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Author: C. A. Flores Publisher: ISBN: Category : Nursing Languages : en Pages : 86
Book Description
The purpose of the study was to identify baccalaureate nursing students' perceptions of a capstone preceptor course as an aid in transitioning to the professional nurse role in regard to problem-solving, dealing with the unexpected, resourcefulness and maintaining calm. A qualitative descriptive design using ten structured interview questions was used. A convenience sample of all six senior students at a southern Colorado university, who completed an elective course in which they worked with a preceptor in a clinical area of their choosing , were interviewed using the adapted General Self-Efficacy Scale (GSE) by Schwarzer and Jerusalem (1995). Digital recordings of the participant's interviews were transcribed verbatim and imported using NVivo ® 10 qualitative software. Four key themes were identified, Understanding Nursing Team Work, Ability to Identify Resources, Growing Confident and Confidence, and Identifying the One-to-One Relationship. The results provided evidence that this course promoted behaviors which facilitate the role transition from student to professional nurse. Future studies could explore the idea of requiring a capstone preceptor course for every student before graduation.
Author: C. A. Flores Publisher: ISBN: Category : Nursing Languages : en Pages : 86
Book Description
The purpose of the study was to identify baccalaureate nursing students' perceptions of a capstone preceptor course as an aid in transitioning to the professional nurse role in regard to problem-solving, dealing with the unexpected, resourcefulness and maintaining calm. A qualitative descriptive design using ten structured interview questions was used. A convenience sample of all six senior students at a southern Colorado university, who completed an elective course in which they worked with a preceptor in a clinical area of their choosing , were interviewed using the adapted General Self-Efficacy Scale (GSE) by Schwarzer and Jerusalem (1995). Digital recordings of the participant's interviews were transcribed verbatim and imported using NVivo ® 10 qualitative software. Four key themes were identified, Understanding Nursing Team Work, Ability to Identify Resources, Growing Confident and Confidence, and Identifying the One-to-One Relationship. The results provided evidence that this course promoted behaviors which facilitate the role transition from student to professional nurse. Future studies could explore the idea of requiring a capstone preceptor course for every student before graduation.
Author: Amanda Lee Barron Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 118
Book Description
Caring is a term that is difficult to define, yet is synonymous with the profession of nursing. Caring can be understood from two major dimensions, or domains, which are instrumental behaviors, comprised of technical and physical caring, and expressive behaviors, including the emotional and psychosocial elements of caring. Clinical education plays an important role in teaching nursing students care ethics throughout the curriculum. Preceptorships refer to a clinical component of nursing education where students are involved in a mentoring relationship with a professional nurse, in which the professional nurse relates information and knowledge to the student to prepare them for their future career. The purpose of this quantitative study was to examine how time spent in a preceptorship experience changed the senior-level nursing students perception of caring. In addition, different types of clinical units and preceptors were explored as a means to changing caring perceptions of the students. The sample included final semester, senior-level nursing students (n=31). Caring perceptions were measured using the Caring Dimensions Inventory (CDI-25). The results of the statistical analysis (Spearman's Correlation Coefficient, t-test, and descriptive statistics) found a significant relationship between the years of experience of the nurse preceptors and students' perception of care, but no significant difference in caring perceptions after the preceptorship experience. Descriptive statistical analysis revealed higher CDI-25 scores for students in certain clinical units and for those with a nurse preceptor identified as a facilitator. The results of the study demonstrated that nursing preceptorships can play an integral role in providing caring ethics education within the nursing curriculum.
Author: Pauline Joan Price Publisher: ISBN: 9780494157770 Category : Nursing Languages : en Pages : 550
Book Description
The knowledge gained from this study will help nurses, nurse educators and nurse administrators in more effectively developing and implementing a preceptor model to better support student learning. The provision of quality healthcare in Ontario is an ongoing concern of both the government and the public. Changes in the healthcare system have led to changes in the clinical experiences for nursing students in baccalaureate programs. Although several previous studies focused on understanding learning outcomes and characteristics of effective teaching, there are limited descriptions of the process of learning in a preceptor model from a student perspective. This has contributed to the problem underlying this study: the limited documented understanding of nursing students' perceptions of learning in the clinical area in a preceptor model of clinical teaching. The purpose of this investigation was to broaden our understanding of students' perceptions, and to develop a substantive theory about nursing students' experiences with learning in a preceptor model from the student perspective. Symbolic interactionism provided the philosophical perspective for the research design. A qualitative method of inquiry was used to illuminate the phenomenon of learning, and gain an understanding of the nature of baccalaureate students' experiences of learning in a preceptor model. Three individual interviews with 8 participants from two educational institutions were audio-taped, transcribed and analyzed using the constant comparative method. Five major themes regarding the participants' experiences with learning in a preceptor model were identified: learning to be a nurse; student strategies; preceptor strategies; positive factors influencing learning; and, negative factors influencing learning. Further analysis of the data and examination of the literature led to the emergence of the clinical learning matrix as the core theoretical framework, and the development of the students' perspectives on learning in preceptorship theory. While previous research suggests that the preceptor relationship is critical to learning, this study indicates that the students' perceptions are that the preceptor relationship is only one of many factors influencing learning, and that the preceptor knowing the learner and creating learning opportunities that are individualized and provide the greatest learning gain are key in facilitating learning.
Author: Slone Cynthia Dragoo Publisher: LAP Lambert Academic Publishing ISBN: 9783659792465 Category : Languages : en Pages : 208
Book Description
As graduation approaches, baccalaureate nursing students begin to see their professional goal becoming a reality. But does receiving the graduation certificate and passing board exams really make role transition from student to practitioner possible? A US college utilized nursing clinical elective courses to bridge the gap between the student role and the professional role. A phenomenological, qualitative study was conducted to ascertain the graduate's lived experiences following graduation and to evaluate the perception of the graduate's transition into nursing practice. Participants in this study found that skill repetition, prioritization practice, exposure to death-dying experiences and networking with nurses prepared the undergraduate student for role transition into emergency nursing. By interacting with nurse role models, the student nurse developed an increased sense of proficiency and confidence prior to graduation that allowed the graduate nurse to smoothly transition into their professional role. This research provides a model to guide nursing educators in designing curricula that prepares graduates who can more effectively transition into their first nursing role.
Author: C. A. Flores
Author: C. A. Flores
Author: Amanda Lee Barron
Author: Pauline Joan Price
Author: Kathryn Voss Vigen
Author: Angela F. Wood
Author: Catharine Hales Moyer
Author: Kristen L. Lethbridge
Author: Sherry Bassi
Author: Slone Cynthia Dragoo
Author: Susan Elora Lepage