The purpose of the study was to determine whether participationin major curriculum revision was perceived as a job enriching experience by nurse educators in National League for Nursing accredited baccalaureate nursing programs in the Midwest Alliance in Nursing geographic area. Degree of participation was evaluated in relationship to perceived enrichment. Age and length of service were moderating variables. The Job Diagnostic Survey was the instrument utilized for sampling the perceptions of respondents about job enrichment.FindingsThe first three findings pertain to comparisons between faculty participating in curriculum revision and faculty not participating in curriculum revision, while the final two pertain to amount of participation in curriculum revision.1. Faculty in nursing programs undergoing no major curriculum revision perceived the job as more enriched than faculty undergoing major curriculum revision. However, when age and length of service were controlled, such differences were no longer observed.2. Age was not observed as a significant factor in undergoing major curriculum revision.3. Faculties with shorter mean lengths of service and fewer tenured faculty members were involved in major curriculum revision. 4. Degree of participation in curriculum revision was not found to be correlated with either age or length of service of faculty members. Increases in perceived job enrichment were found to accompany increased participation in curriculum revision. However, when age and length of service were controlled, the relationship disappeared.ConclusionsThe following conclusions were drawn for the population of the study:1. Major curriculum revision is not perceived as a job enriching experience for nursing faculty.2. Age of faculty is not a predictor of degree of involvementin major curriculum revision.3. Faculty with shorter length of service are more likely tobe involved in curriculum revision.4. Age or length of service are not factors in predicting degreeof participation in major curriculum revision.5. Job enrichment does not increase with amount of participation when age and experience are held constant.

In the United States (US), lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals are at an increased risk for contracting sexually transmitted infections, are less likely to receive recommended health screenings, are more likely to abuse alcohol and other substances, are at a higher risk for attempting suicide, and experience greater health disparities compared to their heterosexual counterparts. Compounding these health-related problems is a significant discrepancy whereby LGBTQ people have poor or no access to health care. One approach to correct the health disparities the LGBTQ community faces is through LGBTQ-specific health education for nursing students. A review of the literature revealed undergraduate-level nursing programs should employ competent faculty, incorporate increased instruction time, use updated textbooks, assign projects or entire modules specific to the health care needs of LGBTQ patients, employ simulations when available, and incorporate LGBTQ topics throughout the undergraduate nursing curriculum. These changes have the potential to make a positive impact on improving health care for LGBTQ patients in the US.

M.Cur. / In line with the requirements of the National Plan for Higher education, The Skills Development Act (Act 97 of 1998), The eight Batho Pele Principles 1997, The South African Qualifications Authority Act (Act 58 of 1995), The National Qualifications Framework, Outcomes Based Education and The South African Nursing Council, it is clear that there is a need for critical thinking in clinical nursing education in general and in professional nurses as preceptors in particular. The researcher has observed that the preceptors of a clinic in Region 7 Gauteng Province, use the traditional method of teaching (lecture method) during accompaniment of learners allocated to the clinic for their practica which hinders the facilitation of critical thinking. There is a need for preceptors to re-visit their teaching strategies and methods in order to facilitate critical thinking in clinical nursing education. Central to facilitation of critical thinking is the learner, and preceptors should create a climate where interactive facilitation takes place through dialogue and discourse. The aim of the study is to develop a programme to facilitate critical thinking of preceptors in clinical nursing education. For this aim to be realised the following objectives were met: To conceptualise in order to develop a programme to facilitate critical thinking of preceptors in clinical nursing education To implement and evaluate a programme to facilitate critical thinking of preceptors in clinical nursing education. A qualitative, exploratory, descriptive research design that is contextual in nature was followed according to two phases. In phase one of the study, conceptualisation of the main concepts namely critical thinking, interactive facilitation, clinical nursing education, preceptor, nursing process and the programme was done to ensure theoretical validity (Gift, 1997: 76).ii Organisation of South Africa (DENOSA, 1998: 3-6). Evaluation, limitations and conclusion of the study was described. Recommendations were discussed as they apply to nursing education, nursing research.

This ethnographic study explored the experiences of six Aboriginal nursing students in a nursing program with the hope of gaining understanding of such experiences. Four important themes emerged from the analysis of the interviews with the Aboriginal nursing students: (a) teaching about residential schools (the impact of colonization), (b) the push and pull of family and culture, (c) tensions with the nursing program, and (d) pressures to succeed. These themes revealed both the courage and tenacity of Aboriginal students to succeed against their fears of failure, rejection from their community, and rejection from the medical community. Nursing curricula need to be prepared to incorporate the concept of cultural safety and determine whether the dominant Euro-Canadian female nursing program requires that students give up their Aboriginal identity and assimilate, which can perpetuate colonialism.

M.Cur. / The aim with this study is to describe guidelines for curriculation, with primary health care as departure point. This study is based on the Judeo-Christian human and world premise and philosophy. The Nursing Theory for the Whole Person serves as meta-theoretic departure point, while the theoretic assumptions are based on: The Nursing Theory for the Whole Person (Oral Roberts University, Anna Vaughn School of Nursing, 1990). Van Niekerk's, Accompaniment Guidelines for Theory - Practice Correlation (1993). Curriculation Models of Malan & Jorrisen (1990) and Uys (1983). Klopper's Model for Accompanied selfstudy in Nursing Science (1994). The Botes's Model for Research in Nursing Science serves as methodological departure point (1991). Emphasis is placed on participative decision making regarding basic needs, including health care, within the ideology of the new Government of National unity (ANC, 1994:45) The Reconstruction and Development Programme, (RDP) accepted within the new political dispensation of South Africa, supports primary health care as total departure point, such as the National health Plan (ANC, 1994: 45). This, however, is not a new concept in health care services. The South African Nursing Council (SANC) has been supporting this principle for a considerable time. However there is little or no existing literature regarding the curriculation of the four year diploma programme, with primary health care as the departure point. This Qualitative study is executed in four phases. The first and second phase explore and describe the perceptions and interpretations of the share holders of the curriculum, in respect of primary health care as departure point, within curriculums, in terms of focus group interviews. The third phase describes a conceptual framework, according to a comprehensive literature study. Phase four describes guidelines for the facilitation of meso and micro curriculation, with primary health care as departure point, in respect of inferential data obtained from focus group interviews, the literature study and conceptual framework. The study's unique contribution, within the context of the Mpumalanga region is embodied in the manner in which the researcher succeeds to describe guidelines for curriculation for the four year diploma programme, that leads to registration as Professional Nurse (General-, Psychiatric-, and Community-) and Midwife, with primary health care as the departure point. This was achieved through inductive deliberation and cross triangulation in all four phases, which increases the trustworthiness of the study.

published_or_final_version / Education / Master / Master of Education

Background In Sri Lanka, nursing education is moving from a 3-year general nursing certificate to a 4-year university bachelor degree. In this transitional stage, the development of a conceptual framework that uses evidence to underpin undergraduate nursing education is a crucially important step to improve nursing education and nursing service in Sri Lanka. However, there is no evidence to support the contention that existing and proposed undergraduate nursing curricula in Sri Lankan universities are based on a common philosophy or an acceptable needs assessment. Purpose The overall purpose of this study was to develop an evidence-based conceptual framework for undergraduate nursing curricula in Sri Lanka. Method This study has involved conducting critical reviews of literature, two systematic reviews, developing a draft conceptual framework, testing its appropriateness and feasibility with key stakeholders (nursing academics, administrators, clinicians) via focus group discussions in Sri Lanka, and formulating the final conceptual framework for nursing curricula in Sri Lanka. Findings The systematic reviews revealed that the evidence regarding the effectiveness and appropriateness of undergraduate nursing curricula is notably weak and direct transfer of the curriculum model from one country to another is not appropriate without first assessing the cultural context of both countries. The conceptual framework, which was developed using the finding of systematic reviews and literature reviews, consists of widely recognised nursing concepts in international and local contexts. However, some concepts can not be directly applicable because of cultural and economic impediments. Discussion The cultural, social, political and economic contexts of a country have a direct impact on its health and education systems. This study identified several factors that shape the approach to nursing curricula in Sri Lanka. These factors include: Western influence; Sri Lanka’s cultural influence; the current healthcare system and demand for healthcare; nursing systems and regulation; medical dominance; financial support; and Sri Lanka’s education system. All of these factors influence the conceptualisation of nursing and educational strategies needed to effectively and appropriately prepare nurses in Sri Lanka. I propose seven recommendations to support the implementation of the study findings into practice in Sri Lanka. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1317073 / Thesis(Ph.D.) -- University of Adelaide, School of Population Health and Clinical Practice, 2008