The purpose of this qualitative study was to explore students’ perceptions and experiences of feeling confident in some clinical areas and not in others and to explore how clinical teachers may increase students’ feelings of self-efficacy during clinical practice. Using Bandura’s (1997) theory of Self-efficacy as a framework three major themes and several subthemes emerged from the data as important influences to student learning. Clinical Education facilitator (CEF) was the term used in this study for clinical teacher (CT)and was considered by students to be the most important influence to clinical learning.The CEF was the most developed theme followed by the theme of the environment and the theme of the student. The findings of this research were found to be consistent with the literature related to self-efficacy and student learning in the clinical setting. Implications for nursing education and recommendations for further research were discussed.

This study uncovers the experience of being ethical from the perspective of pre-registration nursing students. Using the qualitative methodology of phenomenology, specifically that outlined by van Manen, it seeks to show how students act ethically within everyday practice.Ethics is vital to any health related profession and the growing complexity of New Zealand's health care system requires more responsibility for ethical decision making in nursing care. Providing nursing care is an ethically charged undertaking and despite ethics taking an increasingly important place in nursing education few studies show the contextual nature of ethical practice from the perspective of students. This study aims to partly redress this situation.In this study I have interpreted the experiences of twelve pre-registration students. Using seventeen stories shared by the student participants, my personal understandings and literature, the meaning of being ethical has been illuminated. Three themes emerged from the interpretation. These include 'keeping things 'nice'', 'being true to yourself' and 'being present'. This thesis asserts that the overarching theme within these themes is that of 'being constrained and enabled'. Being constrained shows the experiences of students as they live through the tensions of being and doing as they strive to be ethical. Being enabled shows the experience of self-determination. Finally the study maintains that the shaping of ethical practice for undergraduate students may be enhanced when their reality is positioned and valued within educational processes.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Aug. 14, 2008). PDF text: vi, 170 p. ; 2 Mb. UMI publication number: AAT 3302018. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.P.H.)--University of Michigan, 1942.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (ℓ.102-115).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Alice R. Rines. Dissertation Committee: Jane A. Monroe. Bibliography: leaves 176-186.

Thesis (Ed. D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Includes tables. Sponsor: Louise Fitzpatrick. Dissertation Committee: Elizabeth Hagen. Includes bibliographical references (leaves 62-70).

Thesis (Ed.D.)--Teachers College, Columbia University, 1974. / Typescript; issued also on microfilm. Includes tables. Joint project with Kevill Conrad Frederickson. Sponsor: Marie Seedor. Dissertation Committee: Ronald Baken. Includes bibliographical references (leaves 132-136).

Thesis (M.S.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Mar. 25, 2010). "November 2008." Research paper (M.S.), 3 hrs. Includes bibliographical references (p. 63-68).

Thesis--Boston College. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 100-107).