Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University

Thesis (M.S.)—Boston University

Thesis (M.S.)--Boston University

Taught master's degree programmes represent a popular mechanism for part-time students to access postgraduate level education. A common feature of such programmes is the inclusion of some form of independent research project. Whilst such projects are recognised as being demanding for the students involved, there is a scarcity of research literature that explores their experiences. In this study I have now explored how clinical nurses, as an example of a particular professional group, accommodated and adjusted to the experience of undertaking part-time master's research. My intent was to contribute to the body of knowledge relating to the support of part-time students undertaking master's research.

This study outlines a hermeneutical journey which investigated the contested concepts of intuition, reflection, thinking and knowing-in-action. Situated within the 'world' of nurses and their patients, participant observation enabled the lived experiences and narrative accounts of four registered nurses to be explored and analysed. When the traditional methodological frameworks associated with ethnography and participant observation proved inadequate, the author drew upon insights from postmodernism, discourse analysis. Nightingale and Foucault to develop and evaluate the study. Three significant points emerged. First, an epistemological discourse of the grey/rainbow is encountered. This discourse acknowledges that 'all cannot be said'. Second, it is argued that intuition refers to a signifying process which enables the practitioner to indicate a particular state of being of Self to Other. Fieldwork evidence suggested that when registered nurses 'know' in practice, they utilise a range of searching activities which orientate the Self/Other, thereby enabling plurisensorial, embodied knowing/doing to contribute to their judgements. This process, named actioning, may be accompanied by silencing and a nursing equivalent of regard (gazing). Finally, nursing is portrayed as a bricoleur activity which predates the 'post modem', incorporates the modem, and struggles to express itself within the constraints of a Cartesian Discourse.

Thesis (Ed.M.)--Boston University

No description available.

<p> Nurses assume preceptor responsibilities in addition to usual nursing duties and most have minimal pedagogical preparation for the role. However, preceptors influence the competence of new staff through their instruction. The development of self-efficacy is vital to patient outcomes and safety. Using Bandura's (1997) framework of self-efficacy, ten proficient preceptors participated in an action research study that included individual interviews and focus groups related to the research question: What do proficient nurse preceptors report about the development of their preceptor self-efficacy for the purpose of recommending ongoing professional development and best practices within a hospital setting? </p><p> Preceptors identified thirteen best practices for ongoing professional development within their hospital. These practices include areas of Instruction, Preceptor Support and Professionalism. The largest number of findings were within Instruction. Preceptors are the first teachers of new hires within hospitals. Effective instruction was predicated upon the existence of role support and inculcation of professionalism within the preceptor culture. </p><p> Recommendations for practice include adoption of these best practices into ongoing professional development curricula. A monthly preceptor forum, to facilitate preceptor networking and sharing, is recommended. Future research might examine teaching strategies utilized by preceptors and the timing of these strategies when engaged in precepting. A comparative study using a self-efficacy tool for assessment could be conducted to ascertain whether the preceptor forum was building self-efficacy among the preceptors in comparison to another non-participating group of preceptors.</p>

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