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impact of curriculum design on health promoting behaviors at a community college in south Florida
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)
student's experience of learning caring in a college of nursing grounded in a caring philosophy
Title
The student's experience of learning caring in a college of nursing grounded in a caring philosophy.
Creator
Drumm, Judith T., Florida Atlantic University, Chase, Susan
Abstract/Description
Caring has been identified as an essential value for baccalaureate education across all programs of study. The purpose of this phenomenological research study was to investigate the lived experience of students learning caring in a college of nursing grounded in a caring philosophy. The question guiding the research was: "What is the student's experience of learning caring in a college of nursing that has caring as a central tenet in its philosophy?" This study was guided by the caring...
Show moreCaring has been identified as an essential value for baccalaureate education across all programs of study. The purpose of this phenomenological research study was to investigate the lived experience of students learning caring in a college of nursing grounded in a caring philosophy. The question guiding the research was: "What is the student's experience of learning caring in a college of nursing that has caring as a central tenet in its philosophy?" This study was guided by the caring theories of Boykin and Schoenhofer (2001), Roach (2002), and the philosopher Mayeroff (1971). The researcher interviewed seven senior baccalaureate student nurses attending a public university. The nursing program at this university was grounded in a caring philosophy. The research questions explored the students' experiences of learning caring at this school of nursing. One student shared this thought with the researcher, "I knew who I was and I knew I could care about people, but I didn't know how to use caring in nursing. The educational process helped me to transfer caring to nursing." Transcripts of the audiotaped interviews were analyzed using Colaizzi's seven-step methodology. Two major themes and six sub-themes related to learning caring emerged and an exhaustive description of the students learning of caring in a caring based curriculum was developed. The two major themes identified were: Innate Knowing of Self as Caring, and Caring in the Curriculum. The first major theme of Innate Knowing of Self as Caring is supported by the sub-themes: Being present for the patient, Being open to reshape the patient's experience, and Enhanced capacity to care. The second major theme of Caring in the Curriculum is supported by the sub-themes: Clinical experiences are valuable to learning, Doing little things to express caring, and Learning activities facilitated understanding caring. Descriptions of the two major themes and six sub-themes were portrayed with verbatim stories told to the researcher by the student participants. Finally, implications for nursing education, research, practice, theory, and policy are presented for the reader.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12215
Subject Headings
Nursing--Study and teaching (Graduate), Nursing--Psychological aspects, Nurse and patient, Nursing--Philosophy
Format
Document (PDF)
study of Black nursing faculty: Factors that influenced completion of graduate-level degrees
Title
A study of Black nursing faculty: Factors that influenced completion of graduate-level degrees.
Creator
Eastmond-Robinson, June Patricia., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description
Nursing education must attract qualified minorities to faculty positions in order to provide role models for students, to increase diversity, and to fulfill the need for new faculty. African-American faculties continue to be underrepresented in higher education and specifically in nursing education. The purpose of this study was to identify factors that influenced currently employed Black nursing faculty to persist in their education until completion of the Master of Science in Nursing degree...
Show moreNursing education must attract qualified minorities to faculty positions in order to provide role models for students, to increase diversity, and to fulfill the need for new faculty. African-American faculties continue to be underrepresented in higher education and specifically in nursing education. The purpose of this study was to identify factors that influenced currently employed Black nursing faculty to persist in their education until completion of the Master of Science in Nursing degree. Current trends in national demographics demonstrate an increasingly diverse population. likewise, a changing health care delivery system that has mandated decreased hospital length of stay requires nurses to advocate and educate the client in self-care in a shorter time frame. Lack of knowledge of cultural patterns in minority clients has been shown to contribute to problems of non-compliance with medically prescribed treatments (Pacquino, 1995). Whatever becomes of the evolving debate over insurance reimbursement, nursing care of clients will continue to be an important component. Sensitivity to culture and ethnic patterns is crucial in maintaining the client's health and independence. This research describes a sample of African-American nursing faculty whose names were systematically selected from The Directory of Black Nursing Faculty, (Tucker, 1991). A questionnaire was developed by the researcher that contains thirty Likert-style and open-ended questions. The instrument was grouped into 3 categories: demographics, educational influences, and psychosocial influences. One hundred thirty-nine questionnaires were mailed to the sample. After 2 mailings, the response rate was 56%. The findings revealed that program completion for this group was influenced by, (a) financial assistance. Over eighty percent reported this was essential, (b) a supportive school of nursing environment that accounted for the second highest degree of importance, (c) a diverse support system including student networking, faculty mentoring/advising, family, and friends, and (d) the imperative of high self-esteem needed to sustain the African-American student nurse in a perceived hostile educational environment.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/12620
Subject Headings
Nursing schools--Faculty, African American nurses, Nursing--Study and teaching (Graduate)
Format
Document (PDF)