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This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction. / Ph. D.

Narratives are used to explore personal beliefs and assumptions about caring in one's personal and professional life. This dissertation recognizes the process of caring is interpretative and evolves from personal experience. I address issues of caring within the practice of nursing and nursing education from a feminist perspective. I begin with my own personal narrative in which I seek to uncover my own caring essence as a basis for inquiring into issues of caring and feminism in nursing education. Theoretical constructs from educational nursing and feminist literature are explored to develop a personal model of caring within nursing education. Nursing students must be educated within a caring learning environment so they can develop a caring stance with patients. Dialogue within teacher-student interaction is at the center of such an environment. This dialogue encourages authentic presence with students that leads to an intuitive knowing. Nursing students need to learn to let their intuitive sense guide the use of technology. Of course, that means educating their intuitions. Autobiographical vignettes are used to reflect on the experience of a nurse educator as caring guides teaching-learning activities in a nursing curriculum. Caring within clinical teaching encourages reflection and increases self-awareness. Clinical teaching is seen as an opportunity to unite theory and practice. It encourages students to be receptive to patients and places value on contextual experiences. An examination of contextual experience shows that care is relational and encourages connections with others. Care is sustained through relationships that give voice to nursing students and patients. This process of giving voice makes caring more visible to others. This visibility allows nurses to celebrate caring occasions and validates worth of caring in nursing. Caring practices within nursing education help students recognize the power within themselves to institute change. Nurse educators must encourage students to care for themselves. This process will help them stay in touch with what they need as individuals as they provide care to others. / Ph. D.

Indiana University-Purdue University Indianapolis (IUPUI) / Nursing schools are facing demands to admit and graduate increasing numbers of students to meet the needs of the future healthcare system. Nursing schools must therefore admit, retain and graduate qualified applicants, able to provide care in complex healthcare environments. Educators are challenged to identify the best educational practices to retain and engage learners in the learning process. Research has indicated that student engagement contributes to student success in college. Learning environments may influence student engagement through the use of active learning strategies in the classroom. The purpose of this descriptive study was to explore the extent of engagement reported by nursing students in classrooms and determine relationships among student engagement, demographic and academic variables and learning environments. Astin’s (1985) Input-Environments-Output model provided the framework for this study, linking student characteristics, and student engagement in learning with outcomes of learning. A sample of 347 undergraduate baccalaureate nursing students from 5 mid-western schools of nursing completed the Adapted Engaged Learning Index (AELI) and the Active Learning Environments Scale (ALES), measuring their level of engagement and perceived degree of active learning in the classroom, respectively. Subjects also provided demographic data including age, academic level, type and number of hours worked off campus, and prior learning experience. T-test and ANOVA analyses were conducted to compare group differences on demographic, learning environments (active, passive and mixed) and levels of engagement. Results indicated a significant (p≤.001) difference in the level of student engagement related to the perceived active learning occurring in the classroom. Students in active and mixed learning environments reported higher engagement levels than those in passive learning environments. Students over 25 years (p=.003), students with higher GPA’s (p≤ .05) and junior students (p≤ .001) reported significantly higher engagement scores than their counterparts. Findings from this study indicate that student engagement in the learning process may be positively influenced by an active learning environment in the classroom.

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Faculty Perspectives on Factors Impacting Work as Nurse Educators by Sharon Shockness MS, Mercy College, 2007 BSN, Mercy College, 2005 AAS, Helene Fuld College of Nursing, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Job dissatisfaction among nursing faculty could have a significant impact on nursing faculty retention and student enrollment in nursing programs. The purpose of this qualitative instrumental case study was to gain insight into the perspectives of faculty members who teach nursing education in a university program. This study used Herzberg, Mausner, and Snyderman's motivation-hygiene theory to explore employee satisfaction and dissatisfaction in the workplace. The research question focused on the perspectives of nursing educators and challenges they face. Data were collected through individualized interviews with 15 nurse educators, using open-ended questions and reviewing relevant documents. The data were analyzed by sorting and highlighting the participants' responses and using codes to categorize and develop themes. Six overarching themes (expectations, motivations, benefits, job fulfillment, challenges, and job dissatisfaction) and 3 subthemes (remuneration, excessive workload, and funding for advancing education, recruitment, and mentoring) emerged. These themes and subthemes identified critical aspects of job satisfaction that may help nursing faculty and nursing administrators strengthen the positive and diminish the negative aspects of the job for greater faculty satisfaction. Nursing leaders and health care administrators can use these findings to bring awareness to the nursing education community by creating realistic goals that address job satisfaction, retention, and recruitment of nursing faculty. These changes will improve student enrollment and increase the number of nurses available to provide quality care throughout the nurses' respective communities.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

MSc (Nursing), Faculty of health Sciences, University of the Witwatersrand / This quasi-experimental study assesses the value of simulation based learning for a medical flight crew within an air ambulance service based in Johannesburg, South Africa. The purpose of this study was to assess the value of simulation based learning for air medical crew in performing synchronized cardioversion efficiently, effectively and safely within the air medical environment. The objectives were to determine if there is a difference between the experimental group that had been exposed to a simulation-based learning experience versus a control group that had not, in respect of performing synchronized cardioversion and scene management pertaining to this skill. This was a qausi-experimental study in which stratified random sampling was done to divide the participants into the control and experimental groups using medical qualification as homogenous subsets. The outcome of the study showed that the control group was quicker to first shock than the participants in the experimental group. However, the participants in the experimental group performed the skill more effectively, with regard to doing / following the correct steps in performing the skill of synchronized cardioversion and were safer practitioners. None of the variants within the sample groups had a significant effect on performance of the skill. The conclusion is that within this specific air ambulance service, simulation- based learning improved the performance of synchronized cardioversion in comparison to the normal orientation / training provided in the service.