Thesis (Ph.D.)--Indiana University, 2009. / Title from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Jeffries, Daniel Pesut, Judith Halstead, Tamilyn Bakas. Includes vita. Includes bibliographical references (leaves 169-179).

Thesis (Ph.D.)--University of California, San Francisco, 2008. / Source: Dissertation Abstracts International, Volume: 69-09, Section: B, page: 5320. Adviser: Patricia Benner.

Thesis--Ed. D. Columbia University Teachers College, Health Sciences, nursing, 1975. / Includes bibliographical references.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes bibliographical references.

Thesis (Ed.M.)--Boston University / The purposes of this study are: l. To determine the opinion of student nurses on the value of instituting a formal Honor System in this certain school of nursing in the New England area. 2. To evaluate the students' knowledge and understandings of an Honor System. 3. To evaluate the students' orientation to the Honor System while attending a certain college in the New England area. 4. To determine future action and recommendations based on the findings of this study. 5. To compare the school of nursing faculty's opinion of what the students believe about honor and Honor Systems, with the students' own opinions.

abstract: This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading assignment as an integrative teaching method with the purpose of challenging students' assumptions and requiring them to think from multiple perspectives thus influencing deep learning. The hypothesis is that students who are required to critically reflect on their own perceptions will develop the deep learning skills needed in the 21st century. Pre and post surveys were used to assess for changes in students' preferred approach to learning and reflective practice styles. Qualitative data was collected in the form of student stories and student literature circle transcripts to further describe student perceptions of the experience. Results indicate stories that include examples of critical reflection may influence students to use more transformational types of reflective learning actions. Approximately fifty percent of the students in the course increased their preference for deep learning by the end of the course. Further research is needed to determine the effect of narratives on student preferences for deep learning. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2012

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Trata-se de um estudo cujo objeto foi a caracterização sociodemográfica e ocupacional dos egressos da Faculdade de Enfermagem da Universidade do Estado do Rio de Janeiro (ENF/UERJ). Objetivos: a) Caracterizar os egressos do curso de graduação em enfermagem da ENF/UERJ com relação às situações sociodemográfica e ocupacional e b) analisar os resultados acerca das caracterizações sociodemográfica e ocupacional dos egressos de enfermagem da ENF/UERJ. Método: Pesquisa quantitativa, transversal e observacional, cujo projeto foi aprovado pelo Comitê de Ética e Pesquisa sob o número 360.021. A coleta de dados ocorreu no período de dezembro de 2013 a maio de 2014 e foi realizada com egressos das turmas graduadas entre o primeiro semestre de 2000 e o segundo semestre de 2010. Para coleta de dados foram utilizadas as estratégias presencial e on-line, através de um questionário autoaplicável. Após aplicação do questionário, no formato impresso ou por meio do envio aos e-mails dos egressos, obtiveram-se 147 questionários respondidos. Para análise dos dados, aplicou-se o teste exato de Fisher, considerando valor de p significativo ≤ 0,05. A população foi dividida em dois grupos (G1 e G2), tomando-se por base a divisão equilibrada das 22 turmas pesquisadas (11 turmas no G1 e 11 no G2). Resultados: População com o predomínio do sexo feminino (88,4%), média de idade de 32 anos ( 1), maioria residindo no Estado do Rio de Janeiro (96,6%), com renda familiar ≥ 3 salários mínimos (96,6%) e até três dependentes da renda (81%). A maioria possuía mais de um emprego (53,7%) e cumpria carga horária de trabalho semanal superior a 30 horas (80,3%). Não houve diferença quantitativa entre os grupos em relação às escalas de trabalho diurna e noturna. Sobre as diferenças entre os grupos G1 e G2, verificou-se aumento significativo dos egressos com vínculos laborais não celetista e não estatutário (p = 0,0244) no G2; redução do salário dos enfermeiros que constituíram o G2 (p = 0,0015); e aumento da atuação na área hospitalar dos egressos inseridos no G2 (p = 0,0018) quando comparados à saúde pública, à pesquisa e ao ensino. Conclusão: A área hospitalar ainda é o grande empregador de enfermeiros, apesar de haver uma política governamental para aquecer a área de enfermagem em Atenção Básica. Os efeitos do neoliberalismo e a consequente precarização das condições de trabalho impactaram negativamente nos participantes do estudo. Isso porque houve aumento de vínculos não convencionais entre os grupos, no decorrer do tempo, e, apesar da multiplicidade de vínculos, a renda como enfermeiro, entre os grupos de egressos, foi reduzida. Verificou-se ainda um absentismo significativa nos grupos (24%), em especial por motivo de doença, fato que preocupa, considerando que os egressos investigados eram jovens, em plena fase produtiva e com expectativa de pouca ou nenhuma morbidade. / This is a study whose object was the sociodemographic and occupational characterization of the newly-formed nurses from the Faculty of Nursing of the State University of Rio de Janeiro (ENF/UERJ). Objectives: (1) To characterize the newly-formed from the undergraduate nursing course of NFE/UERJ with regard to sociodemographic and occupational situations and (2) analyze the results about sociodemographic and occupational characterization of the newly-formed nurses of nursing of NFE/UERJ. Method: it is a quantitative, cross-sectional and observational research, whose project was approved by the Research Ethics Committee, under the n 360 021. Data collection took place from December 2013 to May 2014, and it was performed with newly-formed nurses from graduate classes between the first half of 2000 and the second half of 2010. In order to collect data, we made use of on-site and on-line strategies, through a self-administered questionnaire. After applying the questionnaire, in printed format or by means of mailing to the newly-formed nurses emails, we obtained 147 questionnaires answered. In order to analyze data, we applied the Fishers exact test by considering the significant p value ≤ 0,05. The population was divided into two groups (G1 and G2) by taking as a basis the balanced division of the 22 surveyed classes (11 classes in G1 and 11 in G2). Results: Population with predominance of female gender (88,4%), average age of 32 years ( 1), most living in the State of Rio de Janeiro (96,6%), with family income ≥ 3 minimum wages (96,6%) and with up to three dependents on income (81%). Most had more than one employment (53,7%) and fulfilled a weekly workload longer than 30 hours (80,3%). There was no quantitative difference between the groups with regard to daytime and nighttime work shifts. As for differences between G1 and G2, we found a significant increase of newly-formed nurses with public-sector (under CLT) and non-statutory employment links (p = 0,0244) in G2; reduction of the wage of the nurses who composed the G2 (p = 0,0015); and increased activity in the hospital area of the newly-formed nurses inserted into G2 (p = 0.0018) compared to public health, research and teaching. Conclusion: The hospital area is still the large employer of nurses, although there is a government policy to boost the nursing field in Primary Care. The effects of neoliberalism and the consequent precarization of working conditions have negatively impacted on the study participants. This is because there was an increase of unconventional links between groups in the course of time. Despite the multiplicity of links, the income as a nurse, among the groups of newly-formed was reduced. Furthermore, we found a significant absenteeism in both groups (24%), especially due to illness. This fact becomes worrisome when one considers that the investigated newly-formed subjects were young, in full production phase and with expectation of little or no morbidity.

abstract: Nurses are ideally positioned to lead the transformation of healthcare delivery in the United States, however they must be prepared to do so. The Institute of Medicine has called for nurses to become change agents and assume leadership positions across all levels in order to become full partners with physicians and other health care providers. While clinical leadership is a responsibility for all nurses, expectations for new nurse clinical leadership have not been well studied. This study sought to determine the nursing leadership competencies clinical managers expect of new nurses in an acute care setting and to identify gaps between end-of-program nursing leadership competencies, as outlined in The Essentials of Baccalaureate Education for Professional Nursing Practice, with leadership competencies identified by clinical managers in an acute-care setting. A single, bounded case study approach was used to collect data from nurse managers and assistant nurse managers at one acute care hospital. Data from intensive interviews, focus groups, and archival records were analyzed. Seven major themes related to clinical leadership emerged, including intentional learning, communication, professional practice, advocacy, teamwork, influencing practice, and systems thinking. Traits, mentoring, and generational differences emerged as secondary themes. Data from this study revealed a developmental sequence for clinical leadership. Certain expectations identified as antecedent to clinical leadership emerged initially, whereas other aspects of clinical leadership, developed later in the career trajectory. It was clear that accomplishing nursing care tasks was a fundamental expectation for professional nursing practice. Communication, teamwork and advocacy are crucial leadership competencies which help the new nurse to effectively manage time and provide safe, high-quality nursing care. As the new nurse continues to develop, systems thinking and influencing nursing practice emerge as significant expectations. Nurse managers have clear expectations for how new nurses should be prepared for clinical leadership. The degree to which clinical practice partners employing new nurses and academic nursing programs educating future nurses collaborate to establish expected outcomes is variable; however, academic-practice collaborations are crucial in developing educational standards for entry to practice in complex healthcare delivery systems. / Dissertation/Thesis / Doctoral Dissertation Nursing and Healthcare Innovation 2018

Background Clinical placements are essential to nursing education, allowing students to gain live experience and knowledge of nursing in clinical environments prior to entering the healthcare workforce. Healthcare has increasingly integrated information and communication technology (ICT) into clinical environments, therefore ICT is also significant in nursing students’ clinical placements. However, research has revealed that despite its benefits, nurses and nursing students are unable to use ICT effectively for their practice and their learning. This may reflect one aspect of the challenges faced by nursing students as they learn during clinical placements. Therefore this research aims to analyse the dynamics of undergraduate nursing students’ learning and use of ICT during clinical placements. By doing so, this research seeks to develop theoretical models that can be used to improve clinical nursing education amidst the current technology era. - Research design This study was conducted in Seoul, South Korea. A qualitative-dominant mixed method strategy was adopted. Quantitative data was collected through the development of a modified Information Technology Attitude Scales for Health (ITASH), which was then administered to 508 nursing students from six different universities from October 2012 to December 2012. Constructivist grounded theory (CGT) guided qualitative data collection, which was achieved through sequence of four rounds of intensive individual and group interviews with 16 nursing students, 4 qualified nurses, and 2 university lecturers from April 2013 to June 2015 (a total of 23 individual interviews and 6 group interviews). The exploratory and confirmatory factor analyses of quantitative data analysis were supported by SPSS and LISREL, while the constant comparison approach of qualitative data was supported by Nvivo 10. - Findings The findings revealed: 1) nursing students’ learning dynamics through the qualitative research process based on CGT methodology, and 2) nursing students’ use of ICT during clinical placements based on the learning dynamics via both qualitative and quantitative research processes. In the learning dynamics, this study identified the nursing students’ cognitive learning and knowledge building process, and then the factors and dynamics influencing that process in the clinical environment. This was compared with classroom and simulation environments. Based on these dynamics, the factors and dynamics influencing the use of ICT for learning in the clinical environment was identified. An integration of the findings with supporting literature resulted in two theoretical models, the knowledge building dynamic (KBD) model and the contextual knowledge building dynamic (CKBD) model. These models assist in understanding the cognitive processes involved in an individual’s learning process, the influence of context and resulting dynamics on these processes, and subsequently, learning with ICT. - Conclusion This research expands on current nursing education literature by exploring the cognitive aspects of learning, specifically within the clinical environment. These are shaped by contextual factors such as socio-cultural factors, and their influence on students’ learning and use of clinical ICT. The theoretical models are relevant for several applications in educational assessment and design, policy, and in learning itself with the goal of improving the quality of patient care.

Tratar sobre a temática da morte, o morrer e a finitude da vida faz parte do desenvolvimento humano, apesar de ser considerado um tabu sócio-cultural ocidental ou até mesmo um tema interdito ou silenciado. Abordar esse assunto com os profissionais da saúde, inserido na linha da educação para a saúde é de suma importância, pois possibilita o desenvolvimento humano pessoal e profissional. Pois, enfocar sobre a temática da morte estamos também falando de vida, de seus estilos, e a qualidade da mesma acaba sendo repensada, como também, a questão da morte digna. Objetivamos Identificar e verificar a visão cultural dos Docentes e Discentes em relação à Morte e Morrer e a finitude da vida, e construir um grupo de discussão sobre a temática, para auxiliar na formação dos profissionais de enfermagem, trabalhando coletivamente, ações educativas e planos de aula, para implementar a temática em foco. Trata- se de uma pesquisa qualitativa mediatizada pela metodologia da pesquisa-ação, de cunho humanista. Análise foi realizada por categorização, convergente/divergente, o público-alvo foram docentes que abordam essas temáticas, e discentes do 1º e 5º ano ambos do curso de enfermagem de uma universidade estadual do interior paulista. Após o levantamento dos temas geradores construímos as ações educativas que foram planos de aula abordando a morte e o morrer e a finitude da vida em suas várias faces, além da construção de uma oficina voltada para esse tema que foi realizada num congresso científico. No decorrer de todo esse processo de pesquisa depreendemos que estudar e abordar a temática sobre a morte, o morrer e a finitude da vida pode proporcionar e favorecer uma formação acadêmica diferenciada aos estudantes da área da saúde, preparando-os para lidarem com esse tema no seu cotidiano profissional. Para isso consideramos ser de grande importância a inserção dessa temática nos currículos escolares e nos cursos de atualização profissional e formação docente, com foco na abordagem crítico-social, na ação-reflexão-ação e na humanização do atendimento em saúde / Treating on the subject of death, dying and the finitude of life is part of human development, despite being considered a western socio-cultural taboo, or even an interdict or muted topic. Approach this subject with health professionals, inserted into the line of health education is extremely important, as it allows the personal and professional human development. Therefore, focusing on the theme of death, we are also talking about life, about their styles, and the quality of it turns out to be reconsidered, as well as, the issue of death with dignity. We aim to identify and verify the cultural vision of the teachers and students in relation to the Death and Dying and the finiteness of life, and create a discussion group about this theme, to assist in the formation of nursing professionals, by working collectively, educational activities and lesson plans, to implement the subject that is currently in focus. This is a qualitative research mediated by the methodology of action-research, of humanist nature. Analysis was performed by categorization, convergent/divergent, the target were teachers that approach these issues, and nursing students of the 1st and 5th year, both of the nursing course of a state university in São Paulo. After bringing up the generating themes, we build the educational activities that were lesson plans, addressing the death and the dying and the finitude of life in its many faces, and the construction of a workshop geared towards this theme, which was performed in a scientific congress. During the whole research process, we concluded that study and approach the issue about the death, the dying and the finitude of life can provide and promote a differentiated academic formation for students in the health area, preparing them to deal with this issue in their daily professional activities. For this, we consider to be of great importance the inclusion of this subject in the school curriculum and in the professional updating courses and the teacher formation, focusing on the critical-social approach, in action-reflection-action and the humanization of health care