O presente trabalho tem como objeto de pesquisa o cotidiano das alunas pioneiras (1953- 1957) da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP- USP). Trata-se de estudo de perspectiva histórica com utilização do método da História Oral e análise documental. Esta metodologia foi empregada em virtude da necessidade de construir fontes sobre os primórdios da EERP-USP. A comunidade de destino, no presente estudo foi composta por todos os estudantes que conviveram na EERP-USP, de 1953-1957. Destaca-se como colônia as egressas da primeira turma, composta por dez (10) alunas, sendo duas já falecidas. Deve-se ainda considerar a existência de duas redes, em virtude do regime de internato não obrigatório adotado pela EERP-USP: 1ª. rede - alunas que residiram no internado, 2ª. rede - alunas que não residiram no internato. Foram realizadas 7 entrevistas, dentre as quais, cinco (5) foram analisadas segundo o conjunto de técnicas para análise de conteúdo de Bardin (2005). Foram elencadas 286 unidades de análise, dentre essas, 130 foram excluídas em razão de não explicitarem o cotidiano das estudantes pioneiras, segundo o referencial teórico adotado. O corpus documental analisado foi composto por 156 unidades de análise elencadas em seis (6) categorias: Organização da vida privada; Organização do trabalho; Lazer; Preconceito; Descanso e Intercâmbio. Observa-se que a instauração da imagem da enfermeira diplomada em Ribeirão Preto, através da EERP-USP enfrentou obstáculos frente à presença de preconceitos da sociedade local em relação a imagem do enfermeiro. Estratégias de marketing como palestras, rádio, prospectos foram colocados em prática no sentido de divulgar a enfermeira diplomada. A formação da enfermeira, na EERP- USP, através não apenas do ensino, mas de todo o processo de emolduramento comportamental das alunas, contribuiu para a divulgação da profissão. Para o alcance desses objetivos, observou-se que o cotidiano das estudantes foi cercado de estratégias de vigilância hierárquica e sanções normalizadoras, que permitiram assimilação de um \"comportamento modelo\" e exemplar com vestígios de influência canadense, no ensino e comportamento. Por outro lado, a formação científica, cultural e comportamental, promovia a formação de estudantes de elite, com possibilidade alcance de cargos de liderança no campo científico da Enfermagem nacional e internacional / The study has as its object the daily lives of pioneer students (1953 to 1957) of University of São Paulo at Ribeirão Preto College of Nursing (EERP-USP). Historical perspective study with use of oral history and documentary analysis method. This methodology was used because of the need to build sources about the beginnings of EERP-USP. The community (individuals) in this study consisted of all students who lived in EERP-USP, between 1953 and 1957. The colony ex-students from the pioneer students, consisting of ten (10) women, two deceased. We must also consider the existence of two networks, because of the not mandatory boarding school model adopted by EERP-USP: 1st. network - students who lived in the faculty, 2nd. network - students who not lived in the EERP-USP. Were performed 7 interviews, which five (5) were analyzed according to the set of techniques for content analysis of Bardin (2005). Were examined 286 units of analysis, among these, 130 were excluded because of not meaning the daily life of the pioneer students, according to the theoretical approach. The documentary corpus analyzed was composed of 156 units of analysis listed in six (6) categories: Organization of privacy; Organization of work; leisure; prejudice; Rest and exchange. It is observed that the introduction of the image of the registered nurse in Ribeirão Preto, through EERP-USP faced obstacles because of prejudices of the local community regarding the image of the nurse. Marketing strategies such as lectures, radio, flyers were put into practice in order to promote the image of registered nurse. The nurse training in EERP-USP, not only through education, but the whole process of behavioral framing of the students, contributed to the dissemination of the profession. To achieve these goals, it was observed that the daily lives of students was surrounded of hierarchical surveillance strategies and normalizing rules allowing assimilation of a \"model behavior \", exemplary, with traces of Canadian influence in teaching and behavior. On the other hand, scientific, cultural and behavioral training, promoting the formation of elite students, with possibility of reaching leadership positions in the scientific field of national and international nursing

The primary goal of undergraduate nursing programs is to prepare students for nursing practice. Achievement of this goal may be hindered by reliance on the scientific method in nursing education. Nursing practice often requires the ability to make judgments in situations of ambiguity without the benefit of objective data. The ability to rapidly "read" a situation and respond appropriately is critical to safe nursing care. This requires education in the intuitive way of knowing. Intuitive development may be impeded when students are taught to rely on the rational, scientific way of knowing. The end result may be that students are unprepared to meet the demands of nursing practice. Research on intuition in nursing has focused on nursing practice. To date, no study has explored intuition in nursing education. This study provides data on intuition in undergraduate nursing curricula. A descriptive research study was done on faculty members of the National League for Nursing (NLN). An intuition survey was developed and pilot tested on 10 undergraduate nursing faculty. The survey was sent to a random sample of 676 NLN faculty members nationally. A 51% $(N = 330)$ response rate was achieved. The survey included: (a) intuition attitudes, (b) attitudes toward including intuition in the undergraduate nursing curriculum, (c) intuition in the current curricula, (d) practices related to development and teaching of intuition, and (e) preparation for teaching about intuition. The major findings are: (1) Faculty expressed attitudes of value for intuition. (2) Faculty expressed attitudes that support the importance and appropriateness of including intuition but had concerns about including intuition. (3) Intuition is currently included in the undergraduate nursing curriculum on a limited bases. (4) Faculty use many strategies to develop their own intuition and to help students develop intuition. The majority of faculty rate the strategies as effective. (5) A limited number of respondents had preparation to teach about intuition and the majority expressed interest in learning more about intuition. (6) Program type, years in nursing education, and highest degree in nursing made a difference on intuition attitudes.

Policies underpinning the processes used by nurse regulatory authorities to assess overseas - qualified nurses ( OQNs ) vary from country to country. Some countries ' policies are to undertake paper - based assessments of nurses ' initial and post registration education and experience, while others require all nurses to undertake a generic examination. How these policies were developed and why, were pivotal questions in this study. The aim of the study was, to critically analyse the policy development and policies relating to assessment of overseas - qualified nurses in thirteen nurse regulatory authorities from Australia and overseas. Using Critical Social Theory as the theoretical underpinning a critical policy analysis was undertaken. Data was obtained from policies and procedures, interviews, organisational websites, annual reports and Nurses Acts. The process of development of these policies and procedures was analysed using Bridgman and Davis ' policy cycle. The study revealed that only one organisation used a framework to develop policies on the assessment of OQNs. Policy analysis in most organisations was based on anecdotal evidence and experiential knowledge of Board staff. No organisation had conducted research on whether overseas - qualified nurses were competent to practice following a paper - based assessment or an examination. This study demonstrated that policies used to assess OQNs were not developed from an evidence - based perspective. This highlights the need to undertake internationally collaborative research on the evaluation of current policies, in order to develop future policies that determine the competence of a nurse to practice in another country. / Thesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.

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Background: 'The literature reveals that a large percentage of teachers ask questions aimed at lower cognitive levels irrespective of the underpinning philosophy. They fail to set challenging questions at higher order levels when setting examination papers. Purpose of the Study: This study is aimed at describing and analysing the examination questions set over a four year academic period, at the University of KwaZulu-Natal School of Nursing, in terms of Bloom's levels of cognitive domains. Research Methodology: A quantitative approach and content analysis was used. A total of 1319 questions were examined, SOUTCed from 39 examination papers, from 2003-2007. These questions were independently reviewed by two coders according to Bloom's taxonomy's template. Research Results: The findings revealed that all six categories of the cognitive domains in Bloom's taxonomy were used across the four levels in the Bachelor of Nursing (BN) programme. Overall about 57 % of the questions were aimed at lower level (knowledge, recall and comprehension) whilst only 43.4% were aimed at higher levels (application, analysis, synthesis and evaluation). In the first year lower order questions averaged at 62% with higher order questions at 51 %. In second year the lower order questions took up 51% of the paper \\~th higher order questions at 49%. During third year there was an equal (50/50) split between higher order and lower order questions. In fourth year there was the highest percentage of lower level questions (66%) was seen, with only 34% of questions being of the higher order. Regarding the increase in the complexity of questions within the programme, a change of 13% was seen between first and second year. Whilst there was an increase of 1% reported between second and third year. However, there was a significant drop (16%) in the complexity ofquestions in the fourth year, with lower order questions clearly dominating. Recommendations: The nursing education curriculum, and staff development progranune, should pay special attention towards developing educators in the setting of questions ensuring appropriate examination criteria are met. Exercises during the capacity building initiatives should cover aspects such as how to plan an assessment for the whole programme ensuring the appropriate increases in complexity as the programme progresses, as well as setting, or critiquing, of examination papers and coming up with recommendations to improve the quality of questions. Special attention should be given to how to align teaching and assessment in such a way that the level ofcomplexity increases as the students' progress through the programme. Lastly, further research should be conducted, using mixed methods, to explore the assessment of learning and in order to address certain questions which could not be answered quantitatively; for example questions regarding the construction of questions, because it impacts the nature of the question Also it should be noted that there was a disjuncture between the scenario and the questions in some cases. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

Faculty members in many schools of nursing have been urged to include critical thinking in all aspects of the nursing curriculum. The faculty at the Institutes of Nursing in the United Arab Emirates, have adopted in the academic year I998 a case-based curriculum that teaches nursing courses by using case studies, which represent a terrific and non-threatening method to use to teach and learn either critical thinking skills or clinical decision-making (Robinson, 1998; Glendon and Ulrich, 1992, 1997). The development of critical thinking skills in a case-based curriculum was investigated. A randomly selected, cross-sectional sample of nursing students at the Abu Dhabi Institute of Nursing (N= 88) was studied. Three groups (n=30) from each level of a three-level-diploma nursing program were measured for development of critical thinking skills using the Test of Everyday Reasoning (TER). Relationships were investigated between TER scores, the level of the program and other socio-demographic and academic achievement determinants. Critical thinking ability did not change significantly among the three levels during the educational experience in a case-based curriculum; however, the participants in the highest level of the program were able to get a higher mean TER scores from the other two levels. One of the conclusions that could be drawn from this study was that critical thinking might not change as an associated factor with a case-based curriculum at this premature phase of its implementation until some time after the graduates of this program become practicing nurses where clinical decision-making would be in action. The other conclusions focused on the necessity of unfolding the utilized cases in the curriculum and on determining whether the construct of critical thinking has been incorporated in them. / Thesis (M.Cur.)-University of Natal, Durban, 2001.

The study describes the founding and growth of professional nursing at Indiana Wesleyan University in Marion, Indiana, from the program's initial planning in 1972 to 1992. The review of literature traces the historical development of professional nursing education schools in the United States from early 1800 training schools to teaching advanced nursing technology in 1992. A chronological approach involving both primary and secondary sources will be used to identify educational and developmental changes in administration, facilities, faculty positions and qualifications, curriculum, policies related to students and graduates, accreditation by the state of Indiana and the National League for Nursing, and the impact of religious-based program on student graduates.The historical research study will show the development of professional nursing education at Indiana Wesleyan University in Marion, Indiana. The development of the baccalaureate degree curriculum was facilitated by its founders with a goal to enable the school to meet accreditation requirements.The findings indicated that professional nursing education at Marion College/Indiana Wesleyan University in Marion, Indiana, followed the average trend in the development of a baccalaureate of science degree in nursing in the United States. A strength was Marion College/Indiana Wesleyan University developed a nursing program that had a strong Christian, multicultural foundation. This theme was interwoven throughout the curriculum, the uniqueness of the program lay in its development when compared to other nursing programs in Indiana and across the nation.The nursing directors and faculty members contributed to the quality of the education that was offered to nursing students. The nursing program expanded in 1981, and a graduate program in community health nursing was offered. / School of Nursing

The purpose of this qualitative study was to explore the RN to BSN student's perceptions about what they need from curricula and the faculty to meet their educational goals. In addition, the study looked at the relationship between student identified needs and those identified by the faculty in regard to the RN to BSN curriculum.Evidence was collected using three focus group interviews with RN to BSN students and three focus group interviews with faculty who teach in RN to BSN programs. The number of participants in faculty focus group totaled 13 while participants in student focus groups totaled 16 participants. Individual follow-up interviews were conducted with participants from five of the six focus groups.A total of 50 concepts and a total of 20 subcategories were identified as significant as a result of the student data analysis. Seven themes emerged from the data analysis: 1) reasons for seeking BSN degrees (personal reasons, job advancement or maintenance, bridge to graduate school); 2) curricular content (nursing research, nursing leadership/management, health assessment, politics, computer technology, and general education); 3) curricular outcomes (professionalism, professional self-esteem, critical thinking); 4) institutional factors (advising and admissions processes, separation from traditional BSN students); 5) teaching methodologies (discussion, sharing, student presentations); 6) adult learning principles (self-direction, choices, peer learning, respect for experience); and 7) accommodations (acknowledgement for multiple roles, convenience, flexibility, credit for previous work, choices, physical environment). / Department of Educational Studies

The purpose of this naturalistic qualitative inquiry was to determine perceptions of experiences of nontraditional African American nursing students regarding their persistence in or departure from a baccalaureate degree nursing program. The literature reflects that although more people of color are enrolling in higher education, graduation rates remain dismal. Many studies have examined the problem from an institutional viewpoint with a focus on retention and attrition. The present study laid out a blueprint for qualitative research and focused on the individual student so that the problem was approached from the angles of persistence and departure. A bi-polar model of this educational issue was proposed to demonstrate this concept.Convenience sampling was used to identify participants who were assigned to separate focus groups. One group was composed of participants who were departers due to academic dismissal. The second group was composed of participants who persisted and were either currently enrolled or had graduated. Interview guides were developed and participants were interviewed in a focus group setting, followed by individual interviews. Data analysis identified emergent themes from the transcribed interviews that fell into the categories of educational climate, myth of homogeneity, and desire for a level playing field.The findings suggest that African Americans attending predominantly White institutions continue to face racism and oppression, supporting the conclusion of previous researchers on these issues. Implications from this study concluded that to reflect the changing demographics in society, higher education and specifically nursing education must become more inclusive.The conceptual framework for this study was based on the theories of McClusky (1963) from the field of adult education; and Tinto (1975, 1993) prominent in the field of higher education. McClusky's Power/Load/Margin Theory was found to be minimally supportive in describing the experiences of nontraditional African American BSN students. Participants identified barriers that related solely to their status as African Americans and thus eroded the level of Margin. Tinto's longitudinal model of institutional departure was found to be applicable to students who leave due to academic dismissal, an area not previously addressed in the model. Recommendations for further research were given. / Department of Educational Leadership

The two purposes of the study were to investigate and compare job perceptions (satisfaction-dissatisfaction) of two groups of part-time nursing faculty teaching in Indiana associate and baccalaureate nursing programs and to recommend guidelines for increasing job satisfaction of part-time employees. Referent groups in the study included:1. part-time faculty surveyed in 1983 and 19872. administrators of nursing programs surveyed in 1983 and 1988A 12-item questionnaire containing 12 job satisfiers relating to current and restructured positions was used to gather perceptions from referent groups.Findings1. Achievement, autonomy, and responsibility motivators were ranked in that order as the three most important job satisfiers by the combined 1983 and 1987 part-time faculty respondents in current and restructured positions.2. Part-time faculty, 1983, ranked salaries as eighth most important job satisfier in current positions and sixth most important in restructured positions. Part-time faculty, 1987, ranked salaries as eighth most important job satisfier in current positions and third most important in restructured positions. Administrators in 1983 and 1988 ranked salaries as ninth most important job satisfier for part-time faculty in current positions and most important job satisfier in restructured positions.3. Administrators cited budget, most frequently, as the reason they employed part-time faculty. Part-time faculty frequently mentioned inadequate salary as the most dissatisfying facet of part-time teaching.4. Part-time faculty most often listed interaction with students as the most satisfying facet of their teaching.Conclusions1. The job satisfier, salaries, has become more important to job satisfaction for part-time nursing faculty.2. With the exception of salaries, part-time faculty respondents ranked job satisfiers classified as motivators as more important in the restructured positions than job satisfiers classified as maintenance factors.3. Part-time teaching offers qualified nurses an opportunity for job satisfaction due to the many motivators which are inherent in the position. / Department of Educational Leadership