The purposes of this study were (1) to determine whether patients with AIDS are stigmatized by nursing faculty, (2) to determine whether practicing homosexuals are stigmatized by nursing faculty, (3) to determine whether faculty attitudes toward AIDS patients are influenced by the patients' sexual preference, and (4) to determine whether faculty attitudes toward practicing homosexual patients are influenced by the patients' disease. This study is a modified replication of studies by Kelly et al.

This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system. Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were. Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.

This investigation concerned the effect of nurse educator/nursing student learning style match on the latter's problem solving ability. Problem solving ability was defined as the processes of finding facts, problems, ideas, solutions and their acceptance in other than past experience, tradition and habit. The underlying conceptual framework was Kolb's holistic model of experiential learning which combines experience, perception, cognition and behavior. The model has vertical and horizontal axes resulting in four quadrants or kinds of learners: diverger, assimilator, converger and accommodator. Instruments used were Kolb's Learning Style Inventory and Gover's Nursing Performance Simulation Instrument.

M.Cur. (Nursing) / Please refer to full text to view abstract

A pesquisa teve por finalidade, através da comparação entre currículos das duas Escolas de Enfermagem da Universidade de São Paulo, discutir o primeiro currículo da Escola de Enfermagem de Ribeirão Preto-USP (EERP-USP), apontado pela fundadora, Profa. Glete de Alcântara em 1962, conjuntamente com a estrutura administrativa, como um \"marco de progresso\" para a EERP-USP, por acreditar que a estrutura disciplinar idealizada continha \"inovações\" na formação do enfermeiro, como o ensino das Ciências Sociais, atrelado ao ensino de Enfermagem, abordagem da perspectiva preventiva em todas as disciplinas, teoria e prática de Administração voltada às necessidades da Enfermagem, Didática e Psicologia Educacional. Através dessa análise, buscou-se conceituar sob qual perspectiva foi utilizada a palavra \"inovação\" Para tanto, utilizou-se da história comparada como eixo norteador, tendo como marco temporal inicial o ano de 1953 (início das aulas) e marco temporal final 1963, (aniversário do 1º.decênio da Escola). Observou-se uniformidade nas construções curriculares da EERP-USP e muitas similaridades entre os currículos da EERP-USP e da EEUSP, assim como influências de currículos americanos. Entretanto, para as disciplinas ditas \"inovadoras\" houve distanciamento da EERP-USP em relação ao modelo da EEUSP, seja pela metodologia de ensino ou carga horária. Compreendeu-se que as \"Ciências Sociais\" estavam atreladas às áreas de Psicologia, Sociologia e Bioestatística. As \"inovações\" denominadas \"Inclusão de ensino teórico e prático de Administração aplicada à Enfermagem e de Psicologia Educacional e Didática\", foram analisadas através das disciplinas: \"Administração Hospitalar e Serviço de Enfermagem\", \"Administração\", \"Serviço e Supervisão\" e \"Psicologia Educacional e Didática\". As \"inovações\" denominadas \"correlação dos aspectos preventivos da Enfermagem com as disciplinas ao longo do curso\", foram analisadas através das disciplinas \"Administração Sanitária\", \"Saneamento\", \"Enfermagem de Saúde Pública\" e \"Epidemiologia\" e pelo discurso da diretora. Para a definição de inovação, observou dois distintos conceitos empregados à época: a inovação enquanto novidade, algo inédito, e a inovação com definição de renovação, de dar nova abordagem para algo já existente. Conclui-se, que de forma geral, o discurso de Profa. Glete de Alcântara sobre as inovações curriculares significou inovações com definição de renovação, no sentido de fazer diferente, de mudar uma forma na qual algo era trabalhado, para atender melhor as exigências na formação dos enfermeiros voltados para a humanização, ensino e preparação para cargos de chefia. Exceto a disciplina de \"Didática e Psicologia Educacional\", \"Ensino e supervisão\", que podem ser consideradas inovações com definição de novidade, para o Brasil, seja frente à legislação vigente, ou à EEUSP e outros currículos localizados. Nesse sentido, corrobora-se o discurso de Profa. Glete de Alcântara sobre a inserção das inovações no currículo da EERP, no período estudado . / The aim of this study was analyze the first curriculum of University of São Paulo at Ribeirão Preto College of Nursing(EERP-USP), by comparing the curriculum of two Nursing Schools of University of São Paulo. The first dean and founder of EERP- USP, Professor. Glete Alcantara appointed that together with the administrative structure the curriculum was a \"progress milestone\" for EERP-USP, by believing that the idealized disciplinary structure contained \"innovations\" in nursing education as the teaching of Social Sciences, tied with other themes, a preventive approach in all subjects, theory and practice of Administration focused to the needs of Nursing, Teaching and Educational Psychology. Through this analysis, try to conceptualize under which perspective the Dean used the word \"innovation\" Therefore, it was used the comparative history as guideline, with the initial timeframe the year 1953 (beginning of classes) and final timeframe 1963 (10th anniversary of EERP-USP). There was uniformity in curriculum construction of EERP-USP and many similarities between the curricula of the EERP-USP and EEUSP, as well influences of American curricula. However, for the disciplines called \"innovative\" it was differences between EERP-USP in relation to the EEUSP, by hours of teaching, either by teaching methodology. It was understood that the \"Social Sciences\" were linked to the areas of Psychology, Sociology and Biostatistics. The \"innovations\" called \"theoretical and practical training inclusion of Administration applied to Nursing and Education and Teaching Psychology\", were analyzed across the subjects, \"Hospital Administration and Nursing ward\", \"Administration\", \"Ward and Supervision\" and \"Educational Psychology and Teaching\". The \"innovations\" called \"correlation of preventive aspects of nursing with the subjects on the course\", were analyzed across subjects \"Health Management\", \"Sanitation\", \"Public Health Nursing\" and \"Epidemiology\" and through the Dean publications. For the definition of innovation, it was observed two distinct concepts used at the time: the innovation as new, unheard, and innovation with the definition of renovation, to give new approach to something that already exists. It follows that in general, the speech of Professor Glete Alcântara, on curricular innovations meant innovations with definition of renovation, to do things differently, to change one way in which something, to better meet the requirements in the training of nurses facing the humanization, education and preparation for positions of leadership. Except the discipline of \"Teaching and Educational Psychology\", \"Education and supervision\", which can be considered innovations setting as new for Brazil, face to the current legislation, or EEUSP and others located curriculum. In this sense, it confirms to the discourse of Professor Glete Alcântara on the inclusion of innovations in the curriculum of the EERP, the study period

This thesis is an account of the lived experience of doing research in the critical paradigm in the context of the discipline of social ecology. It is a story with actors, a plot, and actions over time. The Worldview of social ecology has embedded within its epistemology the scope for the creative act of narrative, therefore this thesis is a critical conversation told in four voices. The research was embedded in critical social science methodology and method, and attempted to understand and transform the problematics concerning the social relations, practice, language and discourse which were uncovered when five novice nurse academics engaged in teaching a problem-orientated curriculum in the practice setting. It was a critical action research project based predominantly on the Kemmis and McTaggart Model (1988). The research also debated the nature of participative, collaborative action research undertaken in the context of gaining an educational qualification. Relevant to this point, two other contexts of the research were uncovered. The lived experience of ?doing? critical action research with colleagues and friends, in the context of gaining an educational qualification revealed both the praxis nature of ethical research and the reclaiming of an authoritative women?s voice in the academy. The ethical nature of research in critical social science, and the nature and role of human identity was explored in an effort to conceptualise both a methodology and a self identity which was embedded in a context of mutual growth. This growth was similar to Bookchin?s (1990) transitory states of ?becoming? what we wished to become in the academy. It was what is known in organisations as professional development. The author named this becoming, ?Finding a Women?s Voice and Being Heard?. Although ?finding voice? is situated in the personal, ?being heard? involves the ?not I? together with structural features of institutions. As a collaborative group, the participants actioned strategies in an attempt to deal with the structural limitations to our ?becoming?. These strategies, together with the consciousness raising nature of this particular action research project, enabled participants to speak of their own empowerment within an academic context in which they were often rendered powerless. / Master of Science (Hons) (Social Ecology)

The primary purpose of this study was to examine the perceptions of southern Alberta nurse educators regarding the concept of collaborative programming as one way of working towards baccalaureate entry into nursing practice (EP 2000). Specifically, answers to the following questions were sought: 1. To what extent do nurse educators support the EP 2000 mandate, and why do they hold these views? 2. To what extent do nurse educators support the concept of collaborative programming, and why do they hold these views? 3. What programming alternatives do nurse educators perceive as desirable for working towards baccalaureate entry to practice? 4. What are the perceived barriers and facilitators to developing a collaborative program? 5. What factors may influence a nurse educator's perception of collaborative programming? A questionnaire was developed and distributed to 112 full-time nurse educators in four dimploma nursing programs (DNP) and two baccalaureate nursing programs (BNP) in southern Alberta. Completed returns numbered 74 (66%). Descriptive statistics, content analysis and the Chi Square statistical test were used to analyze the data. Lewin's (1951) force field theory was used as a guide in inteerpretation of the data findings. The major findings of the study were as follows: 1. Generally, nurse-faculty perceived the system of nursing education to be inadequate in meeting the health care needs of society; in providing for education and career mobility; and in the kind and amount of communication between its educational components. 2. A majority of BNP and DNP faculty support the EP 2000 mandate. Each group identified the need to upgrade professional standards and educational requirements to better serve society (consumers, patients, hospitals, marketplace demands and the profession) and better meet the increased intellectual, technical and judgemental demands required by the expanded roles in nursing practice. 3. A majority of the BNP and DNP faculty support the development of collaborative baccalaureate programsprovi for reasons ranging from professional benefits to pragmatic and economic aspects. However, there were a number of ambiguities and contradictions in the participants' responses. 4. Restricted provincial funds, lack of government support for EP 2000, concerns regarding the academic qualifications of diploma faculty to deliver university transfer courses, the need to protect existing program territoriality, and difficulties in mobilizing inter-institutional processes were perceived as barriers influencing the development of collaborative programs. The EP 2000 position statements, the increased student demands for baccalaureate education, and a desire to retain the strengths and resources of diploma education were preceived as facilitators. 5. The participants' type of employing institution affected certain perceptions of collaborative programming and the baccalaureate as entry to nursing practice. It was concluded that less overt resistance to collaborative programming was found than might have been predicted, given the slow movement in the province toward planned collaboration. The base seems to exist for a concerted, organized, regional effort in this direction, provided that serious attention is paid to the issues identified by the respondents. Finally, the data provide a foundation for developing on educational process and action steps to enhance progress toward collaboration as one option for facilitating EP 2000. Recommendations were presented for nursing education and future research. / xi, 138 leaves ; 28 cm

A constructivist philosophical paradigm and van Manen's phenomenological method were used to understand the lived experience of a purposeful sample of nine novice nursing clinical instructors in the Nursing Education in Southwestern Alberta program in Lethbridge, Alberta. Data were collected using in-depth, semi-structured, open-ended interview questions and were analyzed using van Manen's approach to thematic analysis. The findings revealed how novice nursing clinical nursing instructors experienced this new role; the meaning instructors ascribed to their experience; and how instructors learned about the clinical instructor role. The lived experience of novice nursing clinical instructors was likened to a journey. Three major themes emerged within The Journey: Endeavoring Amid Strife, Enacting Understanding of the Clinical Instructor Role, and Evolving as a Clinical Instructor. Implications included: valuing the lived experience, appreciating struggles, and improving supports and learning resources in the areas of orientation, mentorship, peer support, instructor inclusion in academia, and work-life balance. / viii, 118 leaves ; 29 cm

The intention of this study was to describe the implementation process of the NQF in nursing education at central and provincial levels in order to explore the change process. It deals with this process as follows: Implementation of NQF in nursing education.; Organizational health at central and provincial levels.; The change strategies used at these levels.; The implementation level reached. It is a qualitative study of an enthographic type to describe and document the implementation of the NQF as it occurred. The researcher who was part of the group that generated the culture of learning in nursing, directly participated in the activities and events as they occurred at this initial stage of implementation of the NQF. A discussion between the researcher and nurse educators took place on strategies used and whether they find the existing environment promoting changes. The research techniques used for gathering information were interviews and documents. With this information the researcher was able to reflect, make inferences and interpretations. The state of nursing education was described within the organizational self-renewal strategies described by Owens (1998). The description of the process of implementing the NQF was viewed against the change strategies as described by Bennis, Benne and Chin (1969), which are the empirical rational, normative re-educative and power coercive. The stage of implementation of the NQF in NE that has been achieved has been assessed using the NQF principles as a yardstick. The data collected is largely qualitative and its analysis has been qualitative. The categories of the theoretical framework which are inputs (organizational health); process (change theories); and outcomes (awareness, planning, use and refinement) of the NQF principles, have been used to analyze the data. The findings on organizational health reveal that nursing education is a healthy organization at both central and provincial levels. It has taken the opportunity presented by the NQF to address some of its organizational problems such as the Scope of Practice for nurses and midwives. There are, however, problems in making final decisions about the planned implementation of the NQF because of differences in vision about the future of nursing education. The movement of nursing education (NE) to higher education (HE) is hampering progress because the National Government is not implementing the Education Act No. 101 of 1997 which has moved NE to HE. Both the South African Nursing Council (SANC) and Natal College of Nursing (NCN) have no coherent human resources development policy. At both the central and provincial levels of NE normative re-educative strategies are ones that have been used extensively rather than power coercive strategies. Empirical rational strategies were also made use of to identify the advantages of the NQF policy and to incorporate them into the planned changes. There is full awareness and planning for the implementation of all the principles of the NQF. The principles of the NQF that are already in use and are being refined are integration of education and training, relevance, credibility and legitimacy.This is because they had already been in use in nursing education and practice before the inception of the NQF policy. / Thesis (Ph.D.)-University of Natal, Durban, 2001.

A comparative analysis was undertaken using descriptive survey and cross-sectional design to explore the effects of two curricular approaches ( Problem-based learning and traditional) used in Comprehensive basic nursing programme on the development of, clinical reasoning abilities of nursing students was undertaken, Triple Jump Exercise as the data collection instrument was used to evaluate students' abilities, in clinical reasoning, Using quota sampling technique, a convenience sample of 87 subjects was selected from two nursing institutions using these two approaches, These were student nurses in their 1st, 2nd and 4th year levels of study, Using individual interviews, subjects were required to think aloud and verbalize their clinical reasoning after being presented with a clinical scenario, Subjects' verbalizations were quantified, based on the criteria specified in the evaluation form of the data collecting instrument, and total scores were obtained, Analysis using computer software package (SAS) was done to provide for descriptive and statistical summarisation, Though descriptive analysis through mean scores of clinical reasoning showed slight differences resulting from the curricular approaches used. this was not confirmed statistically as the two factor ANOVA and Tukey's method revealed no significant differences by approaches nor their interaction with level of study, Only levels of study had significant differences at p=O,OOO I, with senior levels outperforming their juniors, These findings therefore conclude that PBL and the traditional approach perfonn on a similar level in clinical reasoning. Nurse educators are therefore challenged to identify effective strategies to enhance and nurture clinical reasoning, One strategy, which this study recommends, is the use of case-based approaches in CBNP. / Thesis (M.Cur.)-University of Natal, Durban, 2001.