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Title: NURSE COACHING AND POWER AS KNOWING PARTICIPATION IN CHANGE IN THE PROCESS OF HEALTH PATTERNING.
Creator: Conrad, Shirley J., Butcher, Howard, Florida Atlantic University, Christine E. Lynn College of Nursing, Christine E. Lynn College of Nursing
Abstract/Description: The purpose was to study the results Professional Certified Nurse Coaches (PCNCs) potentially have in mutually patterning the human energy field toward a higher wave frequency pattern of power as measured by the power as knowing participation in change tool and reflected in the narrative pattern profiles obtained from in-depth interviews. Participants were nurses working during the COVID-19 pandemic. Using Barrett’s (1986, 2020) power as knowing participation in change theory an explanatory...
Show moreThe purpose was to study the results Professional Certified Nurse Coaches (PCNCs) potentially have in mutually patterning the human energy field toward a higher wave frequency pattern of power as measured by the power as knowing participation in change tool and reflected in the narrative pattern profiles obtained from in-depth interviews. Participants were nurses working during the COVID-19 pandemic. Using Barrett’s (1986, 2020) power as knowing participation in change theory an explanatory convergent parallel mixed method using a single group with repeated measures (pre/post) and qualitative directed content analysis was used. A method for apprehending pandimensional awareness of unity and a mutual rhythmic-frequency process of-analysis-synthesis and were developed for the synthesis of numeric and textual data within a unitary perspective. Findings included a statistically significant effect for the total and four interrelated dimensions with a large effect size, except for the dimension involvement, which had a medium effect size. The results were the same when controlling for years of experience indicating that regardless of years of experience, professional nurse coaching appears to be beneficial. Six essences were identified and articulated as a group, as individuals, and across time. Joint displays show the synthesis. These findings have implications for nursing research, caring sciences, nursing education, nursing practice, policy, and professional nurse coaching.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014260
Subject Headings: Nursing, Nursing--Education, Nurses
Format: Document (PDF)

Title: Developing future nurse leaders through innovation.
Creator: Dyess, Susan MacLeod, Sherman, Rose O.
PURL: http://purl.flvc.org/fcla/dt/3336146
Subject Headings: Education, Nursing, Nurse Administrators, Nurses, Nursing Leaders
Format: Document (PDF)

Title: PREDICTORS OF SUCCESS IN COURSES FOR NURSES REQUIRING A DEGREE OF SELF-DIRECTION.
Creator: MOORE, RUTH J., Florida Atlantic University
Abstract/Description: This study sought to identify characteristics and experiences that were indicators of success in courses that required a degree of self-direction in learning. Data were collected from 121 nurses enrolled in 17 home study courses. The course content and evaluation tools were designed to be of similar difficulty for each of the courses offered. The course grade furnished the criterion variable. Predictor variables included information obtained from the Biographical Data Questionnaire and the...
Show moreThis study sought to identify characteristics and experiences that were indicators of success in courses that required a degree of self-direction in learning. Data were collected from 121 nurses enrolled in 17 home study courses. The course content and evaluation tools were designed to be of similar difficulty for each of the courses offered. The course grade furnished the criterion variable. Predictor variables included information obtained from the Biographical Data Questionnaire and the Self-Directed Learning Readiness Instrument. The predictor variables were grouped into four main categories: (a) personal, educational, and employment characteristics; (b) motivation for enrolling in and completing the course; (c) orientation toward, and experience with self-directed learning; and (d) self-directed learning readiness. The null hypotheses, tested at the 0.05 level, were: (1) that there is no relationship between final grade received in a home study course and the variables relating to personal, educational, and employment characteristics; and (2) that motivation for involvement in, orientation toward, and experience with self-directed learning, and learner readiness was not related to final grade earned. The following statistical treatments were conducted on the data: (a) reliability studies for the 17 home study courses; (b) correlations measured the relationship between the predictor variables and the criterion variable; and, (c) multiple regression computed the relationship between sets of predictor variables and test scores. Reliability studies found lower coefficients than had been reported. Since the relationships were not significant at the 0.05 level of significance, the null hypotheses were not rejected. Sample characteristics were congruent with those described by researchers for self-directed adult learners. Subjects viewed themselves as self-directed learners and highly motivated to complete the course. Results of the study may have been affected by the inclusion of technical and professional nurses in one sample group; a sample highly motivated for completion; low reliability for the posttests; and a sample who answered most items correctly, which could limit possible correlation between the criterion and predictor variables.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11899
Subject Headings: Nurses--Education, Success
Format: Document (PDF)

Title: Integrating simulation into advanced practice education: weighing costs and benefits.
Creator: Weiss, Josie A.
PURL: http://purl.flvc.org/fcla/dt/3183265
Subject Headings: Advanced Nursing Practice, Advanced Nursing Practice --Education, Education, Nursing, Patient Safety --Education, Patient Simulation, Simulations, Teaching Methods
Format: Document (PDF)

Title: Living a Caring-Based Program.
Creator: Boykin, Anne
Abstract/Description: This timely publication offers a description of community building within the College of Nursing at Florida Atlantic University. Nursing education programs have a reputation of being demanding, difficult, and exhausting. Since the education process is the way students are socialized into the culture of nursing, it is the obligation of faculty to create an environment in which students come to know each other as colleagues who are free to express their uniqueness. This book describes the...
Show moreThis timely publication offers a description of community building within the College of Nursing at Florida Atlantic University. Nursing education programs have a reputation of being demanding, difficult, and exhausting. Since the education process is the way students are socialized into the culture of nursing, it is the obligation of faculty to create an environment in which students come to know each other as colleagues who are free to express their uniqueness. This book describes the evolution and living of a caring-based program grounded in foundational beliefs and values of person and centered in caring.
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PURL: http://purl.flvc.org/fau/fd/FA00000438
Subject Headings: Florida Atlantic University -- College of Nursing -- Curricula, Nursing -- Study and teaching -- Philosophy, Education, Nursing, Educational resources, open
Format: Document (PDF)

Title: Using a middle range nursing theory to individualize CKD education.
Creator: Hain, Debra J.
PURL: http://purl.flvc.org/fcla/dt/3183654
Subject Headings: Renal Replacement Therapy, Nursing Theory, Nursing, Education, Nursing, Renal Insufficiency, Chronic, Self Administration, Kidney Diseases, Kidney Diseases --Therapy, Kidney Diseases --Education, Patient Education
Format: Document (PDF)

Title: Enhancing the work environment and connecting with academic partners in nursing education through an innovative dedicated education unit.
Creator: Dyess, Susan MacLeod
PURL: http://purl.flvc.org/fcla/dt/3336148
Subject Headings: Education, Nursing, Interprofessional Relations, Nursing Practice, Nursing Practice, Theory-Based, Nursing Theory, Nursing Units, Professional Practice, Quality Improvement, Work Environment
Format: Document (PDF)

Title: The impact of curriculum design on health promoting behaviors at a community college in south Florida.
Creator: Hubbard, Ann Balaka., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The turn of the century has been greeted with major health care changes. Society is striving toward goals of health-promotion and wellness, historically nursing education's domain. To promote health in a population of community college students, this pilot study implemented health-promoting curriculum at a local community college. The theoretical framework for this research was Nola J. Pender's Health-Promotion Model. This framework was operationalized by Pender and Walker (1987) in an...
Show moreThe turn of the century has been greeted with major health care changes. Society is striving toward goals of health-promotion and wellness, historically nursing education's domain. To promote health in a population of community college students, this pilot study implemented health-promoting curriculum at a local community college. The theoretical framework for this research was Nola J. Pender's Health-Promotion Model. This framework was operationalized by Pender and Walker (1987) in an instrument, "Health-Promoting Lifestyle Profile II" (HPLP II). This instrument evaluates health-promoting behavior. The HPLP II was administered to: (a) An experimental group of 50 nursing students and 67 non-nursing students, and (b) a control group of 24 nursing and 31 non-nursing students for base-line measurement. The experimental group attended a health-promotion continuing education curriculum incorporating Pender and Walker's health-promotion subscales. After completion of the continuing education program, a post-test of the HPLP II was given. Without intervention, the control group completed the HPLP II for comparison. Descriptive statistics and analysis of variance (ANOVA) were used to analyze the data. One hundred and seventy-two participants responded to the HPLP II pre-test. One hundred and sixty students responded to the post-test HPLP II, yielding a 93 percent overall response rate. It was found that: (1) Univariate ANOVA testing demonstrated significant differences among the characteristics of the sample by age, gender, ethnic background, and religion. (2) ANOVA testing demonstrated that there was a difference in health-promoting practices on the nutrition subscale by religion. (3) Health promoting deficiencies occurred on all subscales, with mean scores ranging from 2.14 to 3.09. (4) ANOVA testing demonstrated that there was a difference in groups (i.e. control and experimental across program areas) pre and post test on the interpersonal relation subscale between groups. Recommendations to the nursing field should be geared toward educating faculty on curriculum design of health promotion education. Uniform health promotion education materials should be created and utilized in the classroom setting. Future research in health promotion and health promotion education should include larger, more diverse samples from a variety of community colleges in order to strengthen the research findings. The time frame for the research conducted should also be lengthened to strengthen the research findings. Finally, the specific teaching methodology utilized in the health promotion education curriculum should be examined so that individual learning styles are acknowledged.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11993
Subject Headings: Health promotion, Medical education, Nursing--Study and teaching (Graduate)
Format: Document (PDF)

Title: The puzzle of transformation: Becoming a nurse practitioner.
Creator: Siccardi, Patricia Mahoney., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to provide introductory knowledge about the value of narrative methods of teaching nurse practitioners and their transition to advanced practice. According to this study, becoming a nurse practitioner requires a paradigm shift. It demands that nurse practitioners remain grounded in nursing and yet, integrate enhanced critical thinking, diagnostic reasoning, and holistic humanistic caring. It was determined that the transition to the nurse practitioner role begins...
Show moreThe purpose of this study was to provide introductory knowledge about the value of narrative methods of teaching nurse practitioners and their transition to advanced practice. According to this study, becoming a nurse practitioner requires a paradigm shift. It demands that nurse practitioners remain grounded in nursing and yet, integrate enhanced critical thinking, diagnostic reasoning, and holistic humanistic caring. It was determined that the transition to the nurse practitioner role begins during the formal learning program and continues for several years after graduation. There is a learning curve involved in the transformation. Creating a new identity occurred slowly and incrementally over time as a result of continuous learning. Students and graduates often felt frightened and alone in their new role. According to the findings of this study, becoming a nurse practitioner requires a transformation. The following four processes or meta-themes describe the transformation: (1) A learning process: Continuous learning; (2) A problem solving process: Putting the pieces together; (3) A challenging process: A time of transition; and (4) A socialization process: Expanding one's identity. Participants identified the metaphor of a puzzle to symbolize the transformation they experienced. The puzzle represents the challenge of putting together the pieces of learning and the change involved in the transformation from registered nurse to nurse practitioner. The conclusions suggest that learning the diagnostic reasoning skills required in primary care practice is enhanced by using narratives. The conclusions indicate that stories and case studies are useful methods for teaching the process of assessment, diagnosis, and treatment needed by nurse practitioners. Case studies improve critical thinking and problem solving skills. Stories help nurse practitioners remain grounded in humanistic nursing practice and focused on the therapeutic relationship. This study determined that the essential quality that makes both of these methods valuable for learning is the ability to encourage critical thinking through dialogue and discussion.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12598
Subject Headings: Nurse practitioners--Education, Problem-based learning, Critical thinking
Format: Document (PDF)

Title: Development of an Undergraduate Preceptor Model of Practice Education for Nursing Students Utilizing Participatory Action Research.
Creator: Blum, Cynthia Ann, Thomas, Debera J., Florida Atlantic University
Abstract/Description: In the nursing education practice setting, preceptors are a valuable link to assist students in making the connection between nursing theory and its application to patient care. Usually used in the final semester of study, nurse preceptors could be utilized throughout all nursing practice experiences. Nurse preceptors provide a reality based experience for the student caring for patients. Yet, little is known about what is important to the preceptor in this role. The purpose of this study was...
Show moreIn the nursing education practice setting, preceptors are a valuable link to assist students in making the connection between nursing theory and its application to patient care. Usually used in the final semester of study, nurse preceptors could be utilized throughout all nursing practice experiences. Nurse preceptors provide a reality based experience for the student caring for patients. Yet, little is known about what is important to the preceptor in this role. The purpose of this study was to generate a new model of nursing practice education reflecting the voice of the participants in the research. Using participatory action research methods, the emergent model focused on preceptors as the critical link to student practice education in their first year of a baccalaureate nursing program and answered the question, "What is the process of developing a preceptor led clinical practice experience for undergraduate nursing students through participatory action research?" The study was conducted at a hospital in south Florida where students received the majority of their practice experiences. Semi-structured interviews with 15 participants, program notes, and various data sources were analyzed consistent with grounded theory analysis. Grounded in this data is the emergent Theory of Empowering Preceptors, which accounts for the process through which preceptors formulated the practice model. The contributors to the development of this model of nursing practice education identified three key categories that empowered them to assume their role. The context in which nurse preceptors were educated helped them relate to students and to understand student concerns. Creating a 'comfortable' learning experience for the student occurred next, as the preceptor sought to create environments where learning was viewed as a process. Finally, the opportunity to shape student practice experience was where preceptors used their specialized knowledge in a variety of methods without faculty constraints. The support and contributions from this education/practice partnership were identified as integral to the support of these three categories, accounting for the partnership model. Here, nurse preceptors expressed the value of coming to know the student, became involved in the student evaluation, and offered ways to communicate what the students learned.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000618
Subject Headings: Nursing--Study and teaching (Preceptorship), Action research in education, Nursing--Research
Format: Document (PDF)

Title: An examination of the relationship between nurses' learning preferences and practices.
Creator: McCarten, Kathryn J. Chapin., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option...
Show moreThe American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option for earning professional continuing education credit. This study investigated readiness for self-directed learning among Florida nurses (registered nurses and licensed practical nurses) using Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) and several variables including educational preparation, position, practice specialty, and use of self-directed learning projects as a method of earning professional continuing education credit. This study also sought to determine professional continuing education preferences among the nurses, including preferred method of learning for earning professional continuing education credit, influences on choice of continuing education offering, number of hours of professional continuing education completed in various learning activities, and awareness of the option of submitting self-directed learning projects to the Florida Board of Nursing for Credit. Six central research questions were posed. Findings included: (1) a significant difference of SDLRS scores between registered nurses and licensed practical nurses in Florida; (2) no significant difference between the mean SDLRS scores among registered nurses having different levels of education, and (3) lack of significant relationship between preference for self-directed learning as a means of learning for earning professional continuing education credit and SDLRS scores. It appears likely that this outcome is related to the finding that 89% of the respondents were unaware of the option of earning professional continuing education credit through self-directed learning. Recommendations for further research include: (1) replication of this study with a revised preference for professional continuing education survey and a larger sample, (2) exploration of the reasons for higher SDLRS scores among bachelor of science prepared nurses, (3) determination of the frequency, quality, and quantity of practice-related self-directed learning, and (4) development of strategies to publicize the option of self-directed learning for professional education as described by the Florida Board of Nursing.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12604
Subject Headings: Nursing--Study and teaching (Continuing education), Nurses--Florida--Attitudes, Independent study
Format: Document (PDF)

Title: How Community College Nursing Faculty View Service Learning Integration.
Creator: Norris, Shelby D., Guglielmino, Lucy M., Maslin-Ostrowski, Patricia, Florida Atlantic University
Abstract/Description: The purpose of this study was to explore the attitudes and experiences of community college nursing faculty related to the integration of service learning. An exploratory case study was conducted at three Florida community college nursing programs. The data were collected primarily through structured interviews with 14 community college nursing professors, three nursing administrators, and one service learning coordinator along with document analysis and site observation. The researcher posed...
Show moreThe purpose of this study was to explore the attitudes and experiences of community college nursing faculty related to the integration of service learning. An exploratory case study was conducted at three Florida community college nursing programs. The data were collected primarily through structured interviews with 14 community college nursing professors, three nursing administrators, and one service learning coordinator along with document analysis and site observation. The researcher posed six research questions related to service learning integration. These six questions addressed: (a) the differentiation of service programs at the three sites, (b) the meaning of service learning, (c) faculty motivation to use service learning, (d) institutional supports needed by nursing faculty, (e) the obstacles that nursing faculty face, and (f) the strategies they use to overcome them. The major conclusions were that community college nursing faculty members are vital to the integration of service learning and need training in service learning procedures. Service learning has potential for further development in community college nursing programs and may lead to a perspective change in how nursing students view the social dynamics of nursing. Time and workload obstacles, along with confusion regarding service learning, clinicals and community service have contributed to the slow growth of SL in nursing programs. There is a need for new models to guide service learning integration in nursing education. Two models for integration of service learning into community college nursing are offered. Recommendations for practice, educational leadership and further research are presented.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000684
Subject Headings: Nursing--Study and teaching, Nurses--In-service training--Evaluation, Mentoring in education, Community health nursing--Study and teaching
Format: Document (PDF)

Title: Effects of preoperative teaching on anxiety in pediatric ambulatory surgical patients.
Creator: Foord-Kelcey, Shelley Mae., Florida Atlantic University, Hayes, Janice S.
Abstract/Description: The purpose of the study was to test experimentally the effectiveness of a presurgical teaching intervention on reducing the anxiety of children undergoing outpatient surgery and in facilitating the children's emotional adjustment during the postsurgical period. The efficacy of a child teaching session combined with a parent teaching session was compared with the efficacy of a parent only session. The participants of the study were 33 children, ages 4 to 12, and their parents. Two weeks...
Show moreThe purpose of the study was to test experimentally the effectiveness of a presurgical teaching intervention on reducing the anxiety of children undergoing outpatient surgery and in facilitating the children's emotional adjustment during the postsurgical period. The efficacy of a child teaching session combined with a parent teaching session was compared with the efficacy of a parent only session. The participants of the study were 33 children, ages 4 to 12, and their parents. Two weeks following the child's surgery, the parents assessed the child's postsurgical adjustment by completing the Post Hospital Behavior Questionnaire (PHBQ). Data was analyzed by t-test using.05 as the significance level. Results of the t-test showed no significant difference between the experimental and the control groups (t = 1.910, df = 27, p =.067). However, both groups showed behavioral upset on the PHBQ following surgery (control group = 87.75, experimental group = 84.46). This increased behavioral upset suggests that surgery is anxiety producing in children. The trend toward lower scores in the experimental group indicated less behavior upset and therefore less anxiety for the children receiving the teaching intervention.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/15433
Subject Headings: Ambulatory surgery for children, Preoperative care, Patient education, Nurse and patient
Format: Document (PDF)

Title: Jumping through hoops, walking on egg shells: The experiences of nursing students with disabilities.
Creator: Maheady, Donna Carol., Florida Atlantic University, Maslin-Ostrowski, Patricia, Winland-Brown, Jill
Abstract/Description: This study describes the experiences of nursing students with disabilities through interviews, observations, and document analysis. The sample included five current students and five graduate nurses with physical or auditory impairments and 61 nursing faculty members, staff members, patients, and fellow students. The Colaizzi (1978) method of data analysis was modified to include additional information from interviews, observations, and documents. The findings revealed important concerns...
Show moreThis study describes the experiences of nursing students with disabilities through interviews, observations, and document analysis. The sample included five current students and five graduate nurses with physical or auditory impairments and 61 nursing faculty members, staff members, patients, and fellow students. The Colaizzi (1978) method of data analysis was modified to include additional information from interviews, observations, and documents. The findings revealed important concerns related to potentially unsafe nursing practice. The findings should assist nursing faculty with admission and retention decisions and development of reasonable accommodations. Recommendations for nursing programs to develop enforceable guidelines for admission and state regulatory boards of nursing to consider licensure with practice limitations are included.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12489
Subject Headings: Nursing students, People with disabilities--Education (Higher), College students with disabilities
Format: Document (PDF)

Title: Assessment of a school-based health program for fifth graders.
Creator: Falasco, Marianne Rita., Florida Atlantic University, Hayes, Janice S.
Abstract/Description: The purpose of the study is to determine if the American Heart Association Heart Power Kit influences knowledge of cardiovascular risk. The efficacy of showing this program to a class of fifth grade students was compared to the efficacy of not showing it. The participants of the study were twenty-seven children, ages ten to twelve in two separate classes. Each class completed the A Heart Smart cognitive pre-test and post-test at the beginning and end of six months. The experimental group...
Show moreThe purpose of the study is to determine if the American Heart Association Heart Power Kit influences knowledge of cardiovascular risk. The efficacy of showing this program to a class of fifth grade students was compared to the efficacy of not showing it. The participants of the study were twenty-seven children, ages ten to twelve in two separate classes. Each class completed the A Heart Smart cognitive pre-test and post-test at the beginning and end of six months. The experimental group received the educational program; the control group did not. Data were analyzed by t-test at the .05 significance level. There was a significant difference between the pre-test and post-test of the experimental, not the control group (t = 1.07, df = 28, p = >.30). The results of the post-test showed an increase in knowledge after the program in the experimental group and no increase in knowledge in the control group.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/15724
Subject Headings: Health education (Elementary), Heart--Study and teaching (Elementary), Heart--Diseases--Prevention--Study and teaching (Elementary), Community health nursing
Format: Document (PDF)

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