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A posttest only experimental design was used to determine the effect of specific training in human relations skills on empathic understanding, self-concept, and the clinical performance of sophomore student nurses in a baccalaureate program.Forty-six students were randomly assigned to one of two treatment groups, or a control group. The Microcounseling System of Ivey and Gluckstern was used to provide two levels of human relations training in ten one-hour sessions. Experimental group 1 (El) received training through group exercises, manual and videotaped models, practice including videotaping, and evaluation and feedback. Experimental group 2 (E2) was only provided with a manual and videotaped materials. The control group (Cl) met for the same number of sessions, but did not receive any training.Carkhuff's Index of Discrimination (SEU) was used to measure empathic understanding. Four subscales of the Tennessee Self-Concept Scale (TSCS), total positive, self-criticism, net conflict, and total conflict were used to assess self-concept. The Clinical Evaluation Tool (CET) used to measure clinical performance was developed from Myrick and Kelly's Counselor Evaluation Rating Scale and the current sophomore clinical evaluation form.Six hypotheses were tested with significance for all tests set at the .05 level. A single classification analysis of variance was used on all data to determine whether groups differed on any test variable. The results of the statistical analyses failed to reach significance.Post hoc comparisons were then carried out to determine if El>C1 on any test variable. These tests revealed significance (p<.05) in empathic understanding, in TSCS self-criticism, and in clinical performance.The following conclusions were drawn:1. Sophomore student nurses exposed to specific training in human relations skills demonstrated a higher level of empathic understanding.2. Sophomore student nurses exposed to specific training in human relations skills were more aware of self-critical perceptions.3. Sophomore student nurses exposed to specific training in human relations skills received higher ratings on clinical performance.As a result of this study a decision was made to include human relations training for student nurses at the sophomore and junior levels.

The clinical experience prepares nursing students to become competent and professional practitioners. Therefore, it is important to identify the key characteristics of a positive and constructive clinical learning environment. This cross-sectional study assessed undergraduate nursing students. (n=61; response rate of 38%) perceptions of their clinical learning environment and their suggestions to enhance it. The participants were fourth year nursing students enrolled in the Faculty of Nursing at the University of Manitoba who were doing their senior practicum (NURS 4290). Participants were invited to complete anonymously the actual and preferred versions of the Clinical Learning Environment Inventory (CLEI) (Chan, 2001). It was found that there were significant differences between students. perceptions of the actual and the preferred CLEI they desired. Participants also responded to two open-ended questions related to obstacles or things that would enhance their learning experience. Nine categories were identified that added to an understanding of the quantitative findings. The study indicated that there is still work to be done to provide a healthy clinical learning environment for nursing students and this task belongs to nursing researchers, educators, and health care organization preceptors and leaders.

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).