Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.P.H.)--University of Michigan, 1946.

No description available.

The purpose of this study was to evaluate the relationship of pre-entrance factors and the success of students in an Associate of Applied Science (A.A.S.) degree nursing program at a community college in East Tennessee. The criterion variable was success in the nursing program. Success was defined as academic success in all nursing courses and completion of the nursing program to graduation. The predictor variables of pre-entrance factors were gender, age, Health Education Systems, Incorporated (HESI) A2 scores, Pell Grant eligibility, pre-nursing GPA, and prior licensure. The data for this non-experimental secondary analysis were derived from the electronic database in the community college Banner system. The population of the study consisted of all students accepted into the A.A.S. Nursing Program at a selected community college for academic years beginning 2013-14, 2014-15, and 2015-16. The population of the study was approximately 300 students. Analyses of the data were completed using independent samples t-test and chi-square cross tabs. Findings revealed that the mean HESI A2 scores were higher in those students that successfully completed the Nursing program than those that did not complete the program. Findings revealed a statistical significance between gender and program completion with females more likely to successfully complete the nursing program than male students. The factors that had no significant relationship to successful completion were age, high school GPA, Pre-nursing GPA and holding prior licensure. Findings also revealed students who are Pell eligible were not significantly more likely to complete the nursing program than those students who were not Pell eligible.

No description available.

A recurring theme in the literature is that simulation is a positive teaching strategy when compared to other methods of instruction and produces positive student outcomes (Jefferies, 2016). Simulation provides educators a way to reproduce a clinical teaching experience in a safe, supportive learning environment. The purpose of this quantitative research study was to determine whether an obstetrical simulation educational experience is an effective strategy for educating undergraduate nursing students in the management of a postpartum hemorrhage. A quasi-experimental study using a pre-test and post-test design was employed in a Women’s Health Course and Pediatrics course over one semester. A single convenience sample (N=81) of junior baccalaureate nursing students was used for this study. There were 41 students in the control group and 40 in the experimental group. Both the control and experimental groups received the traditional didactic session, case study, skills lab instruction, and clinical. In addition, the experimental group received the postpartum simulation. This simulation study tested the differences in knowledge, satisfaction, and confidence level between junior nursing students who did and did not participate in the simulation. There were three instruments used during this study; a pre-test/post-test for knowledge acquisition, the National League for Nursing (NLN) (2005) student satisfaction and confidence level survey, and the Creighton Competency Evaluation Instrument (C-CEI) (Todd, Manz, Hawkins, Parsons, & Hercinger, 2008). The pre-test/post-test measured the knowledge acquisition obtained from the didactic session. NLN (2005) student satisfaction and confidence level survey measured students’ satisfaction and confidence level from either the interactive skills lab sessions or the simulation. The C-CEI tool measured the students’ performance during the simulation. There were four categories: assessment, communication, clinical judgment, and patient safety that the researcher measured the students’ performance during the simulation. Data for the knowledge acquisition, revealed both the experimental and control groups significantly increased between the pre-test and the post-test. The post-test showed statistically significant differences between groups, with the control group outperforming the experimental group. As such, the data demonstrate that the simulation did not have a significant effect on knowledge. Data from the NLN (2005) student satisfaction and confidence level survey were analyzed using a two group MANOVA. Although the results of the MANOVA were not significant, as a follow up analysis, the individual questions were used as the dependent variables in a MANOVA. When the individual questions were used as the dependent variables in a MANOVA, the experimental group performed significantly better in two out of the five questions on student satisfaction and five out of the nine questions on student self-confidence. There was a strong positive correlation between satisfaction with current learning and self–confidence. Data for the students’ performance were analyzed using the C-CEI tool. A perfect score on the C-CEI instrument was 14 points, 100%. The overall group average was 8.1 points or 58%. Of the four sections in the C-CEI tool, the lowest mean was Communication (0.5185), followed by Patient Safety (mean = 0.5333). Although student groups were able to communicate with the patient effectively 67% of the time, none of the simulation groups provided an organized report to the healthcare provider with minimal prompting. During the postpartum simulation, 33% of the students administered medications safely. The wrong dosage and incorrect technique were seen in 67% of the simulations. Communication and safe medication practice are essential to ensuring patient safety; it is important that faculty prepare nursing graduates to provide safe care. Even though there were limitations to this study, a convenience sample at one public university, the findings are informative and have implications for future teaching and learning strategies. The results of this study add to the body of knowledge that supports the use of simulation as a teaching strategy in undergraduate nursing education. / Educational Leadership

In the realm of higher education, retention is a concept vital to the progression and security of all institutions. This remains true for all nursing programs as well because reports have shown an attrition rate as high as 50% in some nursing programs across the globe. Along with the nursing shortage projected in the next 20 years, retention in nursing programs poses a massive problem for not just higher education but healthcare as well. Therefore, it is important for nursing educators to understand the factors affecting student completion of a nursing program. This two-phase, mixed-methods study sought to answer the overarching research question: What factors contribute to completion of the Southcentral Community and Technical College (SKYCTC) Practical Nursing (PN) program within three semesters? Since the majority of nursing programs utilize a selective admission process for accepting students, the first phase of the study gathered admission criteria on six cohorts of students accepted into the SKYCTC PN program from August 2008 through May 2015. This quantitative data was analyzed to determine if any of the admission criteria were related to completion of the program. For the second phase, qualitative data was gathered through a focus group attended by 11 graduates of the SKYCTC PN program between August 2008 and May 2015. The purpose of the focus group was to gather environmental or academic influences that graduates attributed to their success in completing the program.

This study aims to explore effective marketing communication strategies for the nursing program of University of Gävle to develop in China. Qualitative method is used in this research. The data is collected from 24 semi-structured interviews with managers in University of Gävle, managers and students in Zhuhai College of Jilin University and Kede College of Capital Normal University. The study finds out that traditional media advertising, online advertising, and public relations and publicity are effective for both students and managers. However, direct communication is particularly effective for managers, while place advertising is especially useful for students. Content about education and country-of -origin are useful for both students and managers. The study provides suggestions about each marketing communication channel and content, and the integrated marketing communication strategy for higher education institution to do marketing communication in China. Therefore, it can serve as a useful reference when making marketing communication strategy for the future higher education institutions cooperation between Sweden or other countries and China.

A unique breed of nurses for the US market is emerging-the Physician-Nurses. They are foreign-educated physicians who have retrained as nurses. The purpose of this study was to generate a theory that can explain the development of their nursing identity. Specific aims were to discover barriers that participants perceived as problematic in their transition to nursing and catalysts that influenced how they addressed the central problematic issue they articulated. Grounded theory methodology guided by the philosophical foundations of symbolic interactionism was used. Twelve Physician-Nurses were interviewed. Transcribed interviews were imported to ATLAS.ti. Text data were analyzed by constant comparative method. Concept formation, development, modification and integration were accomplished through different levels of coding. Methods were employed to ensure trustworthiness of findings. Core categories were discovered and a central social psychological problem experiencing the burdens of a new beginning and a basic social psychological process combining the best of two worlds emerged. Further theorizing generated the substantive theory combining the best of two worlds and the beginnings of a formal theory. The substantive theory explained the three-dimensional central problem and the five-stage basic social psychological process. Dimensions of the central problem were (a) crossing cultures, (b) starting from zero, and (c) crossing professions. Stages of the basic process were (a) letting go of professional identity as physician, (b) experiencing growing pains, (c) seeing nursing as a saving grace, (d) gaining authority to practice as a nurse, and (e) engaging self to nursing and asserting "I am a nurse." The substantive theory is a springboard toward the development of a formal theory which may be able to further explicate the development of nursing identity in Physician-Nurses. This theory named, Theory of Transprofessionalism, was initially conceptualized as having five phases namely: (a) disengagement, (b) discouragement, (c) enlightenment, (d) encouragement, and (d) engagement. These stages correspond to the five stages of the substantive theory. The key concept nursing identity was operationalized by utilizing three statements published by the American Nurses Association that describe the professional registered nurse, the knowledge base for nursing practice, and the code of ethics for nurses.

The problem with which this study is concerned is the identification of selected factors, prior to a student's admission into the nursing sequence, that may be related to the student's success in completing a baccalaureate nursing education. The purposes of the study were (1) to determine if there is a relationship between the reading ability of baccalaureate nursing students and their grades in their initial nursing course, (2) to determine if there are statistically significant differences in reading abilities among traditional groups and identified nontraditional nursing student subgroups (men, older students, blacks Hispanics, and others) of the population, and (3) to determine if prior educational experience (junior college, senior college, or a previous baccalaureate degree) is related to students' grades in the initial clinical course.