Nursing is essentially a practical discipline and as such, clinical practice plays an important part in the nursing curriculum. Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Clinical field placement is an integral element in the overall pre-registration nursing program. Clinical practice enables the student to develop competencies in the application of knowledge, skills, and attitudes to clinical field situations. However, the time allocation for the clinical component of pre-registration nursing courses can be rather limited. It is, therefore, vital that the short but valuable clinical time be utilised effectively and productively.One of the objectives of this study was to develop and validate an instrument, the Clinical Learning Environment Inventory (CLEI), to assess nursing students' perceptions of hospital learning environment during clinical practice. Data were collected from 138 second year nursing students in a major university school of nursing in South Australia. Both quantitative and qualitative data were collected. The study confirmed the reliability and validity of the CLEI for use in the hospital learning environment.A second objective was to investigate associations of the CLEI with outcomes. Students' perceptions of the outcome of their clinical placement were found to be strongly associated with all five scales of the CLEI namely; Individualisation, Innovation, Involvement, Personalisation, and Task Orientation. The quantitative and qualitative findings reinforced each other. A third objective was to determine whether there were any differences in students' perceptions of the actual learning environment provided and that preferred by students. It was found that there were significant differences in ++ / students' perceptions of the actual clinical learning environment and their preferred clinical learning environment. Findings from the study suggested that students preferred a more positive and favourable clinical environment than they perceived as being actually present.

<p>Konflikter har alltid funnits, men hur man har löst dem har skett på olika sätt. Mitt intresse för detta område är på grund av att jag tidigare arbetat i skolans värld. Där förekom ofta konflikter, men de flesta konflikter var mellan elev och elev. Men ibland förekom även konflikter i personalgruppen. De tog man itu med ganska omgående. När jag böt yrke och började arbeta inom sjukvården märkte jag att det förekom ganska mycket konflikter även här, framförallt i personalgruppen som ingen försökte lösa. Jag har nu med hjälp av litteraturen funnit några olika sätt som chefer löst konflikter på gruppnivå mellan två eller flera personer. Det jag har funnit i litteraturen är att chefer har gett order direkt till kombattanterna att sluta med sitt beteende, undvikit konflikten, kompromissat, medlat, utsett syndabockar, konfronterat, försökt behandla konflikten själv eller tagit hjälp av extern konflikthanterare. Resultatet i min studie visade att om en chef undvek konflikten så riskerade den att bli ett mycket svårlöst problem. Omplacerade man personalen så flyttades ofta bara problemet till ett annat ställe. Då man tog hjälp av en extern konsult, kunde det bli kostsamt men var oftast det bästa alternativet.</p>

Konflikter har alltid funnits, men hur man har löst dem har skett på olika sätt. Mitt intresse för detta område är på grund av att jag tidigare arbetat i skolans värld. Där förekom ofta konflikter, men de flesta konflikter var mellan elev och elev. Men ibland förekom även konflikter i personalgruppen. De tog man itu med ganska omgående. När jag böt yrke och började arbeta inom sjukvården märkte jag att det förekom ganska mycket konflikter även här, framförallt i personalgruppen som ingen försökte lösa. Jag har nu med hjälp av litteraturen funnit några olika sätt som chefer löst konflikter på gruppnivå mellan två eller flera personer. Det jag har funnit i litteraturen är att chefer har gett order direkt till kombattanterna att sluta med sitt beteende, undvikit konflikten, kompromissat, medlat, utsett syndabockar, konfronterat, försökt behandla konflikten själv eller tagit hjälp av extern konflikthanterare. Resultatet i min studie visade att om en chef undvek konflikten så riskerade den att bli ett mycket svårlöst problem. Omplacerade man personalen så flyttades ofta bara problemet till ett annat ställe. Då man tog hjälp av en extern konsult, kunde det bli kostsamt men var oftast det bästa alternativet.

No description available.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009. / Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Advisers: Margaret R. Sutton; Donald R. Warren.

Report (Ed. D.)--Teachers College. / Issued also on microfilm. Includes bibliographical references.

Thesis--Columbia University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 96-103).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / Includes bibliographical references (leaves 156-182). Also available on the Internet.

<p> The organizational socialization literature identifies specific needs of newly hired employees: role clarity, occupational self-efficacy, and social acceptance. Organizations help meet these needs by providing onboarding (orientation and engagement) practices that facilitate newcomer adjustment. This leads to increased employee satisfaction and retention. The purpose of this qualitative study was to identify the benefit of onboarding practices that nursing programs use with adjunct clinical nursing faculty and determine if these practices contribute to organizational socialization. Eight nursing adjuncts from three universities completed an online pre-interview survey and participated in a semi-structured interview where they rated the benefit of best and common onboarding practices. An administrator from each university also completed an online version of the survey. Findings from the study revealed consistent benefit ratings of the majority of practices by participants. Some practices were deemed essential and their absence was detrimental for the adjunct, students, and institution. Administrator perceptions of benefit were equal to, or higher than, adjunct ratings. Adjunct participant responses supported their need for an onboarding process that promotes role clarity, self-efficacy, and social acceptance. Those who experienced quality onboarding expressed feelings of satisfaction with their jobs and greater allegiance to their programs than those with poor experiences. This study has implications for nursing education because retention of engaged, satisfied adjuncts is a cost-effective way to supplement the limited pool of full-time nursing faculty. Both adjuncts and administrators identified benefits of the majority of practices, so nursing programs would be well-served by offering a thorough and efficient onboarding process to adjunct faculty. This study also adds to the limited literature that examines the impact that specific onboarding practices have on organizational socialization of new employees.</p>

<p> A college education is, for many in America, part and parcel of the American Dream, and is certainly achievable. For countless reasons, students may enroll at community colleges underprepared, unprepared, anxious, and destined for a high risk of failure. Although community colleges are higher education institutions open and accessible to all who want to pursue an education, some degree programs are selective enrollment programs, such as nursing. Considering the stringent admission criteria and rigors of an associate degree in nursing (ADN) program, few are admitted. However, due to the pending shortage of registered nurses, assistance programs to help high risk nursing students succeed in school and pass their licensure exams to become RNs are needed for the future of the profession. </p><p> The purpose of this exploratory study is to identify factors of the successful Gateway/HRNS program embedded in the community college Associate Degree in Nursing program that fostered student retention, graduation and passing of the NCLEX-RN licensure exam on the first attempt. A qualitative case study methodology was utilized for this comprehensive program evaluation of one very successful ADN nursing program in a Midwest community college. Interviews of graduates of this high risk nursing program, focus groups of faculty teaching in the program, and archival and current document analysis were used to determined program factors that have helped high risk students over the past twenty years to succeed and become licensed, employed RNs. </p><p> Findings revealed that students and faculty highly valued three components of the high risk nursing student assistance program. These components were a) a pre-nursing summer introduction to nursing component comprised of many small courses; b) a mid-curricular second summer LPN option component; and c) regularly-scheduled weekly tutoring sessions throughout the two years of the ADN program. The most valued experience, according to program graduates, was the mid-curricular LPN Option course, which is mandatory for these high risk students and optional for other nursing students. It was felt this second summer component in the assistance program helped students to integrate nursing theory coursework and clinical which provided a substantial benefit as they entered their final year of the ADN program. </p><p> As a result of this study's findings, the O'Sullivan Strive to Thrive (S2T) Model for Student Success was developed to enable community college nursing leaders to develop assistance programs for high risk nursing students. There are eight steps in the Strive to Thrive (S2T) Model, designed to help ADN leaders and faculty promote and orchestrate the successful persistence and graduation of high risk students. Also included are directions for each of the steps as well as corresponding useful forms. This model to plan and design assistance programs for high risk students can be adapted by nursing department leaders in community colleges, as well as other nursing program venues and degree programs.</p>