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Title: The relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction.
Creator: Papes, Kathleen A., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The changing health care environment and student population are challenging faculty to create a learning environment supportive of adult students. This study explored relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction, measured by the Principles of Adult Learning Scale (PALS). Predictor variables included 19 personal and 16 program attributes. Thirty BSN/MSN programs and 30 ADN programs with a minimum...
Show moreThe changing health care environment and student population are challenging faculty to create a learning environment supportive of adult students. This study explored relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction, measured by the Principles of Adult Learning Scale (PALS). Predictor variables included 19 personal and 16 program attributes. Thirty BSN/MSN programs and 30 ADN programs with a minimum enrollment of 150 students were randomly selected. A faculty member in each school completed a program data sheet and distributed 10 faculty questionnaires. The sample included 298 faculty (50%). Descriptive statistics were reported by attributes and program, and tested for statistical significance. Six multiple regression analyses were completed. Overall, faculty were teacher-centered. Associate degree faculty were more teacher-centered than baccalaureate and higher degree faculty who, in turn, split between teacher-centered and learner-centered instruction. Teaching, research, professional service, community service, and clinical practice were rated as to their importance to faculty and perceived importance to faculties' institutions. Teaching was the most important role to faculty and believed to be the most important role to their institutions. Notably, there was incongruence among other faculty ratings. Three null hypotheses were rejected at the .05 alpha criterion. Of three models using the total sample, the personal and program attributes model accounted for 30% of variance in overall mean PALS scores, with significant contributions from self-study of adult learning principles, type of student taught, and rank. Dividing the total sample by program, the BSN/MSN personal and program attributes model accounted for 30% of variance in overall mean PALS scores. Recommendations include self-administration of PALS and analysis of responses for staff development programs; use of the model as part of program evaluation; and development of mission effectiveness programs to examine congruence of personal and organizational philosophies. Suggestions for further research include testing of the PALS' factors, population invariance, and subscale reliability; development of an associate degree program model; study of classroom and clinical dimensions of teaching style; and study of the effectiveness of adaptation strategies to learner-centered instruction.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12585
Subject Headings: Nursing--Study and teaching
Format: Document (PDF)

Title: A comparative study of empathy of registered nurses based on academic preparation.
Creator: Eckler, Joanne Miller., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: The purpose of this study was to compare empathy levels of registered nurses based on three different types of academic preparation: associate degree (two-year program), diploma (three-year program), or baccalaureate degree (four-year program). The relationship of empathy to age, marital status, parental status, clinical experience, and length of time in practice was also investigated. Subjects (n = 122) for the study were registered nurses working at two acute care health settings in the...
Show moreThe purpose of this study was to compare empathy levels of registered nurses based on three different types of academic preparation: associate degree (two-year program), diploma (three-year program), or baccalaureate degree (four-year program). The relationship of empathy to age, marital status, parental status, clinical experience, and length of time in practice was also investigated. Subjects (n = 122) for the study were registered nurses working at two acute care health settings in the southeast metropolitan area of Florida. Two instruments were used: (a) Empathy Construct Rating Scale (ECRS), and (b) a demographic information questionnaire. The ECRS was chosen because of its proven construct validity and specificity to nursing (LaMonica, 1981). The demographic questionnaire assisted the investigator to determine any relationship between level of empathy and the aforementioned variables. A regression analysis was performed first to determine any relationship between empathy levels of registered nurses and the demographic variables. No significant relationship was found between professional preparation and the demographic variables. A one-way analysis (ANOVA) was performed to assess the strength and direction of the relationship between academic preparation and empathy. Using 0.05 level of significance as the criterion, statistical analysis revealed there was no relationship between registered nurses' academic preparation and level of empathy.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12395
Subject Headings: Nursing--Study and teaching, Caring, Nursing
Format: Document (PDF)

Title: CRITICAL CARE COMPONENT OF UNDERGRADUATE NURSING EDUCATION: A STUDY OF PERCEPTIONS OF ASSOCIATE DEGREE AND BACCALAUREATE DEGREE NURSING FACULTY AND STUDENTS.
Creator: BLAIS, KATHLEEN KOERNIG, Florida Atlantic University, Burgess, Ernest E.
Abstract/Description: This study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the...
Show moreThis study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the types of program in which they are teaching; 4) explore the extent to which faculty perceptions differ in relation to their demographic and biographic characteristics; and 5) explore the extent to which student perceptions differ in relation to students in the alternative program of study. The Critical Care Nursing Education Questionnaire, was developed for use in this study by the investigator and administered to 50 Associate and Baccalaureate nursing faculty and 211 Associate and Baccalaureate nursing students. Descriptive and inferential statistical procedures were used to analyze the group responses. Significant differences were identified by ANOVA testing of the eight null hypotheses and led to rejection of four null hypotheses at the .05 level of significance. Perceptions of faculty regarding undergraduate critical care nursing education include: 1> instruction should be offered at the baccalaureate level of undergraduate nursing education; 2) students should be permitted to perform critical care nursing procedures under the guidance of a critical care nurse or nursing instructor; 3) such instruction should be general in nature, offered over one full semester with between 48 and 96 hours of clinical experience; 4) instruction should be an elective available to all senior students; 5) the intensive care unit is not threatening for students, rather undergraduate critical care nursing education helps students gain confidence in their basic nursing skills; and 6) upon graduation, students should not be expected to function as practitioners of critical care nursing. Students were in stronger agreement with such instruction being required in all undergraduate nursing programs. Baccalaureate students were more likely to believe that upon graduation the nurse should have the knowledge and skill to function as a beginning practitioner of critical care nursing. All faculty and students indicated that undergraduate exposure to critical care nursing is important.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11860
Subject Headings: Nursing--Study and teaching (Associate degree), Intensive care nursing--Study and teaching
Format: Document (PDF)

Title: Factors influencing the retention of nurse preceptors in a critical care education program.
Creator: Borglund, Susan T., Florida Atlantic University, Brown, Carolyn L.
Abstract/Description: The use of nurse preceptors in critical care education programs is an accepted method of orienting unskilled nurses to critical care units. Data generated from focus group interviews of experienced nurse preceptors were used to identify, describe and understand the factors that influence nurse preceptors to decide whether or not to remain participants in the education program. The willingness of nurse preceptors to continue participation may depend on preceptor desire to share with others,...
Show moreThe use of nurse preceptors in critical care education programs is an accepted method of orienting unskilled nurses to critical care units. Data generated from focus group interviews of experienced nurse preceptors were used to identify, describe and understand the factors that influence nurse preceptors to decide whether or not to remain participants in the education program. The willingness of nurse preceptors to continue participation may depend on preceptor desire to share with others, preceptor ability to resolve conflict and understanding by all partners in the critical care education program of the preceptor role's complexity. As the need for skilled critical care nurses grows, knowledge and understanding of these factors may assist nurses in education, administration and practice in planning strategies to support preceptors in their roles.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14943
Subject Headings: Intensive care nursing--Study and teaching, Nursing--Study and teaching (Preceptorship)
Format: Document (PDF)

Title: A virtual reference shelf for nursing students and faculty: selected sources.
Creator: Lomax, Eleanor, Setterlund, Susan K.
Abstract/Description: A virtual shelf for nursing that closely mirrors what previously was found on a physical reference shelf is now a reasonable goal. Advantages of doing this for nursing students and faculty in an academic setting are enumerated. Overviews of relevant vendor and publisher interfaces and models are included. The authors present a selected list of appropriate electronic reference sources that demonstrate how ebooks and internet sites can be combined to build a virtual reference shelf in this...
Show moreA virtual shelf for nursing that closely mirrors what previously was found on a physical reference shelf is now a reasonable goal. Advantages of doing this for nursing students and faculty in an academic setting are enumerated. Overviews of relevant vendor and publisher interfaces and models are included. The authors present a selected list of appropriate electronic reference sources that demonstrate how ebooks and internet sites can be combined to build a virtual reference shelf in this subject area.
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Date Issued: 2005-01
PURL: http://purl.flvc.org/fcla/dt/11507
Subject Headings: Electronic reference sources, Electronic resources, Nursing--Study and teaching
Format: Document (PDF)

Title: Caring attributes of nursing staff: Ratings by nursing students.
Creator: Benken, Barbara Jean., Florida Atlantic University, Parker, Marilyn
Abstract/Description: The purpose of this study was to describe caring attributes of nursing staff as rated by nursing students. A convenience sample of 166 second year associate degree nursing students was asked to rate caring attributes of nursing staff using the Nyberg Caring Assessment Scale, a twenty item 5-point Likert scale instrument. One hundred and thirty-seven nursing students volunteered to participate in the study. The caring attribute "communicate a helping, trusting attitude toward others" was rated...
Show moreThe purpose of this study was to describe caring attributes of nursing staff as rated by nursing students. A convenience sample of 166 second year associate degree nursing students was asked to rate caring attributes of nursing staff using the Nyberg Caring Assessment Scale, a twenty item 5-point Likert scale instrument. One hundred and thirty-seven nursing students volunteered to participate in the study. The caring attribute "communicate a helping, trusting attitude toward others" was rated as extremely important by the participants. The participants rated "remains committed to a continuing relationship" and "considers relationship before rules" as slightly important. The remaining items were rated as somewhat important to very important. The study adds to the literature of caring in nursing education and practice.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15127
Subject Headings: Caring, Nursing--Philosophy, Nursing--Study and teaching
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: PERCEPTIONS OF TEACHING BEHAVIORS AND TEACHER CHARACTERISTICS IN CLINICAL NURSING SETTINGS: A COMPARATIVE STUDY OF ASSOCIATE DEGREE AND BACCALAUREATE DEGREE NURSING STUDENTS AND FACULTY.
Creator: POOLE, NOREEN KING, Florida Atlantic University
Abstract/Description: This study compared the perceptions of Associate Degree (A.D.N.) and Baccalaureate Degree (B.S.N.) nursing students and faculty concerning teaching behaviors and teacher characteristics in clinical nursing settings. The Clinical Teacher Behavior and Characteristic (CTBC) Questionnaire, consisting of 94 items, was developed for use in this study and was administered to a total of 565 A.D.N. and B.S.N. respondents. Both descriptive and inferential statistical procedures were used to analyze...
Show moreThis study compared the perceptions of Associate Degree (A.D.N.) and Baccalaureate Degree (B.S.N.) nursing students and faculty concerning teaching behaviors and teacher characteristics in clinical nursing settings. The Clinical Teacher Behavior and Characteristic (CTBC) Questionnaire, consisting of 94 items, was developed for use in this study and was administered to a total of 565 A.D.N. and B.S.N. respondents. Both descriptive and inferential statistical procedures were used to analyze group responses. Items were mean-rank ordered according to respondent groups tested. Generally, respondents in both A.D.N. and B.S.N. programs identified: (a) professional nursing competencies, (b) interpersonal relationship skills, and (c) evaluation methods as the most effective teaching behaviors in clinical nursing settings. Least effective items included those associated with: (a) personal attributes, (b) instructional methods, and (c) theoretical orientation. Significant differences were disclosed by ANOVA in testing the six null hypotheses and led to the rejection of five null hypotheses at the .05 level of significance. Both A.D.N. and B.S.N. faculty tended to assign stronger levels of agreement to the teaching behaviors than did students; the student groups demonstrated closer agreement to each other than to their respective faculties. The B.S.N. faculty assigned greater importance to items centering on theoretical approaches and interpersonal skills than did the A.D.N. faculty. In addition to the significant differences found among A.D.N. and B.S.N. respondent groups, the findings suggested that there may be differences in perceptions of clinical teaching behaviors associated with where the faculty's basic nursing education occurred, that is, diploma schools, A.D.N., or B.S.N. programs. The total sample estimate of reliability-internal consistency for the CTBC questionnaire was .96, suggesting that the instrument has the potential for accurately assessing respondents' opinions in future studies of this nature.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11809
Subject Headings: Nurse practitioners--Study and teaching, Nursing--Study and teaching
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: 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)

Title: Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants.
Creator: Onyejuruwa, Francesca I., Dormire, Sharon, Florida Atlantic University, Christine E. Lynn College of Nursing
Abstract/Description: The purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and caring behavior to late preterm infants (LPIs) and their families, and (b) the incidence of LPIs’ hospital visits and readmission rates for hyperbilirubinemia and dehydration in the first 30 days of life. The study began with the initial testing of the two instruments used and there were no inconsistencies identified in the content being measured...
Show moreThe purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and caring behavior to late preterm infants (LPIs) and their families, and (b) the incidence of LPIs’ hospital visits and readmission rates for hyperbilirubinemia and dehydration in the first 30 days of life. The study began with the initial testing of the two instruments used and there were no inconsistencies identified in the content being measured. A convenient sample of nursery and postpartum nurses was recruited from two hospitals within a healthcare system. The nurses completed the consents and the surveys online via Survey Monkey®. Instruments used in the survey included a demographic, knowledge, and caring questionnaires. The participants’ inclusion criteria were nurses who have: a) completed at least one year experience working with well newborns, b) attended the educational intervention, and c) completed tests at the three intervals. SPSS for Windows (version 21) was used to analyze data using statistical techniques and ANOVA repeated measures. Study findings support improved knowledge for all participants; however, there was decreased retention of knowledge noted one month later. There was a 37% increase in knowledge from the baseline mean scores to the posttest mean scores (52% to 89%), although there was a 20% knowledge decrease from the posttest to one month later (89%- 69%). There remained a true knowledge gain since knowledge increased between the baseline measurements to the 1-month follow-up assessment (52% to 69%). Infant outcomes related to hyperbilirubinemia and dehydration also demonstrated patterns of improvement in the direction of statistical significance. The study added to the body of nursing science regarding educational intervention as a tool in increasing nurses’ knowledge.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004145, http://purl.flvc.org/fau/fd/FA00004145
Subject Headings: Maternity nursing -- Psychological aspects, Neonatal nursing -- Psychological aspects, Nursing -- Study and teaching, Perinatal nursing -- Psychological aspects
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: Predicting success in the associate degree nursing program.
Creator: Crouch, Suzanne Johnson., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Admission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based...
Show moreAdmission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based solely on these two criteria. The purpose of this study was to assess the merit of the Watson-Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the currently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing pre-admission test. The research question of this study was: Can the Watson-Glaser Critical Thinking Appraisal be utilized along with the college prerequisite grade point average and the National League for Nursing pre-admission test in a prediction formula for success in the Associate Degree Nursing Program? Data were collected from 192 associate degree nursing students. The setting was a community college in southeastern Florida that is currently accredited by the National League for Nursing. The subjects completed the Watson-Glaser Critical Thinking Appraisal at the beginning of the associate degree program. Data from students' records revealed the college prerequisite grade point average and the National League for Nursing pre-admission test scores. A discriminant analysis was computed to determine the significance of the prediction formula of Y1 = c + b1 X + b2 X2+ b3 X3. The dependent variable was the nursing grade point average. The independent variables were the Watson-Glaser Critical Thinking Appraisal; the college prerequisite grade point average; and the National League for Nursing pre-admission test score (F = 14.847; df = 191; p < .001). The predictor variables of college prerequisite grade point average, National League for Nursing pre-admission test score, and the Watson-Glaser Critical Thinking Appraisal score were significant in predicting success in the associate degree nursing program as measured by the dependent variable nursing grade point average. The prediction formula as a whole had a significance level p < .001, thereby rejecting the null hypothesis.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12615
Subject Headings: Nursing--Study and teaching (Associate degree), Prediction of scholastic success, Critical thinking
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: 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)

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: The influence of feminism on nursing and its relation to nursing education: 1970-1994.
Creator: Shinners-Gillenwater, Jean., Florida Atlantic University, Schuster, Eleanor
Abstract/Description: This is a historical research study of the influence of feminism on nursing and nursing education from 1970 to 1994. Historical research contributes to the knowledge of the underpinnings of nursing education practices and the socialization process of nurses as a profession within the male, patriarchal system of medicine. This inquiry identifies select nurse-woman leaders and their contributions in incorporating a new value system for education and nursing based on feminist principles. The...
Show moreThis is a historical research study of the influence of feminism on nursing and nursing education from 1970 to 1994. Historical research contributes to the knowledge of the underpinnings of nursing education practices and the socialization process of nurses as a profession within the male, patriarchal system of medicine. This inquiry identifies select nurse-woman leaders and their contributions in incorporating a new value system for education and nursing based on feminist principles. The implications of this paradigm shift for nursing education, practice and research are discussed.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15086
Subject Headings: Nurses--United States, Nursing--Study and teaching, Nursing--Philosophy, Caring, Feminism, Nursing--History
Format: Document (PDF)

Title: Student nurses experiences of horizontal violence in the clinical setting: Nurses eating their young.
Creator: Delez, Joy., Florida Atlantic University, Zerwekh, Joyce
Abstract/Description: The purpose of this research is to describe the lived experience of student nurses with horizontal violence in the clinical setting. Students were surveyed and interviewed regarding their experiences with specific behaviors of horizontal violence, and what actions, if any, were taken in response to the behavior. Five descriptive themes emerged from the data: "Hurry up," "Oh, she's just a student," "Don't worry about it; she's probably having a bad day," "Aren't you getting your BSN?," and "No...
Show moreThe purpose of this research is to describe the lived experience of student nurses with horizontal violence in the clinical setting. Students were surveyed and interviewed regarding their experiences with specific behaviors of horizontal violence, and what actions, if any, were taken in response to the behavior. Five descriptive themes emerged from the data: "Hurry up," "Oh, she's just a student," "Don't worry about it; she's probably having a bad day," "Aren't you getting your BSN?," and "No opportunity to learn."
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/13068
Subject Headings: Nursing--Study and teaching, Violence in hospitals, Health facilities--Employees--Abuse of, Nurses--Abuse of
Format: Document (PDF)

FAU Theses and Dissertations (16)	+ -
FAU College Collections (2)	+ -
Open Educational Resources (1)	+ -

Nursing--Study and teaching (8)	+ -
Caring (3)	+ -
Nursing--Philosophy (3)	+ -
Nursing--Study and teaching (Graduate) (3)	+ -
Intensive care nursing--Study and teaching (2)	+ -

Nursing--Study and teaching (Associate degree) (2)	+ -
Nursing--Study and teaching (Preceptorship) (2)	+ -
Action research in education (1)	+ -
African American nurses (1)	+ -
Community health nursing--Study and teaching (1)	+ -
Critical thinking (1)	+ -
Education, Nursing (1)	+ -
Educational resources, open (1)	+ -
Electronic reference sources (1)	+ -
Electronic resources (1)	+ -
Feminism (1)	+ -
Florida Atlantic University -- College of Nursing -- Curricula (1)	+ -
Health facilities--Employees--Abuse of (1)	+ -
Health promotion (1)	+ -
Independent study (1)	+ -
Maternity nursing -- Psychological aspects (1)	+ -
Medical education (1)	+ -
Mentoring in education (1)	+ -
Neonatal nursing -- Psychological aspects (1)	+ -
Nurse and patient (1)	+ -
Nurse practitioners--Study and teaching (1)	+ -
Nurses--Abuse of (1)	+ -
Nurses--Florida--Attitudes (1)	+ -
Nurses--In-service training--Evaluation (1)	+ -
Nurses--United States (1)	+ -

Electronic Thesis or Dissertation (16)	+ -
article (1)	+ -
open educational resource (1)	+ -

Florida Atlantic University (16)	+ -
Guglielmino, Lucy M. (2)	+ -
Kerensky, Vasil M. (2)	+ -
BLAIS, KATHLEEN KOERNIG (1)	+ -
Benken, Barbara Jean. (1)	+ -

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