Thesis (Ph. D.)--Washington State University, May 2010. / Title from PDF title page (viewed on May 6, 2010). "College of Nursing." Includes bibliographical references (p. 146-162).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Franklin Lewis, William Tolone. Includes bibliographical references (leaves 105-110) and abstract. Also available in print.

M.Cur. / Quality nursing care is a constitutional right of both patients and clients. This right can only be upheld if nurses are competent. It is unfortunate that this right is often violated by those members of the nursing profession who are expected to uphold it. There is evidence from literature and media reports, which reveal that the competence of nurses is often lacking and therefore leaves much to be desired. ' Reports from the media, literature and other sources prompted the researcher to conduct the study. The purpose of the study was to evaluate the competence of newly qualified nurses from a specific nursing college. To realise the purpose of the study, the researcher conducted a quantitative, non-experimental contextual research. The process of conceptualisation was done in order to clarify the concept of competence within the context of clinical nursing education. It was also important to ~ spell out the concept of competence within the contexts of higher education and training, the SAQA, the SANG, and the nursing college. Research design of the study was done in two phases, namely: the developmental and the evaluation phase. During the developmental phase, the researcher developed an instrument based on Muller's (1999) theoretical framework. Measures were taken to ensure the validity and reliability of the instrument. A manual for the instrument was also developed. A pilot study was also conducted during the developmental phase. The purpose of the evaluation phase was to evaluate the applied competence of newly qualified registered nurses. The target population of the evaluation phase included all thirty-six newly qualified nurses from a specific nursing college.

No description available.

The primary purpose of the study was to identify liberal education skills necessary for competent, professional nursing practice and to compare baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis on those skills. Further, the study sought to identify underlying factors of liberal education skills perceived by college nursing faculty to be required for competent, professional nursing practice. Finally, the study attempted to identify differences in baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis place on those skills by public and private institutional membership and by National League for Nursing (NLN) geographic accrediting region assignment. The study's survey approach could be classified as a quasi-experimental design. The study utilized a multistage, stratified sample of 432 baccalaureate and associate degree nursing faculty. Seventy-two baccalaureate and 72 associate degree nursing programs were randomly selected from the four NLN geographic regions. Each dean or director of selected programs was requested to select three nursing faculty "most knowledgeable of the nursing curriculum" to complete the instrument. Data for the study were collected by means of the "Liberal Education Skills Inventory for Nursing" (LESIN). Data analysis was accomplished through the use of descriptive statistics, principal factors analysis, and analysis of variance. Major conclusions of the study were (1) nine of the ten LESIN subscales had mean faculty ratings suggesting high skill importance to competent, professional nursing practice; (2) one factor ("conceptual abilities") underlying faculty perceptions of liberal education skills importance was extracted; (3) there were statistically significant differences in baccalaureate and associate degree faculties' perceptions regarding skills importance on two of the LESIN subscales and regarding program emphasis on five of the subscales; (4) on each of the ten LESIN subscales, faculty from public and private institutions did not differ significantly on their perceptions of skills importance and did differ significantly on one subscale regarding program emphasis; and (5) the mean skill importance and program emphasis responses of faculty did not differ significantly on the ten LESIN subscales by NLN geographic accrediting region assignment. In addition, information regarding liberal education skills program evaluation measures or standards was reported.

Thesis (M.Cur) --University of Limpopo, 2013 / This study was aimed at determining the factors that contributed to absenteeism of pupil nurses in the nursing schools of Capricorn district in Limpopo Province. A descriptive cross-sectional quantitative design was used to describe factors that contributed to absenteeism of pupil nurses in the nursing schools of Capricorn district. The target population consisted of 124 pupil nurses at two nursing schools in the Capricorn district. Ten pupil nurses from one nursing school were used in a pilot study, but for the main study 114 nurses from both nursing schools were sampled. Systematic sampling was used to select 57 pupil nurses who participated in the study. Data were collected by means of a self-developed questionnaire that comprised 24 items on teaching, course content, learning, assessment and social problems. The Statistical Package for Social Sciences (SPSS, version 18) was used for data analysis. Validity and reliability were ensured by using Cronbach’s test on the pilot study. Ethical clearance was obtained from the Medunsa Research and Ethics Committee, and permission to conduct the study was granted by the Department of Health and Social Development, Limpopo Province. The findings of the study revealed that teaching, course content, learning environment, assessment and social problems were contributory factors to absenteeism of pupil nurses in the nursing schools of the Capricorn district in the Limpopo Province. The study further showed that pupil nurses were absent from classroom and clinical settings due to fear of assessment and attending to social problems. The study recommended the redesigning of nursing education and training in the Capricorn district of the Limpopo Province. The study proposed that appropriate and innovative teaching strategies and support systems be established for pupil nurses.

Thesis (M.H.A.)--University of Michigan, 1958.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Elizabeth Maloney. Dissertation Committee: Louise Fitzpatrick, Ann Lieberman, . Includes tables. Includes bibliographical references.

Thesis (M.H.A.)--University of Michigan, 1958.