Download or read book Impact of Academic Appointment on Learning Guide Perceptions of Support who Teach Undergraduate Nursing Students on a Dedicated Education Unit written by Donna Koestler and published by . This book was released on 2014 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Surveyed learning guides (that is, those adjunct clinical nursing faculty and clinical nurses who guide undergraduate nursing students) in a Dedicated Education Unit (DEU), a collaborative partnership between a school of nursing and a community healthcare agency. The Support Instrument for Nurses to Facilitate the Learning of Others (SINFLO) was used to survey learning guides in the states who are members of the Southern Regional Education Board, plus Portland, Oregon, to determine the support services for learning guide respondents with academic appointment (that is, adjunct faculty status) versus those without academic appointment. The SINFLO was interrelated with the Roy Adaptation Model (RAM) theory of nursing to determine the proportions of respondents with and without academic appointment that achieved adaptation in the RAM areas of role performance, nursing care group, interdependence, and self-concept.
Download or read book Using a Qualitative Approach to Explore Nursing Faculty Perceptions of Teaching Online written by Yvonne M. Smith and published by . This book was released on 2014 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to understand perceptions of faculty members regarding their experiences of teaching nursing courses in undergraduate baccalaureate and graduate programs, using asynchronous, web-based courses. The goal of this researcher was to explore faculty perceptions of online teaching and work to clarify workload and policy issues, barriers to quality online teaching and learning, and faculty needs for professional development and support. A qualitative descriptive design method was used to explore nursing faculty perceptions of teaching online. Data were obtained through an initial demographic survey and through interviews with a subset of 10 faculty participants. The findings from this study reveal that nursing faculty members perceive (a) that relationships are key to learning and that these relationships can be complex and difficult to establish in the online learning environment, (b) that support comes in a variety of forms and is needed to make learning work well in the online environment, (c) that constraints and concerns interfere with their ability to engage students and provide the best online learning opportunities for their students, and (d) that there are opportunities to improve online teaching and learning. The findings from this study deepen our understanding of online teaching and learning in the discipline of nursing. Implications for nursing education include preparing nurse educators for the work of teaching in online environments, creating environments that foster teaching and learning, and enriching both faculty member and student experiences in online teaching and learning.
Download or read book Clinical Learning and Teaching Innovations in Nursing written by Kay Edgecombe and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an in-depth insight into the Dedicated Education Units (DEU) clinical learning strategy. It shows how DEUs work and explains the concept, philosophy, principles, practical implementation and first-hand experiences of this ground-breaking, global work-integrated learning strategy. It presents the benefits of DEUs and offers insight into how DEUs can provide real options for solving the increasingly complex dilemma of providing more students with more experiences of hands-on practice while reducing costs and ensuring greater numbers of work ready graduates. The book serves as a reference for nurse student education and is particularly salient for those setting up a DEU. It can be used as a springboard for work-integrated learning innovations for all practice-based disciplines. Dedicated Education Units (DEU) provide a flexible clinical learning strategy with a focus on founding principles and adaptation to different clinical contexts rather than a concrete model for clinical learning. DEUs are essentially clinical environments in which students develop a sense of security to explore learning opportunities, knowing there are people present who will ensure they do not make intractable errors; people who will guide and support them to achieve optimal learning. Whilst developed initially for nurse education, DEUs can be adapted to other professional learning settings.
Download or read book Nurse as Educator written by Susan Bacorn Bastable and published by Jones & Bartlett Learning. This book was released on 2008 with total page 689 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description.
Download or read book The Impact of Instructor Intention for Student Learning and Implementation of Undergraduate Science Education Reform on Student Perception of the Learning Environment written by Erika Machan Steele and published by . This book was released on 2013 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rapid advances in technology and scientific knowledge in modern society increases the need for a workforce with an understanding of technology and critical thinking skills College graduates are entering the working world without the critical thinking skills and ability to apply the scientific knowledge gained during their undergraduate experience (Casner-Lotto & Barrington, 2006). To prepare college graduate for the careers that they will have in the future, the current way science is taught has to be reformed. When examining the impact of reformed science teaching at the undergraduate level, the question of how students perceive their learning environment arises. To address this problem, this study examined the effects that of varying levels of reformed science teaching used classroom had on students' perceptions of the learning environment. The population of this study included 103 institutions that participated in the National Aeronautics and Space Administration's NASA Opportunities for Visionary Academics (NOVA) Program. The NOVA program courses were developed by faculty teams as a part of professional development efforts for university faculty and administrators at 103 universities to work in collaborative teams to create and sustain reform in entry-level undergraduate science and mathematics courses. To determine the impact of reformed teaching on students, the National Study of Education in Undergraduate Science used surveys, interviews, and classroom observations compare the NOVA reformed courses with similar courses that had not been reformed under the NOVA program. The study sample in this dissertation includes data from 9 of those institutions and 14 faculty members. The level of reform was measured using the Reformed Teaching Observation Protocol, and students' perception of the learning environment was determined using the Constructivist Learning Environment Survey. Quantitative results were corroborated with qualitative data from interviews of both the instructors and the students. The level of reform found in the courses was found to vary along a continuum from reformed to traditional instructor orientation and this context significantly affected student perceptions of the learning environment. Results identified significant relationships between courses the level of reform implemented in the course and student perception of the learning environment. The ways in which scientific ideas were communicated impacted students' perceptions of their ability to learn science. In the courses where students were given the opportunity to develop and communicate their ideas about scientific knowledge to other students and the instructor, the students perceived the learning environment more favorably. The students in these courses were more confident in their ability to learn and understand science. They also felt more confident in their ability to use their scientific knowledge in their futures. Students in courses with little reform implanted in the classroom viewed the learning environment less favorably. They tended to feel the course content was irrelevant to their lives, and did not think they could and/or would use the course knowledge in their future care.
Download or read book The Good Teacher is More Than a Lecturer written by Ronald M. Harden and published by . This book was released on 2000 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher learner Connection written by Terri P. Worthey and published by . This book was released on 2014 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Academic Coaching on Baccalaureate Nursing Students Perceived Stress Perception of the Academic Coaching Relationship and Perception of Academic Success written by Pamela Barbara Lynn and published by . This book was released on 2017 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students experience significant challenges related to rigorous academic demands and the nursing role in clinical practice. Academic coaching can be implemented to reduce stress experienced by nursing students and aid students in attaining successful academic outcomes and a positive educational experience. The purpose of this descriptive comparative and correlational study was to explore the impact of academic coaching on junior-level baccalaureate nursing students’ perceived stress, students’ perceptions of the coaching relationship, the relationship between perceptions of the coaching relationship and perceived level of student stress, and the impact of academic coaching on students’ perceptions of academic success. Faculty coaches and student participants met bi-weekly for one academic semester. Students’ perceived stress was measured pre- and post-coaching. Student perceptions of the coaching experience and perceptions of the influence of academic coaching on academic success were evaluated post coaching. Survey data was analyzed to identify associations between academic coaching and perceived stress and student perceptions of the coaching relationship. Examination of survey data included analysis of themes and similarities between student perceptions of academic coaching and its influence on perceived academic success. Correlational data analysis was used to identify relationships between student perceptions of academic coaching and perceived stress. Students had positive perceptions of the coaching relationship and the majority of students perceived academic coaching as contributing to and/or influencing academic success. There was no significant change in perceived student stress after academic coaching. The relationship of students’ perceptions of the coaching relationship and level of stress was not statistically significant. The results of this research study broaden understanding of the impact of academic coaching on nursing students and potential interventions to assist nursing students to have a positive educational experience.
Download or read book Impact of Education on the Perceptions of Nursing Students written by Amy M. Ellsworth and published by . This book was released on 2009 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Making the Grade written by Maren E. S. Bishop and published by . This book was released on 2011 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reflective Practice in Nursing written by Lioba Howatson-Jones and published by Learning Matters. This book was released on 2016-02-27 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Would you like to develop some strategies to manage knowledge deficits, near misses and mistakes in practice? Are you looking to improve your reflective writing for your portfolio, essays or assignments? Reflective practice enables us to make sense of, and learn from, the experiences we have each day and if nurtured properly can provide skills that will you come to rely on throughout your nursing career. Using clear language and insightful examples, scenarios and case studies the third edition of this popular and bestselling book shows you what reflection is, why it is so important and how you can use it to improve your nursing practice. Key features: · Clear and straightforward introduction to reflection directly written for nursing students and new nurses · Full of activities designed to build confidence when using reflective practice · Each chapter is linked to relevant NMC Standards and Essential Skills Clusters
Download or read book The Future of Nursing written by Institute of Medicine and published by National Academies Press. This book was released on 2011-02-08 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Download or read book Interpersonal Relationships in Education From Theory to Practice written by David Zandvliet and published by Springer. This book was released on 2014-08-07 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.
Download or read book Nursing Faculty Intention to Use Service Learning as Pedagogy in Higher Education written by Margaret Bagnardi and published by . This book was released on 2006 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to identify the factors that motivate nursing faculty to use service learning. The study was based on the theory of planned behavior (TPB), which implies that the target behavior of intention to use service learning in higher education is influenced by the predictor variables of behavior beliefs (attitude), normative beliefs (peer influence), and control beliefs (confidence and resources). External variables were also considered (years of teaching experience, tenure status, and the type of curriculum). Group interviews and a pilot test were conducted to create the instrument for the study, and Cronbach alpha were calculated for survey item reliability. The participants were full time undergraduate nursing faculty members (n=-160) in the Southeastern United States who taught in universities with accredited nurse education programs. Demographic data as well as scores on scaled survey responses were used to evaluate the intention of nursing faculty to use service learning in their classes. Pearson product moment correlation coefficient and path analysis were applied to the data. The correlation findings indicated that there were statistically significant relationships between behavior beliefs, normative beliefs, and control beliefs and nursing faculty intention to use service learning. The path analysis also indicated that behavior beliefs and normative beliefs were significant, while control beliefs were not a strong influence on intention to use service learning. Normative beliefs showed the strongest direct influence. The use of a community based curriculum also had a positive influence on intention, and faculty with tenure status were more likely to have positive behavior beliefs (attitude) towards service learning. Finally, as teaching experience increased, positive attitudes towards the intention to use service learning decreased. Seventy-nine percent of the variation in the intention to use service learning was explained by the theory of planned behavior, the type of curriculum, teaching experience, and tenure status."--Abstract.
Download or read book Predictors of Perceived Faculty Support in Pre licensure Registered Nursing Students written by Megan Marshall Mariveles and published by . This book was released on 2019 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an increased demand for nurses in the United States contributing to a nursing shortage that is compounded by decreased student retention in pre-licensure registered nursing(PLRN) programs. Faculty support is a form of social support for nursing students resulting from interactions between teacher and student that involve the development of trust and a therapeutic, working relationship. Increased faculty support helps to mediate stressors. Students who perceive higher levels of faculty support are more likely to be successful academically and choose to remain enrolled in nursing programs. There were no studies found in which researchers examined factors that contribute to PLRN students' perceptions of faculty support. A correlational design was used to determine the relationships of student profile characteristics, academic factors, and environmental factors with perceived faculty support, perceived psychological faculty support, and perceived functional faculty support in PLRN students. A convenience sample of 333 PLRN students was recruited via email. Participants responded to an anonymous online survey used to measure demographics and perceived faculty support. PLRN students enrolled in an ADN program reported significantly higher levels of perceived faculty support, perceived psychological faculty support, and perceived functional faculty support compared to those enrolled in a BSN program. Age was significantly positively associated with perceived faculty support (rho = .126, p
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
