and class offerings. The most influential of the decision variables was student-faculty ratio and faculty rank mix. Higher full-time-equivalent enrollments and higher student credit hour production did not correspond to lower instructional costs, largely because of intervening decision factor variables. All three nursing programs were more costly per student credit hour when indexed to the average instructional expenditures for their respective universities. However, when the nursing program costs were indexed to the average instructional expenditures per full-time-equivalent enrollments of their respective institutional classifications, all three nursing programs were lower than the average. The model of instructional cost analysis used in this modified case study proved to be effective in identifying sources of higher costs within programs and variations among the programs. For student contact hour intensive programs such as nursing, student contact hour, as opposed to the student credit hour is recommended as the more sensitive measure of direct instructional costs.

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The rapid growth of associate degree programs in nursing in the United States had not been paralleled by documentation of curricular development and alterations. A study was designed to accomplish a dual purpose (1) to determine what changes, if any, had occurred in programs of learning utilized in associate degree education for nurses from 1951 through 1981 and (2) to determine if selected leaders in nursing education perceived any needed changes in the program of learning currently-,-implemented in the education of technical nurses.The distinctives of the Montag-model of associate degree education were utilized as the basis for the data collection instrument. Questionnaires were mailed to the chairpersons of 125 associate degree nursing programs in institutions which met the stated criteria. Eighty-two percent of the chairpersons responded. Respondents represented junior-community colleges, senior colleges and universities located within thirty-seven states.The findings and conclusions were based upon the review of literature and related research and the analysis and evaluation of data supplied by the one hundred nursing educators which comprised the study population. The most significant findings related to the nursing component of the program of study were: (1) thirty-seven percent of the programs has retained the entire nursing component originally presented by Montag; (2) twenty-four programs included an independent course in nursing leadership; (3) clock hour allocations in clinical nursing experiences had increased by a mean of 100.5 percent; (4) class hours required in nursing courses had increased by a mean of 224.7 percent; and (5) thirty-four percent of the population responding required a summer term which extended the length of student enrollment to five semesters or seven quarters. Additional findings were reported relating to the non-nursing component and to the program of learning as a whole. Recommendations were directed to nursing educators as a whole and to specific official nursing agencies.