The purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and caring behavior to late preterm infants (LPIs) and their families, and (b) the incidence of LPIs’ hospital visits and readmission rates for hyperbilirubinemia and dehydration in the first 30 days of life. The study began with the initial testing of the two instruments used and there were no inconsistencies identified in the content being measured. A convenient sample of nursery and postpartum nurses was recruited from two hospitals within a healthcare system. The nurses completed the consents and the surveys online via Survey Monkey®. Instruments used in the survey included a demographic, knowledge, and caring questionnaires. The participants’ inclusion criteria were nurses who have: a) completed at least one year experience working with well newborns, b) attended the educational intervention, and c) completed tests at the three intervals. SPSS for Windows (version 21) was used to analyze data using statistical techniques and ANOVA repeated measures. Study findings support improved knowledge for all participants; however, there was decreased retention of knowledge noted one month later. There was a 37% increase in knowledge from the baseline mean scores to the posttest mean scores (52% to 89%), although there was a 20% knowledge decrease from the posttest to one month later (89%- 69%). There remained a true knowledge gain since knowledge increased between the baseline measurements to the 1-month follow-up assessment (52% to 69%). Infant outcomes related to hyperbilirubinemia and dehydration also demonstrated patterns of improvement in the direction of statistical significance. The study added to the body of nursing science regarding educational intervention as a tool in increasing nurses’ knowledge. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Este estudo teve a intenção de compreender as ações e os projetos dos docentes enfermeiros e docentes de outras áreas da saúde em um curso de graduação em enfermagem. Nessa perspectiva, os sujeitos envolvidos foram quatro docentes enfermeiros e quatro docentes de outras áreas da saúde que vivenciaram a situação da docência, sendo, por isso, capazes de atribuir significados às suas experiências. A obtenção dos discursos foi feita por meio de duas questões norteadoras: “Como tem sido suas ações docentes neste curso de Enfermagem? O que você espera agindo desta forma?" O referencial de análise utilizado foi a fenomenologia social de Alfred Schütz. Os discursos levaram à construção do mesmo tipo vivido dos docentes enfermeiros e de dos docentes de outras áreas da saúde como sendo aqueles que desejam colaborar no crescimento pessoal do aluno e o vêem como futuro profissional; que atuam com um perfil de alunos com bagagem de conhecimentos e experiências heterogêneas; que acreditam que ser docente é também ser pesquisador; que têm a intenção de fornecer os conteúdos programáticos propostos pela disciplina; que demonstram grande preocupação e interesse em diversificar as estratégias de ensino; que agem tendo a visão de que ser docente é acreditar na valorização e respeito à diversidade de alunos mas que também vivenciam sentimentos distintos. Pode-se constatar que a reciprocidade das ações e dos projetos desses sujeitos reforça a importância da composição de um corpo docente multiprofissional, validando o conceito da interdisciplinaridade e desmistificando a idéia de que o fazer dos docentes enfermeiros seja diferente do fazer dos docentes de outras áreas da saúde / This study aimed to understand the attitudes and projects of a nursing teaching staff and the ones from other healthcare areas of a nursing undergraduate course. In this perspective, the subjects of this study were 4 nursing teachers and 4 other healthcare teachers who faced this situation, in which they were able to evaluate their experiences. Discourses were obtained by guiding questions: How have your teaching attitudes been in this nursing course? What do you expect acting this way? It was used the social phenomenology by Alfred Schütz as referential of analysis. The discourses led to build the same kind experienced by the nursing teaching staff and the ones from other healthcare areas as the person who wants to collaborate for the students’ self-growth and see him/her as a future professional, who works with a student’s profile that has heterogeneous knowledge and experience background, who believes that being a teacher is also being a researcher, who intends to provide program content proposed by the discipline, who show much concern and interest in diversifying the teaching strategies, who act keeping in mind that being a teacher is believing in value and respect the diversity of students that live distinct feelings. It’s possible to establish that reciprocity of attitudes and projects of these subjects reinforce the importance of a interdisciplinary teaching staff composition, validating the concept of interdisciplinary and, hence, breaking up the idea that teaching staff work must be different from the ones from other healthcare areas

A pesquisa ora apresentada trata da análise histórico-documental do ensino de história da enfermagem e suas interfaces com a construção da identidade profissional do enfermeiro durante o processo de formação inicial na Escola de Enfermagem da Universidade de São Paulo entre 1971 a 2008. A análise visou uma caracterização sobre a necessidade e essencialidade da História da Enfermagem na formação e orientação profissional do enfermeiro, cujo objetivo geral propõe discutir o lugar da disciplina História da Enfermagem na construção de competências no Curso de Graduação em Enfermagem da EEUSP. Como objetivos específicos nos propusemos a identificar o lugar ocupado pela disciplina nos currículos de formação inicial em uma perspectiva processual; identificar competências propiciadas pela disciplina História da Enfermagem e seu contributo para a identidade da profissão de enfermagem, assim como analisar as transformações encetadas pela disciplina História da Enfermagem na EEUSP. Metodologicamente privilegiamos a abordagem qualitativa e a utilização do método de pesquisa histórica, compreendido pelas etapas de coleta, organização e avaliação crítica dos dados. As fontes de pesquisa configuram-se em específico por planos de ensino referentes à disciplina no período delimitado. Foi possível verificar que o ensino de história da enfermagem no currículo do Curso de Graduação em Enfermagem da EEUSP sofreu variações significativas. Observamos que a disciplina permitia o desenvolvimento de competências em todas as suas dimensões, ou seja, a aquisição do saber conhecer, do saber fazer, do saber viver juntos e do saber ser enfermeiro que, quando integrados, conferem identidade ao grupo profissional. A perspectiva apontada neste estudo sugere um declínio da importância da disciplina no desenvolvimento histórico da formação na EEUSP. Tal fato é notório se considerarmos o atual estatuto da história da enfermagem, que desconsidera as potencialidades de seu estudo, que exige maior tempo e preparo docente, dado à complexidade de seus conteúdos e abordagens possíveis. As colocações discutidas nessa tese consideram que disciplinas como a história da enfermagem permitem que o profissional construa sua identidade profissional e mobilize suas competências pautando-as em ações éticas, humanistas em prol do outro e de si próprio, bem como em prol da profissão, do reconhecimento e autonomia profissionais almejados e possíveis de ser conquistados. / The research presented here deals with the historical analysis of the documentary history of nursing education and their interfaces with the construction of professional identity of nurses during the initial training at the School of Nursing, University of São Paulo from 1971 to 2008. The analysis aimed at characterization of the need and essentiality of the History of Nursing in vocational training and guidance of the nurse, whose general objective aims to discuss the place of the History of Nursing in building skills in the Undergraduate Nursing EEUSP. The specific objectives we set out to identify the place occupied by the discipline in the curricula of training on a procedural perspective, identifying skills offered by the History of Nursing and its contribution to the identity of the nursing profession, as well as analyze the changes initiated by the History Nursing in EEUSP. Methodologically qualitative approach and favor the use of the method of historical research, understood through the steps of collecting, organizing and critically evaluating the data. The research sources are configured in a specific lesson plans pertaining to the discipline in the period defined. It was noted that the teaching of nursing history in the curriculum of Undergraduate Nursing EEUSP suffered significant variations. We note that the discipline allowed the development of skills in all its dimensions, ie, the acquisition of knowledge to know, know-how, knowledge, live together and be a nurse to know that, when integrated, give identity to the professional group. The prospect identified in this study suggests a decline in the importance of discipline in the historical development of training in EEUSP. This fact is evident if we consider the current status of nursing history, which ignores the potential of their study, which requires more preparation time and teaching, given the complexity of their subjects and approaches. The settings discussed in this thesis consider that disciplines such as history of nursing allow professionals to build their professional identity and mobilize their skills guiding them into ethical actions, on behalf of the other humanists and of itself, as well as to promote the profession, professional recognition and autonomy possible and desired to be won.

This study was designed to describe the attitudes of staff nurses toward patients who have Acquired Immunodeficiency Syndrome (AIDS), and to determine if the 1989 Washington State licensing requirement for seven hours of AIDS education was effective in changing the attitudes of these nurses toward AIDS patients. Health care providers' attitudes toward patients with AIDS have been documented as differing from their attitudes toward patients with other debilitating conditions (cancer, diabetes, heart disease) in that they place more blame for getting the disease on those with AIDS, they tend to have some degree of homophobia, and they are sometimes overly cautions in using protective procedures around these patients. The consequence of these attitudes can be seen in the nursing care received by some of these patients: insensitive comments and avoidance behavior by staff.

Policies underpinning the processes used by nurse regulatory authorities to assess overseas - qualified nurses ( OQNs ) vary from country to country. Some countries ' policies are to undertake paper - based assessments of nurses ' initial and post registration education and experience, while others require all nurses to undertake a generic examination. How these policies were developed and why, were pivotal questions in this study. The aim of the study was, to critically analyse the policy development and policies relating to assessment of overseas - qualified nurses in thirteen nurse regulatory authorities from Australia and overseas. Using Critical Social Theory as the theoretical underpinning a critical policy analysis was undertaken. Data was obtained from policies and procedures, interviews, organisational websites, annual reports and Nurses Acts. The process of development of these policies and procedures was analysed using Bridgman and Davis ' policy cycle. The study revealed that only one organisation used a framework to develop policies on the assessment of OQNs. Policy analysis in most organisations was based on anecdotal evidence and experiential knowledge of Board staff. No organisation had conducted research on whether overseas - qualified nurses were competent to practice following a paper - based assessment or an examination. This study demonstrated that policies used to assess OQNs were not developed from an evidence - based perspective. This highlights the need to undertake internationally collaborative research on the evaluation of current policies, in order to develop future policies that determine the competence of a nurse to practice in another country. / Thesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.

The problem examined in this study was the relationship between the SAT and NLN-PNG scores and success rate on SBTPE. This predictive study utilized an ex post facto approach. This investigator obtained administrative permission to utilize the data from the files at this diploma school of nursing. The convenience method of nonprobability sampling included the scores of graduates in the years 1977 through 1981. Pearson correlation coefficients were computed for the predictor variables with each of the five SBTPE and the mean, indicating a moderate positive linear relationship. Correlation coefficients and simple regression analysis indicated that the SAT combined score and NLN-PNG combined score was somewhat of a predictive measure of SBTPE success at the time of admission to the program, while the multiple regression analysis indicated that a better combination of predictor variables for SBTPE success was the SAT combined score and the NLN-PNG composite score.Ball State UniversityMuncie, IN 47306

published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice

No description available.

The primary purpose of this study was to examine nurses including student nurses perceptions of death education in southern Alberta as one way of improving futrue nursing curricula. Five nurse subgroups were included, as follows: college and university students, hospital nurses, community nurses, and nurse educators. A questionnaire was developed and piloted prior to distribution to 450 nurses in six locations, including two urban and four rural sites, in southern Alberta. Completed, useable returns numbered 373 (83%). Descriptive statistics, ANOVA, and t-tests were used to analyze the data from scaled questionnaire items; content analysis was used to interpret written response items. Theoretical and conceptual frameworks were developed and utilized to guide the interpretation of findings. Generally, nurses perceived that existing death education remains inadequate as preparation for sound clinical nursing practice. Several statistically significant findings related to the provision of professional terminal care were reported amon the five nurse subgroups. Nurses identified concerns and deficits within existing nursing death educaiton and offered several specific suggestions for improvement. The improvement of death education for nurses will most likely result in the delivery of safe, effective, quality nursing care practice to the dying person and family. / xi, 160 leaves : ill., charts ; 28 cm.

The purpose of this study was to explore with fourth year nursing baccalaureate students, their perceptions of experiences of caring using ethnographic design, and examine the phenomenon of caring and whether the development of caring relationships occurs among students and faculty members. Furthermore, the study sought to understand how nursing students perceive these relationships as influential in their learning, and ability to cope with stress. The sample consisted of ten fourth year nursing students who volunteered to be interviewed as well as one focus group of seven faculty members. The major findings of the study illuminated five general constructs: (1) The caring art of nursing in large part is a way of being in the world, an attitude that is inherent in the personality; (2) the caring science of nurse doing can indeed be taught and learned; (3) non-caring behaviors, experiences and relationships negatively impact the learning environment and therefore the learning outcomes for students; (4) Problem Based Learning (PBL) method cultivates a safe and caring learning environment; (5) caring is valued by students and positively impacts their educational experience, including learning outcomes, clinical experiences and their ability to cope with stress. The findings of the study may be utilized as a component of faculty growth and development as well as internal curriculum review. / x, 131 leaves ; 29 cm