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This study examined perceptions of hospital-based nursing schools among nursing professionals to determine whether this type of nursing education model is viable in the modern nursing context. Nursing education is faced with the twin problems of insufficient nurses, which creates a demand for rapid education of nurses, and ensuring adequate clinical quality of nurses, which creates a demand for more extensive undergraduate clinical training. Hospital-based nursing schools are three-year programs that provide more intensive clinical training than the two-year university-based programs. The study developed and disseminated a questionnaire to assess the perception of nursing professionals and nursing students on the issues related to hospital-based nursing schools including clinical quality and the shortage of nurses. Secondary research was conducted based on the available literature regarding nursing education and the historical development of the current nursing educational system. The study found that there was a generally favorable opinion of hospital-based nursing schools among the surveyed population, particularly in the area of the level of clinical training received at these types of schools. The study also found that there were significant attitudinal and financial barriers to increasing the number of hospital based nursing schools. The findings of this study are exploratory in nature and serve to define the problems and alternatives associated with nursing education and hospital-based nursing schools.

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<p><h1>Abstract</h1></p> <p><strong>Succeeding in Level 1 of a BScN Program: A Grounded Theory Inquiry</strong></p> <p>This research is an inquiry into the journey of student success as experienced by Level 1 nursing students in a BScN program. It is a qualitative study using a constructivist grounded theory methodology that looks at the psychosocial processes that are integral to the nursing student’s experience of Level 1. Fifty 1 to 1 semi-structured interviews were conducted with Level 1and Level 2 nursing students, experienced level 1 faculty and academic advisors (n=46). Participants were asked to define student success, and discuss their experience of success. The constant comparison method and theoretical sampling informed the findings. The result was an emerging substantive theory for student success entitled: <em>Succeeding in Level 1 of a BScN Program (Succeeding Substantive Theory or SST).</em> There are four conceptual processes that make up the <em>SST</em>: Learning, Balancing, Connecting and Becoming. Each concept has several categories that summarize the codes reflected in the data. The <em>SST</em> offers a fresh and novel perspective on student success as it reflects the processes involved in a comprehensive and integrated way. The insights and understanding that result from the <em>SST</em> can be used to direct policy and resources for student success, inform curricular revision, and suggest further research.</p> / Doctor of Philosophy (PhD)

The objectives of this research were to (a) explore nursing educators' experiences of integrating cultural safety in nursing education, (b) describe the strategies that nurse educators use, and (c) identify the barriers and possible solutions to facilitate the integration of cultural safety into nursing education. Indigenous Research Methodology was used to gain insight into nurse educators' experiences of integrating cultural safety in nursing education. Conducted in Ontario with 15 participants from 11 of the 14 accredited SON across Ontario. Conversing and listening to personal stories was the primary knowledge-seeking method. A harmonized narrative and thematic approach were used to analyze the conversations and stories from nurse educators. The results demonstrated the current colonial structure of nursing education is incompatible with and a barrier to the integration of cultural safety. As a consequence, this study reveals more barriers than strategies for integration, which demonstrates the substantial need for leadership, resources, and institutional support to integrate cultural safety. Current approaches have amplified forms of structural violence experienced by Indigenous nurse educators. This form of violence has been labeled a sophisticated type of racism that manifests in ways such as tokenism and othering of Indigenous nurse educators. Information about barriers, challenges and successes experienced by study participants supports recommendations for the dismantling of colonial discourses that are pervasive in nursing education and a barrier to integration of cultural safety. This study of integrating cultural safety supported the problematic nature of decolonization and Indigenization approaches as solutions to ensure cultural safety. Micro-reconciliation was identified as a possible solution to promote successful integration of cultural safety in nursing education. / Thesis / Master of Science in Nursing (MSN)

The purpose of this quasi-experimental study was to assess the ongoing impact of the End-of-Life Nursing Education Consortium (ELNEC) training program on registered nurses’ death anxiety, concerns about dying, and knowledge of the dying process utilizing the principles of The Comfort Theory and Practice by Kolcaba (2003) at the institutional level. The research hypothesis was upon completion of the ELNEC training, registered nurses would have decreased death anxiety, less concerns about dying, and increased knowledge of the dying process. The Revised Death Anxiety Scale (RDAS) was used to measure death anxiety which is a 25 item self-report questionnaire. The Concerns about Dying Instrument (CAD) was used to measure death attitude or concerns about dying which includes three distinct but related areas for providers: general concern about death, spirituality, and concerns about working with dying patients. Participant's perceived knowledge of dying was measured using a self report 5-point Likert format with “0“ indicating no level of knowledge to “4“ reflecting complete knowledge of death and dying. Pre-tests of all dependent variables were administered to both a treatment and control group. Post-tests were administered two weeks after the two day ELNEC training, at 6 months, and finally at 12 months to both groups in order to study its lasting efficiency upon participants at one primary care medical center. Thirty eight participants completed all four questionnaires with 27 participants in the control group and 11 participants in the experimental group. Matched pair analysis with 11 participants in each group was conducted with statistical significance found for perceived knowledge about dying at post two weeks and 12 months (p= 0.01) for the intervention group. Death anxiety and concerns about dying were not found to be statistically significant at any testing interval, but mean scores of the treatment group revealed less death anxiety and concerns about dying. Recommendations included offering the ELNEC training on a routine basis to all registered nurses who care for dying patients. Additionally, clinicians and administrators were encouraged to seek out additional funding opportunities to plan more robust studies with larger samples, incentives, and research method triangulation addressing the qualitative aspects of palliative care. / Ph. D.

Yes / Since the 1980 s, changes in nursing education have inadvertently led to diminishing anatomy and physiology content in curricula (Taylor et al., 2015). The need for nurses to have a thorough grounding in these subjects is undisputed; however, the pedagogical principles for anatomy and physiology education have been under scrutiny (Perkins, 2019). Anatomy and physiology are typically incorporated as part of bioscience, which also encompasses genetics, microbiology, pharmacology, and pathophysiology (Horiuchi-Hirose et al., 2023). Registered nurses and nursing students often express anxiety about studying bioscience and its perceived difficulty, largely due to difficulties in applying theory to practice (Craft et al., 2013, Craft et al., 2017, Meedya et al., 2019). Despite this, there remains a recognition that bioscience knowledge is important for effective nursing practice (Danielson and Berntsson, 2007, Horiuchi-Hirose et al., 2023). / The full-text of this article will be released for public view at the end of the publisher embargo on 15 Dec 2024.

The purpose of this study was to explain and describe the perspectives of student nurses at a private nursing education institution (NEI) in the province of KwaZulu-Natal (KZN), South Africa, on the use of information technology (IT) in nursing education. A quantitative, non-experimental descriptive research design was selected to determine the respondents’ perspectives on IT and identify challenges that they encountered. The target population included all student nurses registered at the private NEI for the Bridging Programme for Enrolled Nurses leading to registration as a General Nurse (R683) and the Advanced Diploma in Medical and Surgical Nursing Science with specialization in either Critical Care, Trauma and Emergency, or Perioperative Nursing (R212). The researcher developed and used a structured self-administered questionnaire for data collection. Data was analysed using descriptive and inferential statistics. The study highlighted that the respondents acknowledged the importance and benefits of IT in nursing education and the profession, but encountered challenges in using IT. The study found that the respondents owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The researcher made recommendations to improve the use of IT in nursing education and for further study. / Health Studies / M.A. (Nursing Science)