This study proposed to determine the reasons given by registered nurses for participation or nonparticipation in programs leading to a baccalaureate or higher degree. The purpose of this study was the following: identify the factors influencing registered nurses to return or not return to school for an advanced degree and to compare the needs (met or unmet) of the participants with the anticipated needs (met and unmet) of the nonparticipants.

Indiana University-Purdue University Indianapolis (IUPUI) / Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more responsibility for learning. Nursing student responsibility for learning is reflected in their use of metacognitive, cognitive, and environmental resource SRL strategies. Learning strategy use promotes the development of clinical reasoning and lifelong learning skills requisite to meet the needs of complex patients in a dynamic healthcare environment. Method: Using Bandura’s social cognitive theory as a framework, the learning subscales of the Motivated Strategies for Learning Questionnaire were used to survey a national sample of 514 baccalaureate nursing students enrolled in their final semester of a traditional baccalaureate nursing program or a 12-month accelerated baccalaureate program. Delineation of student use of metacognitive, cognitive (rehearsal, organization, and elaboration), and environmental resource management (help seeking, peer learning, effort regulation, and time and study environment) SRL strategies was examined by program and in light of age, grade point average (GPA), weekly hours spent studying independently, and weekly hours spent in employment. Results: Differences in SRL strategy use were found between the program groups and between program groups divided by sample age. Older students in both the accelerated and traditional programs used more metacognition and elaboration SRL strategies than their younger traditional counterparts. Older traditional students used significantly more effort regulation SRL strategies than both groups of younger students. Both older groups of students studied significantly more, used significantly more time and study environment SRL strategies, and had significantly higher GPAs than the younger groups of students from both programs. Conclusions: This study provides a framework for learner focused nursing education by explicitly defining differences in SRL strategy use of students enrolled in traditional and accelerated baccalaureate nursing programs.

The purposes of this study are to identify student retention strategies in generic baccalaureate schools of nursing and their supporting institutions to determine if these strategies vary according to identified characteristics of the school of nursing and its supporting institution and to determine the perceived effectiveness of the strategies. Data were collected from 313 administrative heads of schools of nursing that offer generic baccalaureate programs accredited by the National League for Nursing; 217 returned usable questionnaires constituted a national response rate of 69.3 per cent. Frequency distribution and the chi-square test of independence, significant at the .05 level, were used for statistical treatment of the data.

This study traces the development of the Baylor University School of Nursing from its beginning in 1909 through the establishment of the baccalaureate nursing program in 1950. Primary data including official records of the School of Nursing, minutes of the Baylor University Board of Trustees, reports of the School of Nursing to accrediting agencies, and interviews of former students and deans were examined using the historical research techniques of external and internal criticism. A review of the literature that is relevant to the development of nursing education is presented in Chapter II. Chapter III presents the events in the development of the Baylor University School of Nursing. Chapter IV discusses the accreditation criteria which influenced the development of the School of Nursing. Chapter V discusses the curriculum, teaching methods, and faculty qualifications. Chapter VI discusses the people who were the most influential in the development of the School of Nursing. Implications of the study include the recognition that nursing education and nursing service have differing priorities. Conflicts between the needs of patients for care and the needs of students for education arose when the Superintendent of Nurses was responsible for both areas. Usually the needs of patients for care took priority over the needs of students resulting in long hours and less than optimum learning conditions for students. External factors played a major role in the development of nursing education by determining the needs of society for nurses and thus for nursing education. Accreditation criteria established by state and national agencies determined the standards by which the School of Nursing was judged. National accreditation had more impact on the School since higher standards were required. The leadership of the School played a significant role in the development of the professional nursing program. Leaders who had educational preparation and vision for the future of nursing education with an educational institution rather than a service institution worked to establish an improved educational system in nursing.

Teaching critical thinking is a national education goal. The ability to think critically is considered an essential skill of nursing graduates and is a necessary component of competent nursing practice. Therefore, nursing programs must address critical thinking for accreditation. The literature reports that teachers in all areas of education are having difficulties infusing critical thinking teaching strategies into their current teaching practices and critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies as perceived by nursing faculty in generic, BSN programs in Tennessee. Data were collected by a designed survey mailed to all nursing faculty in Tennessee who were currently teaching generic, BSN students. A final response rate of 72% was obtained. Based upon a comprehensive review of the literature, an instrument was constructed to elicit responses on attitudes and beliefs regarding the teaching of critical thinking and demographics of nurse educators. A pilot test was conducted for the purpose of refining the survey. Reliability of each of the eight sub-scales was tested using Cronbach's alpha with coefficients ranging from .51 to .83. The study found that students' attitudes and expectations, as perceived by these nurse educators, represented the single greatest barrier to the implementation of critical thinking teaching strategies followed by time constraints and the perceived need to teach for content coverage. Likewise, these nurse educators reported that the importance and relevance of teaching for critical thinking was the least barrier to teaching for thinking. Contrary to the literature, the results showed that these nurse educators felt confident in their abilities to teach for critical thinking but perceive a need for more education in this area. Significant differences were found among nurse educators with different levels of education (MSN, PhD, EdD) on the perceptions of barriers to teaching for critical thinking. The MSN respondents reported the highest barriers, followed by the PhD respondents and then the EdD respondents who reported the least barriers to teaching for thinking. Similarly, significant differences were found among the nurse educators based upon the educational activities engaged in for the purpose of developing skills in teaching for critical thinking. There was a consistent inverse relationship between the number of educational activities engaged in and the perceived barriers to the teaching for critical thinking; the respondents who reported the fewest activities reported the highest barriers and the respondents who reported the most educational activities had the fewest perceived barriers. The results of this study add to the body of knowledge regarding the barriers nursing faculty encounter when teaching for the promotion of students' critical thinking. The findings are useful for nursing programs when deciding how best to facilitate faculty development in this area. This study suggests that targeting students' attitudes and beliefs about new ways of teaching and learning as well as granting more time and educational opportunities for faculty to develop in this area may be the most productive ways educational administrators can support and encourage faculty to teach for critical thinking.

Estudo com objetivo de avaliar e comparar o desempenho teórico e prático de estudantes de enfermagem submetidos a estratégias de ensino-aprendizagem, aula expositivo-dialogada e atividade prática em laboratório de habilidades ou aula simulada, no manejo da via aérea em emergências por meio da máscara laríngea (ML). Estudo com delineamento experimental, abordagem quantitativa, de intervenção tipo Ensaio Clínico Randomizado Controlado. A população consistiu dos estudantes do oitavo período, bacharelado, da Escola de Enfermagem de Ribeirão Preto e a amostra de 17 estudantes, randomizados para grupo controle (GC) e grupo intervenção (GI). O GC foi submetido à aula expositivo-dialogada seguida de atividade prática em laboratório de habilidades com manequim de baixa fidelidade e o GI à aula simulada em laboratório utilizando o mesmo manequim. Elaboraram-se os instrumentos de avaliação escrita, cenário de simulação e avaliação clínica objetiva e estruturada no cenário de simulação (checklist), validados em aparência e conteúdo por comitê de juízes. A estratégia de coleta de dados foi Workshop intitulado \"Manejo da via aérea em emergências: uso da ML\". Foram avaliados teste escrito e OSCE (Exame Clínico Objetivo Estruturado) - avaliação clínica estruturada em Laboratório de Simulação, este último empregando como ferramenta o manequim de média-fidelidade. A atividade foi filmada e analisada por três avaliadores. Analisaram-se os desfechos: desempenho teórico no teste escrito e prático no OSCE, tempo de execução do OSCE, tempo para obtenção da primeira ventilação eficaz, número de tentativas para inserção da ML até obtenção de ventilação efetiva. Resultados: 16 estudantes eram do sexo feminino e um do sexo masculino, a idade média 24,4±4,2 anos. No pré-teste a nota média do GC de 6,6±1,0 e do GI de 6,5±0,5 e a mediana para ambos 6,5. No pós-teste a nota média do GC foi 8,4±0,8 (mediana 8,5), do GI de 8,6±1,1 (mediana 8,6). Comparando-se as médias obtidas no pré-teste por ambos os grupos, não há diferença estatisticamente significante (p=07427). Tal fato também pôde ser constatado no pós-teste (p=0,7117). Comparando as notas pré e pós-teste do GC evidenciou diferença estatisticamente significante (p=0,0025) o que também ocorreu para o GI (p=0,0002). A média no OSCE do GC foi 7,8±0,52 e GI 8,4±0,89; comparou-se tais notas verificando-se que não há diferença estatisticamente significante (p=0,0822). A média obtida pelo GC no pós-teste foi maior que a média obtida no OSCE e, para o GI, são equivalentes. O tempo médio de execução do OSCE pelo GC foi 479,8±183,3s (mediana 468,5s) e no GI 520,3±157s (mediana 506s), não havendo diferença estatisticamente significante (p=0,6311) e também para obtenção da primeira ventilação eficaz (p=0,9835). A média do nº tentativas para inserção da ML pelo GC 1,63±0,74 e GI 1,56±0,63. Embora os resultados não apontem diferença estatisticamente significante entre as médias dos grupos no pós-teste, para o GI os escores foram superiores. No presente estudo, apesar de diferentes estratégias de ensino abordarem o manejo da via aérea em emergências com a ML, os resultados demonstram que as mesmas foram eficazes e os objetivos de aprendizagem foram alcançados, pois houve incremento nas notas obtidas no pós-teste e no OSCE em ambos os grupos. / Study aimed to evaluate and compare the theoretical and practical performance of nursing students subjected to teaching and learning strategies, exhibition-dialogued class, and practical activity in skill lab or simulated class in airway management in emergencies through laryngeal mask (LM). This is a study of experimental design, quantitative approach, intervention type, Controlled Randomized Trials. The population consisted of students in the eighth semester from the Bachelor\'s Degree of the University of São Paulo at Ribeirão Preto College of Nursing and the sample consisted of 17 students, randomly assigned to the control group (CG) and the intervention group (IG). The CG was subjected to exhibition-dialogued class followed by practical activity in skill lab with low-fidelity mannequin and the IG to simulated class in the lab using the same mannequin. Written evaluation instruments, simulation scenario and objective structured clinical evaluation in simulation scenario (checklist) were developed and validated in appearance and content by a committee of judges. The strategy for data collection was the workshop entitled \"Airway management in emergencies: use of LM\". They were evaluates through written test and the OSCE (Objective Structured Clinical Examination) - structured clinical evaluation in Simulation Laboratory, the latter employing the medium-fidelity mannequin as tool. The activity was filmed and analyzed by three evaluators. The outcomes were analyzed: theoretical performance in written and practical test in the OSCE, the OSCE runtime, time to obtain the first effective ventilation, number of attempts to insert the LM to obtain effective ventilation. Results: 16 students were female and one male, mean age 24.4±4.2 years. In the pre-test the score average of CG was 6.6±1.0 and of IG was 6.5±0.5 and the median for both was 6.5. At post-test, the average score of CG was 8.4±0.8 (median 8.5), of IG was 8.6±1.1 (median 8.6). Comparing the averages obtained in the pre-test for both groups, there was no statistically significant difference (p=0.7427). This fact could also be observed in the post-test (p=0.7117). Comparing notes of pre and post-test of CG there was a statistically significant difference (p=0.0025) which also occurred for IG (p=0.0002). The mean of the OSCE for CG was 7.8±0.52 and for IG was 8,4±0,89; compared to such notes and it was verified that there is no statistically significant difference (p=0.0822). The average obtained by CG in the post-test was higher than the average obtained IG in the OSCE, and for IG they were equivalent. The average execution time of the OSCE for CG was 479.8 ± 183.3s (median 468.5s) and for IG 520.3±157s (506s median), with no statistically significant difference (p=0.6311) and also for obtaining the first effective ventilation (p=0.9835). The average of attempts to insert the LM by CG was 1.63±0.74 and by IG was 1.56±0.63 GI. Although the results do not indicate a statistically significant difference between the averages of the groups in the post-test, the scores were higher for IG. In this study, although different teaching strategies addressing airway management in emergencies through LM were used, the results show that they were effective and the learning objectives have been achieved, because there was an increase in the scores obtained in the post-test and in the OSCE in both groups.

Estudo com objetivo de avaliar e comparar o desempenho teórico e prático de estudantes de enfermagem submetidos a estratégias de ensino-aprendizagem, aula expositivo-dialogada e atividade prática em laboratório de habilidades ou aula simulada, no manejo da via aérea em emergências por meio da máscara laríngea (ML). Estudo com delineamento experimental, abordagem quantitativa, de intervenção tipo Ensaio Clínico Randomizado Controlado. A população consistiu dos estudantes do oitavo período, bacharelado, da Escola de Enfermagem de Ribeirão Preto e a amostra de 17 estudantes, randomizados para grupo controle (GC) e grupo intervenção (GI). O GC foi submetido à aula expositivo-dialogada seguida de atividade prática em laboratório de habilidades com manequim de baixa fidelidade e o GI à aula simulada em laboratório utilizando o mesmo manequim. Elaboraram-se os instrumentos de avaliação escrita, cenário de simulação e avaliação clínica objetiva e estruturada no cenário de simulação (checklist), validados em aparência e conteúdo por comitê de juízes. A estratégia de coleta de dados foi Workshop intitulado \"Manejo da via aérea em emergências: uso da ML\". Foram avaliados teste escrito e OSCE (Exame Clínico Objetivo Estruturado) - avaliação clínica estruturada em Laboratório de Simulação, este último empregando como ferramenta o manequim de média-fidelidade. A atividade foi filmada e analisada por três avaliadores. Analisaram-se os desfechos: desempenho teórico no teste escrito e prático no OSCE, tempo de execução do OSCE, tempo para obtenção da primeira ventilação eficaz, número de tentativas para inserção da ML até obtenção de ventilação efetiva. Resultados: 16 estudantes eram do sexo feminino e um do sexo masculino, a idade média 24,4±4,2 anos. No pré-teste a nota média do GC de 6,6±1,0 e do GI de 6,5±0,5 e a mediana para ambos 6,5. No pós-teste a nota média do GC foi 8,4±0,8 (mediana 8,5), do GI de 8,6±1,1 (mediana 8,6). Comparando-se as médias obtidas no pré-teste por ambos os grupos, não há diferença estatisticamente significante (p=07427). Tal fato também pôde ser constatado no pós-teste (p=0,7117). Comparando as notas pré e pós-teste do GC evidenciou diferença estatisticamente significante (p=0,0025) o que também ocorreu para o GI (p=0,0002). A média no OSCE do GC foi 7,8±0,52 e GI 8,4±0,89; comparou-se tais notas verificando-se que não há diferença estatisticamente significante (p=0,0822). A média obtida pelo GC no pós-teste foi maior que a média obtida no OSCE e, para o GI, são equivalentes. O tempo médio de execução do OSCE pelo GC foi 479,8±183,3s (mediana 468,5s) e no GI 520,3±157s (mediana 506s), não havendo diferença estatisticamente significante (p=0,6311) e também para obtenção da primeira ventilação eficaz (p=0,9835). A média do nº tentativas para inserção da ML pelo GC 1,63±0,74 e GI 1,56±0,63. Embora os resultados não apontem diferença estatisticamente significante entre as médias dos grupos no pós-teste, para o GI os escores foram superiores. No presente estudo, apesar de diferentes estratégias de ensino abordarem o manejo da via aérea em emergências com a ML, os resultados demonstram que as mesmas foram eficazes e os objetivos de aprendizagem foram alcançados, pois houve incremento nas notas obtidas no pós-teste e no OSCE em ambos os grupos. / Study aimed to evaluate and compare the theoretical and practical performance of nursing students subjected to teaching and learning strategies, exhibition-dialogued class, and practical activity in skill lab or simulated class in airway management in emergencies through laryngeal mask (LM). This is a study of experimental design, quantitative approach, intervention type, Controlled Randomized Trials. The population consisted of students in the eighth semester from the Bachelor\'s Degree of the University of São Paulo at Ribeirão Preto College of Nursing and the sample consisted of 17 students, randomly assigned to the control group (CG) and the intervention group (IG). The CG was subjected to exhibition-dialogued class followed by practical activity in skill lab with low-fidelity mannequin and the IG to simulated class in the lab using the same mannequin. Written evaluation instruments, simulation scenario and objective structured clinical evaluation in simulation scenario (checklist) were developed and validated in appearance and content by a committee of judges. The strategy for data collection was the workshop entitled \"Airway management in emergencies: use of LM\". They were evaluates through written test and the OSCE (Objective Structured Clinical Examination) - structured clinical evaluation in Simulation Laboratory, the latter employing the medium-fidelity mannequin as tool. The activity was filmed and analyzed by three evaluators. The outcomes were analyzed: theoretical performance in written and practical test in the OSCE, the OSCE runtime, time to obtain the first effective ventilation, number of attempts to insert the LM to obtain effective ventilation. Results: 16 students were female and one male, mean age 24.4±4.2 years. In the pre-test the score average of CG was 6.6±1.0 and of IG was 6.5±0.5 and the median for both was 6.5. At post-test, the average score of CG was 8.4±0.8 (median 8.5), of IG was 8.6±1.1 (median 8.6). Comparing the averages obtained in the pre-test for both groups, there was no statistically significant difference (p=0.7427). This fact could also be observed in the post-test (p=0.7117). Comparing notes of pre and post-test of CG there was a statistically significant difference (p=0.0025) which also occurred for IG (p=0.0002). The mean of the OSCE for CG was 7.8±0.52 and for IG was 8,4±0,89; compared to such notes and it was verified that there is no statistically significant difference (p=0.0822). The average obtained by CG in the post-test was higher than the average obtained IG in the OSCE, and for IG they were equivalent. The average execution time of the OSCE for CG was 479.8 ± 183.3s (median 468.5s) and for IG 520.3±157s (506s median), with no statistically significant difference (p=0.6311) and also for obtaining the first effective ventilation (p=0.9835). The average of attempts to insert the LM by CG was 1.63±0.74 and by IG was 1.56±0.63 GI. Although the results do not indicate a statistically significant difference between the averages of the groups in the post-test, the scores were higher for IG. In this study, although different teaching strategies addressing airway management in emergencies through LM were used, the results show that they were effective and the learning objectives have been achieved, because there was an increase in the scores obtained in the post-test and in the OSCE in both groups.

Technological standards appear to be needed in undergraduate nursing education, as existing research has yet to establish technological standards for undergraduate nursing students. The purpose of this qualitative study was to examine the lived experiences of senior nursing students with respect to their perceptions regarding exposure to and abilities gained in the areas of information management, information literacy, and computer literacy. The framework of the study was based on Bandura's theory of self-efficacy and the Dreyfus model of skills acquisition. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposive sample to collect data about the technological competencies taught to 12 participants during their nursing education. The key research questions pertained to senior-level nursing students' perceptions regarding their educational exposure to technological skills, the level of competencies achieved, and technology's impact on patient care. A thematic analysis was done. The findings from this research study are that students' technological exposure appears to vary and that there is a need for uniform exposure during their nursing education. The results of this research revealed that most students were confident about computer literacy but needed to strengthen their knowledge related to information management and information literacy. Implications for social change is a better understanding of technological competencies offered, or still needing to be included, in undergraduate nursing syllabi. Further positive social change implications of the study for health services include the promotion of clear technological graduation standards for nursing graduates entering the health care workforce.

The problem with which this study is concerned is the inclusion of actual critical care experience in generic nursing curricula in the United States. A survey instrument was sent to faculty representatives selected by the dean of each of 312 generic baccalaureate nursing programs.

No description available.