Programmes in continuing education are necessary to help practitioners keep their skills and knowledge current. The purpose of this study was two-fold: to evaluate the effectiveness of a nursing institute as a means of introducing new practices by using the adoption concept as a criterion of measurement, and to determine whether certain characteristics of individual nurses are significantly related to the adoption of practices recommended in a continuing education programme. The population was drawn from 122 nurses who attended the Nursing Assessment Institute held in Vancouver, British Columbia on February 12-14, 1969. Seventy nine participants included in the sample were interviewed. The innovations included six steps in the nursing process, (l) writing a nursing history using a standardized guide form, (2) using the nursing history to formulate objectives for nursing care, (3) devising specific nursing methods to achieve the objectives, (4) evaluating the objectives and methods through the use of progress notes, (5) modifying the objectives and methods in terms of the patient's progress, and (6) preparing a nursing discharge summary. An adoption score was computed for each participant by assigning a score for each reported stage in the adoption process -awareness, interest, evaluation, trial and adoption. Three adoption scores were computed for each participant: the extent to which the recommended practices were in use prior to the study, the extent to which the practices were adopted as a result of learning about them at the institute and the total adoption from all sources. The adoption scores provide a basis for dividing participants into adopter categories ranging from those first to accept an idea or practice to those who are last or never adopt. Certain socio-economic characteristics, age, educational background, community participation, occupational position, years of practice, income, job satisfaction and participation in continuing education were collected about each participant. Interrelationships between the socio-economic characteristics and interrelationships between socio-economic characteristics and adoption scores were computed using zero order and partial correlations and a multiple regression analysis was performed. The adoption concept can be used as a criterion to assess learning that occurs at an institute by measuring the degree to which participants have incorporated into their practice those innovations which have been recommended. The institute on Nursing Assessment produced a considerable total amount of change in the participants, a 581 per cent increase in adoption, and this change seems to have been fairly consistent from person to person within the group. The participants were more prone to adopt the practices when they were relevant to their present nursing activities. The adopter categories showed the following percentages: innovator 1.27, early adopter 11.39, early majority 36.71, late majority 37.98, and laggard 12.66. Although previous research suggests a variety of characteristics which have been associated with the acceptance of new ideas, this study found education and occupational position to be the only characteristics that were significant at the .05 level. A significant coefficient of determination showed that some 30 per cent of the variation could be explained by these two variables. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Pursuit of university education for nurses has been a controversial and poorly understood ideal. It has been difficult to clearly demonstrate and articulate the benefits of higher education for nurses and nursing. In this research the mission of undergraduate education in general, and the Canadian Nurses Association position paper on baccalaureate education served as the basis of inquiry into aspects of university education for nurses and nursing. From these sources and review of the literature it was ascertained that a primary value of education is seen as helping individuals develop intellectual and ethical maturity which allows them to make judgments and commitments in a relativistic world. This theorectical orientation was operationalized through Perry's theory of intellectual and ethical development (1970). The Measure of Epistemological Reflection (MER), a tool based on this theory, was developed to measure a person's level of intellectual and ethical maturity. In this study the MER was administered to diploma and baccalaureate nursing graduates to determine if this construct could be used to differentiate the effects of the two levels of education. The findings indicated that there was no difference between diploma and baccalaureate groups of nurses on their scores on the MER. There was no correlation between scores on the MER and age or experience. There was, however, a significant difference between a group of nurses who participated in university education in addition to their basic nursing program, and a group who had no other university credit outside of their basic nursing program. These findings, and their implications for nursing practice, education, and research are discussed. / Applied Science, Faculty of / Nursing, School of / Graduate

This research report evaluates a computer assisted instruction (CAI) simulation exercise developed according to guidelines developed by Gagne, Wager and Rojas (1981). The simulation exercise was evaluated in terms of: (a) its consistency with these guidelines, and (b) the ability of the learner to achieve the desired objectives. The helpfulness of these guidelines in the development of a quality CAI simulation exercise was also evaluated. Computer assisted instruction is being increasingly used in health sciences instruction. Although there is research available describing its use in medical and undergraduate nursing education, there is limited information on its use in postgraduate nursing education. This research project attempted to: (a) increase the general knowledge base of CAI in continuing nursing education, and (b) evaluate one set of available authoring guidelines. The research project used a one group, three test design. A learning module was developed by the author to provide psychiatric nurses with the basic knowledge needed to conduct a mental status examination. A CAI nurse-patient simulation exercise was written to provide an opportunity to apply this knowledge. It was written according to guidelines proposed by Gagne, Wager and Rojas (1981). Information on the subjects' progress was gathered by a series of tests which assessed mastery and application of mental status examination knowledge and skill. Further data were gathered via a questionnaire on the subjects' attitudes towards the computer, CAI in nursing and the CAI simulation exercise. Following the learning module, there was a significant increase in mental status examination knowledge. A significant increase in mental status examination application skill was also noted on a paper and pencil test administered after the CAI simulation exercise. Subjects also displayed significant improvement in their ability to write a short and concise mental status examination summary. The post-CAI attitude questionnaire found subjects feeling more comfortable with the learning experience. Although supportive of the use of computers in nursing, it was seen more as a tool for nursing schools than continuing education. Subjects also expressed some doubts as to whether CAI was as good as other instructional techniques for practising a mental status examination. Some additional findings were noted: (a) familiarity with a typewriter or computer keyboard seemed to decrease the time taken to complete the CAI simulation exercise, and (b) previous computer experience also played a role in reducing CAI completion time. The computer hardware seemed to interfere with the learning experience. Subjects were anxious about doing three tasks simultaneously: (a) a simulation exercise, (b) learning to type, and (c) interacting with the computer. Several expressed fear of breaking the computer. The present results suggest that CAI should remain as an adjunct to other methods of continuing education. The nursing profession must increase its knowledge in authoring CAI courseware. Potential CAI authors need time and an opportunity to refine their skills. Potential users also require more experience with both computer hardware and software. Computer assisted instruction authoring guidelines need to be developed and tested. Guidelines proposed by Gagne, Wager and Rojas (1981) are an excellent beginning, but more research in this area is necessary if CAI is to become a useful approach to continuing nursing education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study examined the current marketing and advertising practices used in university continuing nursing education. The focus of this study was on evaluation of the effectiveness of direct-mail advertising pieces used by this adult education institution. Direct-mail pieces provided by survey respondents were assessed by independent raters using the Evaluation Tool for Print-Related Advertising which was developed specifically for use in this study. Direct-mail advertising was found to be moderately effective as it was currently used in divisions of university continuing nursing education in Canada and the United States. This result indicated that there is significant room for improvement in the area of planning and developing direct-mail advertising pieces for university continuing nursing education. Institutional advertising has not been used by these divisions to inform the target population about the philosophy, aims, purposes and ideas of continuing nursing education, nor has institutional advertising been used to inform the general public or potential sources of funding about the benefits to be derived by the public from supporting continuing education activities in this profession which would include improved patient care. Little effort has been made to inform the future target market which is comprised of student nurses about the purpose and need to continue education beyond initial graduation in this profession. Variance in scores of effective advertising were found to be influenced by a variety of factors. These factors included the media mix currently used by university continuing nursing education divisions, the media mix which was proposed to be used in the future by the directors of these divisions, the age of the director, the knowledge that the director had about advertising and marketing concepts and practices, the time spent by the director on completing advertising responsibilities on a weekly basis, the financial resources which were allocated for advertising expenditures during the fiscal year 1979-1980 and the financial resources proposed for future advertising expenditures, the educational preparation of the director in the field of nursing, and the attitude of the director towards the use and preparation of advertising for the continuing nursing education division. The Evaluation Tool for Print-Related Advertising was found to be a reliable evaluation tool and a useful evaluation tool because it can be used to identify areas which require improvement in direct-mail advertising pieces while they are in the process of development. / Education, Faculty of / Graduate

M.Cur. / In line with the requirements of the National Plan for Higher education, The Skills Development Act (Act 97 of 1998), The eight Batho Pele Principles 1997, The South African Qualifications Authority Act (Act 58 of 1995), The National Qualifications Framework, Outcomes Based Education and The South African Nursing Council, it is clear that there is a need for critical thinking in clinical nursing education in general and in professional nurses as preceptors in particular. The researcher has observed that the preceptors of a clinic in Region 7 Gauteng Province, use the traditional method of teaching (lecture method) during accompaniment of learners allocated to the clinic for their practica which hinders the facilitation of critical thinking. There is a need for preceptors to re-visit their teaching strategies and methods in order to facilitate critical thinking in clinical nursing education. Central to facilitation of critical thinking is the learner, and preceptors should create a climate where interactive facilitation takes place through dialogue and discourse. The aim of the study is to develop a programme to facilitate critical thinking of preceptors in clinical nursing education. For this aim to be realised the following objectives were met: To conceptualise in order to develop a programme to facilitate critical thinking of preceptors in clinical nursing education To implement and evaluate a programme to facilitate critical thinking of preceptors in clinical nursing education. A qualitative, exploratory, descriptive research design that is contextual in nature was followed according to two phases. In phase one of the study, conceptualisation of the main concepts namely critical thinking, interactive facilitation, clinical nursing education, preceptor, nursing process and the programme was done to ensure theoretical validity (Gift, 1997: 76).ii Organisation of South Africa (DENOSA, 1998: 3-6). Evaluation, limitations and conclusion of the study was described. Recommendations were discussed as they apply to nursing education, nursing research.

M.Cur. / Please refer to full text to view abstract

Nursing faculty are charged with the responsibility of being stewards of the profession by ensuring that today’s nursing graduates are cultivated to practice as competent, safe, and caring nurses of tomorrow, as well as to foster future nurse scientists, researchers, and educators. The profession of nursing is facing an ever-increasing shortage of nursing faculty as well as a registered nurse shortage, which in turn reinforces the urgency for increasing the number of qualified nursing faculty and faculty retention. An investigation of professional generosity among nursing faculty in academia may help to understand workplace nursing relationships within academia and offer insight into healthy nursing faculty relationships and promote faculty retention. Understanding the experience of professional generosity can add much value to the profession of nursing, particularly among nursing faculty within academia. The researcher of this qualitative study used a phenomenological method designed to illuminate the lived experience of professional generosity among nursing faculty in academia. Van Manen’s phenomenological research method of the six activities was used to examine the participants’ experiences, describe each experience as it appeared, and attempted to understand its interpreted meaning. Eight full-time, tenured nursing faculty members with an earned PhD, EdD, or nursing research doctorate were interviewed about their experiences of giving or receiving professional generosity or kindness while working in academia. The researcher analyzed the transcripts of the study participants’ interviews and found four essential themes that shed light on these nursing faculty’s experiences of professional generosity in academia: (1) I Feel Valued, (2) Core Relationships, (3) Reciprocity, and (4) Growing our Profession through Connectedness.

Academic integrity is an important part of higher education. This is especially true in nursing education programs. Nurses must be able to think critically, have sound clinical judgement, and make autonomous decisions. If there are concerns of academic integrity violations during nursing programs, these skills become questionable when the student enters the nursing profession. Nursing students believe that the severity of academic integrity violations occur along a continuum, which impacts their acceptance of these violations. Severity may also impact a student’s willingness to report a peer for a violation of academic integrity. This cross-sectional, correlational study assessed baccalaureate nursing students’ perceptions on various aspects of academic integrity violations using McCabe’s Academic Integrity Survey-Modified for Nursing Students (MAIS-MNS) and a knowledge assessment. Correlations, t tests, and regression analysis were used to identify relationships among variables and potential predictive factors between classroom and clinical violations, willingness to report peers, and perceived program supports. This study also considered the theory of neutralization as a factor in student acceptance of academic integrity violations. Results suggest that the perceived severity of cheating in the classroom can predict the perceived perception of severity in the clinical setting. Results also showed that students who neutralize their actions, do not perceive those actions as severe. Finally, the perception of severity does predict a student’s willingness to report peer violations of academic integrity. Creating a culture of academic integrity has the potential to reduce academic integrity violations. Creating this culture, partially through education on academic integrity and violations of academic integrity, is needed to enhance nursing education programs and ensure the continued excellence expected of nurses.

An ever-changing healthcare landscape requires today’s nurses to have a solid foundation in knowledge and clinical judgment to provide safe care to patients. Nurse educators must implement teaching strategies that help develop the knowledge and clinical judgment that nursing students will need upon graduation and entry into healthcare. Simulation-based experiences have been shown to help develop clinical judgment when used as part of a clinical practicum. However, few studies have examined the effectiveness of simulation-based experiences as a classroom teaching strategy. A quasi-experimental study was conducted to examine knowledge acquisition, clinical judgment, and general self-efficacy in undergraduate nursing students who participated in simulation-based case studies as a classroom teaching strategy versus those students who attended a traditional lecture. Students in the intervention group rotated through four simulation-based case study stations. Results indicated that there was not a significant difference in knowledge, clinical judgment, or general self-efficacy found between nursing students participating in simulation-based case studies versus those attending a traditional lecture. Additionally, relationships between demographic characteristics and clinical judgment scores in undergraduate nursing students were explored. There were no statistically significant relationships found between demographic characteristics and clinical judgment in this sample. Further analysis indicated that both teaching strategies are effective in promoting knowledge acquisition, clinical judgment, and general self-efficacy. The findings of this study demonstrate that both participation in simulation-based case studies and attending a traditional lecture are effective classroom teaching strategies in promoting knowledge acquisition, clinical judgment, and general self-efficacy in nursing students. Nurse educators are encouraged to continue to explore simulation-based experiences as a teaching strategy in the classroom.

The decision to pass or fail a nursing student should be based on a careful assessment of their clinical performance and a commitment to ensuring that they have the knowledge, skills, and behaviors needed to provide safe, effective, and compassionate care to patients. This decision is difficult for clinical nurse faculty, yet one that all educators face at some point in academia. his qualitative descriptive study was conducted to explore the perceptions of the marginal nursing student by clinical nursing faculty. Bondy’s (1983) Criteria for Clinical Evaluation was used as the framework for this study, from which semi-structured questions for the interview guide were derived. Seventeen participants were interviewed from a large metropolitan tristate area (New York, New Jersey, and Connecticut). Each participant was a clinical nursing faculty holding a master’s or doctoral-level degree while still actively participating in their individual academic positions within their respective schools of nursing. The time spent in academia by the participants ranged from 3 to 38 years, while time spent as a registered professional nurse ranged from 13 to 49 years. Despite the differences in nursing clinical specialties or length of time teaching in their individual institutions of higher learning, there were remarkable similarities in their experiences. Three major themes were generated from the data: (1) The Nervous and Anxious Nursing Student—Not Comfortable or Confident; (2) Student’s Inability to Effectively Prioritize Nursing Care—Needing Prompting; and (3) Weak or Average Student Requiring Improvement—However, Moldable into a Stronger Student. Findings revealed that clinical nursing faculty perceives marginal students as facing a variety of challenges that can impact their academic success. Addressing the needs of marginal students requires a holistic approach that includes addressing their physical, emotional, and cognitive needs. Clinical nursing faculty can provide guidance, feedback, and reassurance to help marginal nursing students build their skills and confidence. By creating a supportive learning environment that fosters collaboration, teamwork, mutual respect, and adequate time on the clinical unit, marginal nursing students can overcome their anxiety and become confident and competent healthcare professionals.