<p>Researchers have developed strategies used in nursing programs to promote cultural awareness (Hunter &amp; Krantz, 2010). Minimal research has focused on the graduating associate degree-nursing students to determine if a relationship existed between the use of an integrated cultural curriculum and the nursing student&rsquo;s level of cultural awareness (Kardong-Edgren &amp; Campinha-Bacote, 2008, Sealey, Burnett, &amp; Johnson, 2006). The associate degree-nursing program accreditation, statistical, and benchmark reports mandated the integration of diversity content, local, national, and worldwide perspectives in the curricula (NLN, 2008). Additionally societal and cultural patterns must be integrated across the entire nursing school curricula (Board of Registered Nursing, 2012, section 1426-e7). A correlational approach was implemented to determine if relationships existed between the integrated cultural curriculum and level of cultural awareness in graduating associate degree nursing students in a large metropolitan area, such as in Los Angeles (Sealey et al., 2006). The Cultural Awareness Scale (CAS) was used to survey the participants. Based on the findings of the 51 participants surveyed in this study, the cultural awareness level may be attributed to several factors, including the integrated cultural curricula. The nursing student&rsquo;s learning style, perception of faculty, personal experiences, and cultural encounters may also contribute to the cultural awareness level. Analysis of variance results revealed no statistically significant difference on the CAS total or subscale scores based on gender, age, and ethnicity. The outcome of this study may encourage academic affairs leaders to emphasize cultural awareness as a significant student-learning outcome for nursing educational programs. </p>

<p>Nurse educator perspectives about knowledge, awareness, skills, and attitudes regarding documentation, as a component of health information technology can offer important data on the links between achieving safe and quality patient outcomes. A classic grounded theory approach was used to explore nurse educator faculty perceptions of issues and strategies related to teaching effective patient care documentation. The current problem with teaching nursing documentation among nurse educators surfaced during the interviews with nurse educators and the specific problem was identified in the study from the views of study participants. This study included two main purposes: (a) to explicate the issues and strategies of nurse educators teaching of nursing documentation while transitioning from paper-based to an electronic health record format, and (b) to generate an explanatory theory of teaching nursing documentation and its negative or positive influences of student learning of the competency. In-depth interviews with observation were conducted among sixteen nurse educators from a baccalaureate nursing program. A grounded theory of internalizing accountability emerged as the core variable/core category through classic grounded theory data collection and analysis in a simultaneous fashion. Four sub-categories and components also emerged and include (a) progressing levels, (b) reflecting on conflicting roles of nurse educators, (c) accepting transitioning, and (d) engaging and empowering through leadership. As a result of the analysis of the study findings, conclusions in this study filled the current gap in the literature through development of a new theory of internalizing accountability with future use in undergraduate and graduate nursing education. </p>

Thesis (Ph.D.)--University of California, San Francisco, 2008. / Source: Dissertation Abstracts International, Volume: 69-06, Section: B, page: 3518. Adviser: Jyu-Lin Chen.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1752. Adviser: Steven R. Aragon. Includes bibliographical references (leaves 128-132) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.S.)--University of Michigan, 1992.

Thesis (M.S.)--University of Michigan, 1981.

Thesis (M.S.)--University of Michigan, 1978.

Thesis--Utrecht. / Summary in Dutch. Vita. Errata slip inserted. Includes bibliographical references (p. 95-100).

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.S.)--University of Michigan, 1981.