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 Academic Self efficacy and Perceived Faculty Support as Predictors of Persistence and Academic Performance in Nontraditional Associate Degreee Nursing Students written by Elisabeth Nesbitt Shelton and published by . This book was released on 2000 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Perceptions of Staff Registered Nurse Preceptors for Undergraduate Pre licensure Nursing Students written by Katherine C. Hall and published by . This book was released on 2014 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Staff nurses are increasingly called upon to accept more responsibilities and roles in addition to provider of patient care, including that of preceptor. Aside from dealing with demands of high acuity patients, working long hours with inadequate staffing, and carrying heavy workloads, nurses may view teaching and supervising students as an additional burden, time-consuming, and not part of their role. The purpose of this dissertation was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students. Emphasis was placed on exploring RN's perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. The following question was used to guide the study: What are staff nurses' experiences with precepting undergraduate, pre-licensure nursing students? A naturalistic inquiry within an interpretive paradigm guided this qualitative exploratory study. The sample consisted of nine licensed registered staff nurses with experience as preceptors in tertiary care settings in Northeast Tennessee. Most participants were currently working in or had worked in the role of preceptor for undergraduate nursing students within the past six months. All nine participants were female. Most participants were between the ages of 30-39. Participants were licensed as registered nurses anywhere from 2 to 14 years. Participants attended one of two focus groups lasting between 60-90 minutes each. A semi-structured interview guide assisted in data collection. Transcripts were analyzed using conventional content analysis. Findings suggest that while preceptors perceive information about teaching and learning styles to be beneficial, they did not perceive a formal class essential to preparing them for the preceptor role. Preceptors perceived most support from their co-workers and least support from nurse managers. Faculty seemed to be silent partners. The primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors have a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession itself. Preceptors perceived students with overconfident attitudes as unsafe. Findings have significant implications for development of professional values in practice and education.

Download or read book Academic Factors that Contribute to Pre licensure Nursing Student Persistence written by Cecilia Flores and published by . This book was released on 2014 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need for registered nurses is expected to grow exponentially in the next decade. As nurses retire and more Americans access the healthcare system, more than 400,000 nurses will be needed nationally (Auerbach, Buerhaus, &Staiger, 2011). Based on projections, by 2020, approximately 25,000 nursing students will need to graduate to the meet the state's need for nurses; in 2013, slightly more than 11, 000 candidates took NCLEX after successfully completing their nursing program (Texas Board of Nursing, 2014). Currently 70% of students admitted to a nursing program in Texas do not persist and graduate (Texas Higher Education Coordinating Board [THECB], 2006). To meet the increasing demand for nurses, identifying the essential academic supports that nursing students need to persist and graduate may increase the number of practicing nurses. A 14-item academic support tool was created to examine the association of academic support and pre-licensure nursing student persistence. Texas program deans and directors self-reported the academic support available to nursing students and their persistence rate in this descriptive correlational study. A persistence benchmark of 85% was set by the THECB (2006). Three types of support were evaluated: institutional support, pre-program support, and program support. Introductory courses that taught study skills and critical thinking skills, specialized lab that assisted with math skills, and the use of academic advisors prior to nursing school admission, as well as nursing faculty whose workload was student persistence in nursing school were associated with persistence. Conversely, when programs offered courses that taught test taking skills prior to nursing school and provided test prep sessions during nursing school, students were less likely to persist and graduate. Academic support contributed to nursing student persistence; interpretation of findings; implications for nursing education; and recommendations for future studies were reported.

Download or read book Generational Differences in Nursing Students Perceptions of Faculty Caring Behaviors and Presence in Online RN BSN Programs written by Kimberly Cardaci Macario and published by . This book was released on 2019 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty-student relationships include overlapping concepts of caring and presence, both of which can have an impact on learning outcomes, satisfaction, and retention. Students of varying generations may have different attitudes and expectations for their academic experience concerning technology and the faculty-student relationship. Based upon the Theory of Human Caring (Watson, 1979) and the Community of Inquiry Framework (Garrison, Anderson, & Archer, 1999), the purpose of this study was to explore how students of different generations perceived caring behaviors by faculty and presence in online RN-BSN pregrams. The study utilized the Organizational Climate for Caring Questionnaire (Hughes, 1993) to measure students' perceptions of faculty caring behaviors, the Community of Inquiry Survey Instrument (Arbaugh et al., 2008) to measure students' perceptions of presence, and a researcher-developed demographic questionnaire. Participants were recruited from online RN-BSN programs within the northeast region of the United States to complete an online survey. Results showed no difference between generational perceptions of caring; however, millennials reported statistically significant higher perceptions of social presence when compared with non-millennials. Although generation was not a predictor of caring, all Presence subscales were positively and significantly correlated with the total caring score. Also, the number of online courses a student has taken was negatively and significantly correlated with total caring scores. Teaching presence and the reported number of online courses were significant predictors of the students' perceptions of caring in online courses.

Download or read book Nursing Faculty Perspectives Regarding the Effectiveness of Prelicensure Nursing Education written by Judith Ann Patterson and published by . This book was released on 2020 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: New graduate registered nurse unreadiness for professional practice is a growing, critical global issue that threatens public safety. While research has associated this academic under-preparation to preventable medical errors, poor quality care outcomes, and high new graduate registered nurse attrition, little is known about prelicensure nursing education preparedness from the nursing faculty perspective. The purpose of this qualitative descriptive study was to describe the effectiveness of prelicensure nursing education from the perspective of eight nursing faculty teaching in a Midwestern state baccalaureate of science nursing program. This study explored facilitators and hindrances of effective prelicensure nursing education, preparation to practice challenges, participant responses to the national assertion that prelicensure nursing education inadequately prepares graduates, and suggested improvement strategies. Benner’s (1984/2001) novice to expert theory guided the study. Qualitative data were acquired through individual, face-to-face, semi-structured interviews. A modified version of Colaizzi’s (1978) data analysis method was utilized to analyze and interpret the data. Seven themes emerged: a) uncertainty about professional practice expectations; (b) segregating practice preparation into didactic, academic nursing skill proficiency, and clinical practice experience; (c) academic nursing ideals differ from professional practice realities; (d) adapting to educating today’s nursing student; (e) unrealistic expectations from stakeholders; (f) teaching in an era of information explosion and health care reform; and (g) high quality student clinical experiences. Key findings ranged from faculty responsibility for student readiness without a clear understanding of preparation for practice expectations, students with less preparation academically, an explosion of data and health care reformation, and the necessity for high-quality clinical education. These findings highlight the multifaceted, cumulative issues influencing prelicensure nursing education effectiveness, offer insight into the factors contributing to the under-preparation of some new graduate registered nurses, and suggest the urgent need for curricular reformation.

Download or read book Nursing Faculty Perceptions of Anxiety in Nursing Students written by Cristina Andraca Tansey and published by . This book was released on 2021 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nursing profession relies on the delivery of safe, competent care to produce positive patient outcomes. In preparation to enter the nursing workforce, students must develop the knowledge, skills, and clinical judgment to practice in a complex healthcare environment. Research has demonstrated, however, that nursing students experience an increased level of anxiety which can interfere with learning and performance. This qualitative phenomenological study explored nursing faculty perceptions of anxiety among prelicensure baccalaureate nursing students. The research question guiding this study was: What are nursing faculty perceptions of anxiety among nursing students? The Comfort-Stretch-Panic model was used as a framework to illustrate the degree to which anxiety can impact students' learning. Thirteen nursing faculty from nursing programs across Pennsylvania were interviewed. Data were analyzed using Colaizzi's method and led to four themes: (1) recognizing expressions of anxiety, (2) understanding influencing factors, (3) finding a balance, and (4) acknowledging the faculty role. The theme of understanding influencing factors revealed two subthemes: (a) expectations and (b) realizing the impact of the COVID-19 pandemic. Data analysis highlighted faculty awareness of students' experiences of anxiety and factors that impact these feelings. The Comfort-Stretch-Panic model was described and its application to nursing education was identified as a framework to understand student anxiety. Recommendations for nursing education and practice included ongoing faculty development and the use of simulation to help faculty identify how best to support students. Futrher research is needed to achieve student learning outcomes.

Download or read book Capturing Academic Success written by Donna Marie Turissini Keeler and published by . This book was released on 2017 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Affecting the Perceived Self efficacy of Graduating Pre licensure Nursing Students written by Nicole Ruiz and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to an increasingly complex patient population, new graduate nurses are expected to enter the workforce and provide competent safe care in order to promote positive patient outcomes. Pre-licensure nursing education holds the responsibility for providing this population with the critical thinking and clinical self-efficacy necessary for the successful transition from student nurse to practicing Registered Nurse. Unsuccessful transition into this new role has been attributed to a gap between what is learned in school and the reality of nursing practice, the so called "theory-practice gap" leading to poor self-efficacy. In addition, it has been suggested that poor self-efficacy leads to high nurse turnover, medical errors, and nurses leaving the profession entirely. With a looming nursing shortage expected to reach 500,000 Registered Nurses by 2025, ensuring the nursing profession is hiring competent nurses with high self-efficacy is crucial. The purpose of this pilot cohort study was to evaluate the perceived self-efficacy of final semester pre-licensure nursing students before and after completing the required clinical precepted experience. Using a quantitative approach, senior baccalaureate nursing students were surveyed during their final semester, prior to beginning their required clinical precepted experience and again after completing all required clinical hours. Descriptive statistics were used to summarize survey responses while paired samples t-tests were used to evaluate pre and post-test scores. While no statistical significance was found, the variability in student responses to the survey increased, with some students' reporting improved self-efficacy while others remained the same or declined. The interepretation of findings needs caution due to the small sample size. The influence of the theory-practice gap on students' perceived self-efficacy and preparedness to enter the nursing workforce needs to be evaluated further.

Download or read book Nursing Student Retention written by Marianne R. Jeffreys and published by Springer Publishing Company. This book was released on 2004 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the current nursing shortage, student retention is a priority concern for nurse educators, health care institutions, and the patients they serve. This book presents an organizing framework for understanding student retention, identifying at-risk students, and developing both diagnostic-prescriptive strategies to facilitate success and innovations in teaching and educational research. The author's conceptual model for student retention, "Nursing Undergraduate Retention and Success," is interwoven throughout, along with essential information for developing, implementing, and evaluating retention strategies. An entire chapter is devoted to how to set up a Student Resource Center. Most chapters conclude with "Educator-in-Action" vignettes, which help illustrate practical application of strategies discussed. Nurse educators at all levels will find this an important resource.

Download or read book The Predictive Value of Nursing Student and Faculty Variables on Success written by Nancye Elizabeth Goforth McAfee and published by . This book was released on 2009 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book NLN Core Competencies for Nurse Educators A Decade of Influence written by Judith Halstead and published by Lippincott Williams & Wilkins. This book was released on 2018-09-17 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher's Note: Products purchased from 3rd Party sellers are not guaranteed by the Publisher for quality, authenticity, or access to any online entitlements included with the product. NLN Core Competencies for Nurse Educators: A Decade of Influence Judith A. Halstead, PhD, RN, ANEF, FAAN, Editor Thirteen years after initial publication, the NLN Core Competencies for Nursing Educators continue to guide the development of graduate nursing programs, define the roles and responsibilities of nurse educators, and provide a framework for ongoing research in identifying the knowledge, skills, and attitudes essential to preparing a qualified nursing workforce. NLN Core Competencies for Nurse Educators: A Decade of Influence revisits these critical guidelines through a contemporary lens that underscores their ongoing influence and offers valuable insight into how they will help shape the evolution of the nurse educator role. Whether you’re a practicing nurse educator or pursuing a career in nursing education, you’ll gain a better understanding of the theoretical foundation behind this landmark literature and learn how to best use it to successfully navigate the complex role of today’s nursing faculty. “Nurse educators, grounded by the current evidence about the role of the nurse educator, will ensure that the next generation of students is prepared to provide interdisciplinary, patient-focused, safe, and high-quality care.” Diane M. Billings, EdD, RN, ANEF, FAAN Chancellor’s Professor Emeritus Indiana University School of Nursing, Indianapolis

Download or read book Faculty Perceptions of Behavior Indicating Leadership Potential of Baccalaureate Nursing Students written by Helen Petro-Yura and published by . This book was released on 1970 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effective Interprofessional Education written by Hugh Barr and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents a systematic review of interprofessional education in health and social care. This is accompanied by a wider-ranging critique of interprofessional education, grounded by experience, and informed by sources beyond the evaluations that qualified for inclusion in the review. Synthesising the evidence base for interprofessional education nevertheless remains central, with 353 studies surveyed in the first instance, from which 107 studies form the basis for the final analysis. The book does much more than amass evidence. It revisits conventional wisdom; setting an agenda to help interested parties perform better by applying lessons learned, remedying weaknesses and renewing efforts to address unanswered questions. The first three chapters set the scene for the systematic review and its findings. The middle section of the book articulates the findings of the review. Finally, the closing chapters consider values and attitudes, theoretical perspectives and offer conclusions. Arguments, assumptions and evidence in this publication are presented to inform policy making, programme planning, teaching and research.

Download or read book Predictors of the Success of Licensed Practical Nurses in Associate Degree Nursing Programs written by Phyllis Bonk Grzegorczyk and published by . This book was released on 1994 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1992 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: