Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Dent M. Rhodes (chair), Cathy A. Toll, Eileen T. Borgia, Saundra L. Theis. Includes bibliographical references (leaves 108-116) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 10, 2005. Dissertation Committee: Amee Adkins (chair), W. Paul Vogt, Edward R. Hines, Nancy Ridenour. Includes bibliographical references (leaves 205-212) and abstract. Also available in print.

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 (M.S.)--University of Wisconsin-Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 150-164).

Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 79 p. : ill. Includes abstract. Includes bibliographical references (p. 36-40).

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 25, 2006. Dissertation Committee: Dent Rhodes (chair), Mary Autry, Peggy Flannigan, Barbara Nourie, Paul Vogt. Includes bibliographical references (leaves 65-67) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Douglas D. Hatch, Wendy G. Troxel, Gary S. O'Malley, Emily Schlenker. Includes bibliographical references (leaves 96-104) and abstract. Also available in print.

Magister Curationis - MCur / In South Africa, mental health nursing forms part of the basic (pre-registration) education of Professional Nurses, in order to equip them for employment as general nurses in the comprehensive health services of the country. Mental health nursing is an interpersonal process, in which counselling is aimed at supporting and facilitating healthy lifestyle functioning. At the higher education institution of interest, psychiatry nursing is incorporated at the final year level of nursing. The student nurses are prepared with the theory of psychiatric nursing, two weeks before their clinical placement in hospitals and clinics. At the end of the year, they are expected to pass both the theory and practical component. The aim of the study was to explore the experiences of final year student nurses, regarding their preparedness for psychiatric clinical placement. The objective of the study was to describe the experiences of the students, regarding their preparedness for psychiatric clinical placement. A descriptive design, with a qualitative approach, was used to explore and describe the phenomenon under investigation. The researcher used purposive sampling to select participants for the study from a population of final year student nurses of a higher education institution in the Western Cape. They met the sampling criteria because they knew a great deal about the phenomenon of interest, had completed the two-week orientation programme and worked in a clinical placement for at least three months. Their participation in the study was on a voluntary basis. The researcher used unstructured interviews to collect data from the participants. The data analysis was done following Coliazzi's seven steps. The findings indicated that the students were not prepared for their psychiatric placements, even though they attended a two-week orientation programme, prior to their placements. It was revealed that anxiety played a huge role in the unpreparedness of students. The participants, therefore, suggest that the orientation period be extended. The researcher, however, applauds the staff members in the clinical placements and urges them to maintain their positive attitude towards the students, as the participants acknowledged and appreciated their support.

An approach to enhancing the success of nursing students is found in understanding the learning process and in the academic and sociologic variables placing students at risk for failure and attrition. Utilizing Bloom's Mastery Model, nurse educators may reduce failure and attrition by enhancing alterable variables. This Ex Post Facto investigation utilized Bloom's learning theory to examine a causal relationship of learner entry characteristics, learner reading and writing skills and the impact on program exit grade point average. The study sample was comprised of 143 nursing students entering an upper division urban multicultural baccalaureate nursing program. Data were collected by use of a demographic questionnaire, assessment of reading and writing skills of junior students in the nursing program, and obtainment of the program exit grade point average. A recursive path analysis was utilized for data analysis. Findings revealed older male students who transferred to the program from a university with high entry grade point averages excelled in reading assessment scores. University transfer students with a high entry grade point average excelled in writing also. Students for who French, specifically Creole, was a first language had lower writing scores and program exit grade point averages. Spanish as a first language was also associated with lower exit grade point averages. Higher reading and writing scores and entry grade point averages were associated with higher program exit grade point averages. Finally entry grade point average and university transfer were the only entry characteristics mediated by both reading and writing scores.

D.Cur. (Community Nursing Science) / Aggression becomes such a part of people’s daily lives that it is viewed as normal. As in the society nursing students at a higher education institution (HEI) also experience aggression in their lives. This exposure to aggression is of concern as it can be a possible obstacle in the personal and professional development and interpersonal relationships of the nursing students. The essence of this concern is that nurse educators need to gain knowledge of, insight into and awareness of the aggression experienced by nursing students to empower these students to manage aggression in their lives. The purpose of this study was to develop and describe a model as a frame of reference to facilitate the health of nursing students at an HEI in Johannesburg, South Africa, who experience aggression in their lives. The objectives of this study were as follows:  To explore and describe the experience of nursing students at an HEI in Johannesburg of aggression in their lives.  To generate a model from the results that will facilitate the promotion of health of the nursing students at an HEI in Johannesburg who have experienced aggression.  To formulate strategies for the implementation of the model.The research design was theory-generative, qualitative, exploratory, descriptive and contextual in nature. Nursing students were purposefully sampled as they added to the richness of the data collected for the purpose of this research. Data was collected firstly through respondents drawing a picture and writing a self-reporting story, and secondly, through phenomenological interviews. Data analysis in this research was done by means of Tesch’s method of identifying themes and categories as described by Creswell. Ethical considerations were adhere to throughout the research and consent was obtained from the nursing students participating in the research. Lincoln and Guba’s method of trustworthiness was used. Two themes with categories were identified that reflected the nursing students’ experience of aggression in their lives. The first theme is that the nursing students experienced aggression as an integral part of their life and viewed it as a normal part of their life. The second theme is that nursing students experienced aggression as detrimental to themselves as a whole person and their interpersonal relationships. A model as a frame of reference to facilitate the health of the nursing students who have experienced aggression to self-manage aggression constructively,was developed. The findings of this research are relevant to the world of nursing practice, nursing education and research.