Thesis (M.Nurs.)--Washington State University, December 2007. / Includes bibliographical references (p. 29-32).

The purpose of this study was (a) to determine the effect of a four-step learner readiness profile: positive, active, clear, and energetic (PACE) on self-reported anxiety in first year nursing students before skill performance tests, and (b) to determine the effect of PACE on the performance of first year nursing students on skill tests. The subjects consisted of 27 first year nursing students enrolled at Chemeketa Community College in Salem, Oregon. Two multiple baseline designs across subjects were employed. Volunteers were randomly divided into three subject groups. Baseline data were collected on 5 skill tests for Group 1, 8 skill tests for Group 2, and 11 skill tests for Group 3. The treatment variable, PACE, was implemented once the baseline was established for self-reported anxiety and performance. Findings indicated that PACE was an effective treatment for reducing self-reported anxiety by first year nursing students before skill performance on tests. The students also demonstrated an increased percentage of successful skill performance tests after completion of PACE. It was concluded that PACE was an efficient and effective method for reducing self-reported anxiety and for increasing skill performance test success in first year nursing students enrolled at Chemeketa Community College, Salem, Oregon. It was recommended that PACE be implemented in the first year of the nursing program. / Graduation date: 1996

Thesis (Ed.D.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Marilyn Lockhart. Includes bibliographical references (leaves 146-156).

Thesis--University of Oregon. / On spine: Older women in a diploma school of nursing. Vita. Includes bibliographical references (leaves 121-127).

Thesis--University of Pittsburgh. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 52-56).

No description available.

Background: During the last 20 years there have been different approaches to teaching nurse students cardiopulmonary resuscitation (CPR). Receiving CPR with compressions of adequate depth and frequency, and ventilations of adequate volume improves the chance of survival. The aim of this study was to evaluate effects of different types of feedback on CPR skills among nursing students. Methods: A pilot study with an explorative approach including 30 nurse students. Students was randomized in three groups; 1) instructor-led training followed by self-training without feedback, 2) self-training with visual graphic feedback, and 3) self-training with voice advisory manikin (VAM). Outcomes were correct compression deep, frequency, hand position and release, and correct ventilation volume and flow. If performance was correct to 70%, students were considered to have reached approved level. The students also answered questions about theoretical knowledge about CPR. Results: In technical skills, group 2 had significant higher level of correct ventilation volume compared with the other group. Both group 1 and 3 did not reach the level of 70% correct performance. Group 1 and 2 had significant higher level of correct deep of compressions compared with group 3 which did not reach the 70% level. There was no difference in performance between groups in other parameters. Conclusion: This pilot study suggests that visual graphic feedback is promising and seemed to be more effective than self-training with voice advisory manikin and instructor-led training with followed self-training without feedback.

Thesis (MEd(Human Resource Studies))--University of South Australia,1997

Thesis (M Distance Ed) -- University of South Australia, 1993

Thesis (M. Nurs.)--University of Hong Kong, 2007.