This thesis examines the socialisation trajectory experienced by new entrants into nurse education. Specifically, it presents for consideration, the 'peri-entry' approach to the socialisation process. The 'peri-entry' approach is so called because it concentrates, both on the period prior to commencement, and after commencement. The approach covers three phases, the pre-entry phase, the entry/encounter phase, and the post-entry phase. The approach consists of four conceptual components, and these are located in its conceptual framework in the three phases. These conceptual components are; the pre-entry expectation formation phenomenon, Reality Shock, changing images of nursing, and changes in the individual's 'nursing' self-concept. The 'peri-entry' approach suggests that consideration be given to the possibility that reported changes in attitude and emotional states following entry may be due to expectations about the course, formed in the pre-entry period, not being matched by post entry experiences. These post-entry changes, the 'peri-entry' approach suggests, appear to occur in the dimensions of the four conceptual components. In order to examine the likelihood of this, the four dimensions of the approach are examined empirically by four studies, within the practitioner research philosophy. Each of the studies gave some measured support for the propositions made by the 'peri-entry' approach. Students did appear to hold inappropriate expectations on entry, there was evidence of Reality Shock, their images of nursing did become more negative, and their 'nursing' self-concept did grow progressively more positive. iii Recommendations were made as to the most appropriate ways to minimise any negative attitudes towards nursing, and nurse education, that students may develop. Also, suggestions for further research into socialisation in nurse education were made. These further studies, it is anticipated, may identify further possible aspects of socialisation that may also impinge on the educational lives of the students who choose to enter nursing as a career.

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Support for parents is an important part of treatment programs for children diagnosed with autism. Parent training programs have generally focused on prescribed goals in one-on-one training settings with measures directly related to the goals. Of interest here are the few studies that included collaborative goals, expanded measures, and group training. Benefits of such approaches include the establishment of natural communities of reinforcement and better understanding of the breadth of effects. The purpose of this study was to determine if a group coaching approach would be effective in changing a large range of parent and child skills. This experiment involved group sessions (presentations, discussion, video sharing, and problem solving) and three individual in-vivo coaching sessions. The intervention took place over the course of four weeks. Direct measures included a parent skills checklist and child target behaviors. Results indicated an overall improvement on most measures that maintained or improved at follow-up.

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Approved for public release; distribution is unlimited / This thesis examines the implementation elements of the Nurse Internship Program (NIP) at Naval Medical Center San Diego. The NIP provides nurses with no or little nursing experience an opportunity to participate in professional development as United States Navy Nurse Corps officers. The resolution to implement a NIP requires resource allocation decisions and commitment from top leaders in the organization. A review of adult learning and teaching methods is presented as a foundation for the NIP. It emphasizes the Dreyfus sk ill acquisition model adapted to the nursing profession by Benner that depicts the "novice to expert" continuum. Next, an overview of nursing orientation framework as found in the civilian and military healthcare organizations focuses on the program implementation. A discussion of resource allocations made by organizations for a NIP or a nursing orientation program is then presented. Historical accessions data are examined to demonstrate the trend in new nurse appointments to the Navy. The NIP offers po tential benefits to the organization and the nurse interns. Planning, evaluation, and leadership support are important drivers in the NIP framework. Recommendations are presented for further study based on the foundational aspects of this study. / Lieutenant Commander, United States Navy