<p> Graduate programs in nursing for non-nurses (GPNNN) are rapidly proliferating in response to demands for innovative strategies to increase the number of nurses to meet health care demands, both actual and anticipated. Transitions Theory (Meleis et al., 2000) provided a framework to identify the gaps in knowledge related to how individuals transition to nurse within these programs. One of the gaps in the literature that was identified was a description of the transition to nurse experience of students enrolled in a GPNNN. This qualitative descriptive research was conducted in response to this gap. It examined the transition from non-nurse to nurse through a GPNNN which prepared non-nurses for advanced nursing practice. The study had three aims: to describe the transition experienced by the students; to describe how they used their prior education and experiences in this transition; and to describe the factors they saw as facilitators and hindrances to this transition. </p><p> Responsive interviewing (Rubin &amp; Rubin, 2012) with a purposive sample (n=17) of registered nurses enrolled in the advanced practice curriculum of the GPNNN was used. Data was collected from these nurses between September and December, 2013. Data analysis included initial codification of interviews, and within and between interview comparison of codes, resulting in re-coding and collapsing of codes. To assure the trustworthiness of the data, the criteria thoroughness, accuracy, believability and transparency were used (Rubin &amp; Rubin, 2005).</p><p> Data analysis revealed a process of transition that occurred over three distinct time periods, <i>Coming to Nursing</i> (pre-enrollment), <i> Beginning to Learn the Role as Nurse</i> (pre-licensure), and <i> Practicing as Nurse</i> (post-licensure). Influences that impacted the transition across periods included personal goals, knowledge, skills, and professional growth. Indicators of transition that were known to the individual and to others were described. The individual's utilization of prior education and experiences in their personal transition experience was described as primarily influencing study habits and clinical experiences. Facilitators and hindrances to the transition included experience working as a nurse, self-identification as nurse, personal goals, the accelerated program, the programmatic focus on NCLEX style testing and the nursing pedagogy.</p><p> Interpretation of the findings of this research was informed by the literature. Identification of three periods of transition through nursing education has been described in transition to nurse in other nursing education populations (Shane, 1980a, 1980b; Neill, 2010), and is consistent with transitional patterns (Meleis, 2010). However, the three transitional periods identified in this study are peculiar to the transition experience through a GPNNN, and don't mirror the characteristics identified in transitional periods in other populations. A rich description of the transition experienced by the participants is presented including characteristics of the transitional periods, the influence of prior education and experience within the transition, and identification of factors that facilitated or hindered the transition experience. This description has not previously been described in the literature.</p><p> There are implications of this research for practice, theory, education, policy and research, and these are discussed.</p>

No description available.

Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2005. / Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2392. Adviser: Jane D. McLeod. "Title from dissertation home page (viewed Nov. 28, 2006)."

<p> In 2004, the Institute of Medicine (IOM) called for academic health centers (AHCs) to adapt and change through collaboration between their many separate groups of healthcare professionals. Research on collaboration in healthcare organizations to date has concentrated on how collaboration impacts patient care and organizational efficiency. Research has not focused on whether collaboration among healthcare professionals, influences learning for individuals or the organization. Socio-cultural learning theory, which takes into account the individual, the organization and the larger system, emphasizes that &ldquo;collaborative learning&rdquo; is an important component of the learning process. It also emphasizes that problem solving facilitates the development of insights and solutions. On this basis, the link between collaboration and learning needs to be explored. This research focused on exploring the association between collaboration and learning as perceived by clinician educators and other healthcare professionals with whom they have collaborated in AHCs. In-depth interviews were conducted with 21 healthcare professionals who had participated in collaborative activities in the past 18 months, and who had familiarity with relational coordination (RC) as a framework for collaboration. Interview questions elicited interviewee descriptions of positive and challenging collaboration experiences. Data were analyzed using an inductive analysis approach and coded to identify implicit and explicit learning outcomes from those experiences. Findings indicated that all participants had extensive experience of informal collaboration with professional colleagues and learning resulting from their collaboration experiences. Four categories of learning outcomes were identified; process and quality improvement, professional relationships with colleagues, emotional awareness, and growth in technical and adaptive knowledge and skills. The majority of learning outcomes in each of the four categories were implicit, indicating that participants did not recognize the learning that was occurring through their participation in collaborative activities. Learning appears as a currently invisible outcome of collaboration as described by the participants in this study. Further research is needed to determine the potential value of the learning for the individual and the institution.</p><p>

Women are at a higher risk for depression due to a number of social, economic, biological and emotional factors (Goldman and Ravid, 1980; nolen-Horksema, 1987; Strickland, 1989; Weissman, Leaf, Holzer, Meyers and Tischler, 1984). But even when the incidence is high among women in general, for Hispanic and Black women the incidence is higher (Russo, Amaro, and Winter, 1987). Factors such as, poverty and violence seems to be among the factors that predispose the high incidence of depression in this group of women. When we consider poor Puerto Rican migrant women in the continental United States who are exposed to multiple stressful situations, such as poverty, disintegration of family values, violence and discrimination, the incidence in the diagnosis of depression is higher yet (Comas-Diaz, 1981; Torres-Matrullo, 1976, and Caste, Blodgett, and Rubinow, 1978). But at the same time, research that addresses issues of oppression and mental health, particularly as it applies to low-income Puerto Rican women is scarce. Little or no attention has been paid to the effect that social stressors, such as poverty, single parenthood, and violence interact with issues of oppression in the context of migration, might have in the mental health of the migrant. Is a diagnosis of clinical depression the right diagnosis or are we as mental health providers using traditional practices that affect not only the way clients are diagnosed, but most important, the treatment they receive? This study explored the perception that six poor Puerto Rican migrant women who had been diagnosed with clinical depression, have of their condition of depression and the social factors interacting and influencing their condition. Using a qualitative research approach, data was gathered through a semi-structured open-ended interview, in which narratives were used to elicit stories of these six women lives. Six women who had been diagnosed with depression and were undergoing treatment in a community mental health were referred by their therapist and volunteered for the interviews. A set of two interviews was used. As a result of the first interview a story was produced using narrative form, and in a second interview, the participant was able to listen to her own story, reflect on it and look at themes and patterns that emerged from her own story and from the five other participants' stories. Narrative and feminist theories as well as theories of oppression and liberation were used to guide the data analysis in the pursuit of themes and patterns in the stories that emerged from each participant, as well as, similarities and differences among the six participants stories. All six participants reported that awareness of their social conditions made a difference in the way they perceived their condition of depression, the way they perceived themselves and made recommendations for their treatment. The results of this study show the importance of giving voice to the usually unheard, sharing power in a therapeutic relationship, and designing trainings and educational curriculums that take into consideration social stressors when interacting with multiple oppressions. This study is also a contribution to the growing body of literature on women and issues of mental health as well as to the field of social justice as it relates in particular to Puerto Rican women and issues of oppression.

Thesis (Ph.D.)--University of California, San Francisco, 2009. / Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2206. Advisers: Mary A. Blegen; Charlene A. Harrington. Includes supplementary digital materials.

<p> The problem addressed was the low job satisfaction levels of nurses and subsequent nurses' decision to leave the organization. The quantitative correlational survey study involved determining whether a relationship exists between nurses&rsquo; perceptions of nurse managers&rsquo; leadership style and nurses&rsquo; job satisfaction. Eighty-three fulltime medical surgical intensive care nurses in two hospitals in Phoenix, Arizona, completed the Job Description Index for Jobs in General (JID/JIG) and the Multifactor Leadership Questionnaire (MLQ, Form 5X). The results suggest a significant, positive correlation between job satisfaction and perceptions of nurse managers' leadership style by nurses. Nurses with the highest satisfaction scores in three of the six subscales perceived their managers used the transformational leadership style. The mean score for nurses whose managers were rated as transactional was higher than the mean score for nurses whose managers were rated as passive-avoidant. The promotion and supervision subscales and the job in general scale showed a significant relationship with transformational leadership. Implications for healthcare administrative leaders include hiring transformational managers to increase job satisfaction in nurses and offer nurses opportunities for promotion and training.</p>

<p> The purpose of this correlational, quantitative research study was to determine if a relationship existed between employee perceived levels of servant leadership in healthcare leaders and employee satisfaction in New York City public hospital emergency rooms. The effect of servant leadership on improving employee satisfaction in New York City public hospital emergency rooms (ER) was unknown. The theoretical foundation of the study, servant leadership, supported the premise that employee perceptions of servant leadership characteristics influenced employee job satisfaction within public hospital settings in New York City. One hundred and seventeen employees completed the Organizational Leadership Assessment and the Minnesota Survey Questionnaire, and the data were analyzed through the utility of SPSS v. 19. The results revealed a statistically significant relationship between servant leadership and employee general job satisfaction (<i>r</i> = .191; <i>p</i> &lt; 0.05). The findings of this research study are important with regard to the following areas: (a) providing information to healthcare administrators regarding the usefulness of servant leadership in the improvement of employee and patient satisfaction, (b) creating a positive working environment for employees, (c) creating satisfied employees and patients, and (d) improving organizational performance.. The study adds to the research in the area of servant leadership and its potential to impact healthcare organizations and people. </p><p> <i>Keywords:</i> servant leadership, employee satisfaction, patient satisfaction.</p>

<p> This exploratory research increases knowledge and understanding of blame in the workplace. Attribution theory, moral philosophy, and social cognition provided a theoretical framework to understand individual blame determination as a precursor to understand systemic blame. Systemic blame is informed by complex systems theory and research on "no blame" cultures in a healthcare setting. </p><p> Interpretive description, supported by applied thematic analysis, provided the methodological framework for this qualitative study. The 17 senior leaders interviewed for this research study were selected through purposive sampling, and individually had an average 28 years of experience in healthcare. The semi-structured interviews were designed to gather experiences and stories that informed the participants' perspectives on blame in the workplace. </p><p> Constant comparative thematic analysis of the data resulted in four main findings. First, blame is prevalent in the workplace. Second, blame begets blame through a vicious cycle of blame. In this cycle there is often unwarranted blame. Blame feels bad, which results in fear of blame and avoidance of blame. One way to avoid blame is to blame someone else. This positive reinforcing feedback loop of blame creates a culture of blame. Third, a culture of blame includes characteristics of risk aversion and mistrust. Risk aversion decreases innovation, and mistrust decreases transparent communication. Fourth, blame has an inverse relationship to accountability, where less blame may result in more accountability. These findings both confirm and contradict the current literature. The resulting conclusion is blame is not a game.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4036. Adviser: John C. Lammers. Includes bibliographical references (leaves 77-91) Available on microfilm from Pro Quest Information and Learning.