Clinical Nurse Faculty and the Lived Experience of Clinical Grading
Author:
Bernadette Amicucci
Year of Dissertation:
2011
Advisor:
Keville Frederickson
Clinical grading is one approach to assure that future nurses have the knowledge and skills to provide safe patient care. The phenomenon being explored for this study was the experience of clinical grading for clinical nurse faculty. Through the use of a qualitative phenomenological method, the lived experience of grading nursing student clinical performance for experienced clinical nurse faculty in pre-licensure programs is described. Eleven full-time nursing faculty were recruited using a purposive technique to obtain a convenience sample. Each participant first underwent an initial in-depth personal interview followed by a brief follow-up interview a few weeks later. The van Manen method of hermeneutic phenomenology was applied to describe and interpret the data while developing an understanding of the experience for the participants. Findings from this study revealed five essential themes. These essential themes were collated to form a textual interpretive statement which illuminated the meaning of the experience of clinical grading for the participants. Barrett's theory of Power as Knowing Participation in Change emerged as one way to reflect on the findings in a way that was meaningful to nursing. Recommendations for future research and implications for nursing are identified.
The Experience of the Listener and the Storyteller When a Traumatic Event is Shared Within the Dyad
Year of Dissertation:
2011
Advisor:
Keville Frederickson
Abstract
Oncology Nurses and the Lived Experience of Participation in an Evidence-Based Practice Project
Year of Dissertation:
2011
Advisor:
Keville Frederickson
Abstract
Core Competency Model for the Family Planning Public Health Nurse
Year of Dissertation:
2012
It is important to define competency for both individual and organizational performance. Without defining the competencies that are necessary for a given job, it is not possible to hire, train or evaluate workers with the requisite skills. Although competency models have been developed for the general public health workforce and adapted by various public health specialties, like public health nursing, competencies for the family planning (Title X) public health nurse have not been specified. For this study a competency model was developed through expert consensus using a three stage Delphi Method. Expert consensus was sought using an expert panel of 40 family planning senior administrators, community/public health nursing faculty and seasoned family planning public health nurses. The initial survey was developed from the 2011 Title X Family Planning program priorities as well as commonly offered family planning clinical services. The 32 item survey was distributed electronically via SurveyMonkey®. The study results suggest that the Delphi Method was a successful technique through which to drive consensus amongst a panel of family planning experts. Panelist attrition was low, and participation robust resulting in the final 28 item model. Competencies with at least 75% consensus were included in the model and those competencies were primarily related to education/counseling and administration of medications and contraceptives. Implications of this study relate to education/training, certification and workplace performance.
Motivational Factors, Professional Values and Associate Degree Nursing Students' Intent to Continue Their Formal Education: Application of Structural Equation Modeling
Year of Dissertation:
2011
Advisor:
Martha Velasco-Whetsell
The level of nursing education has been shown to influence nursing care with a direct correlation between higher nursing education and improved patient outcomes. However, only 16-20% of Associate Degree (AD) nurses return to school for a higher degree in nursing. Studies have focused on barriers why practicing AD nurses do not pursue further education, though, no study to date has looked at motivational factors for AD nursing students to continue education. This quantitative structural equation modeling (SEM) study investigates the relationship between motivational factors, professional values and the intent to continue formal post-AD nursing education for AD nursing students in their last semester. The framework for the study is based on the conceptual framework of Deci and Ryan's Self-Determination Theory (SDT), elements of a literature review, which provides linkages between intention to attain a post-AD nursing degree, motivational style, and professional values to create the theoretical framework. A sample of 62 AD nursing students in their last semester of nursing at major community colleges in New York City participated. Self-administered questionnaires included the Academic Motivation Scale (AMS C-28), the Nursing Professional Values Scale Revised (NPVS-R), and a personal questionnaire developed by the researcher. Data analysis showed that AD nursing students with high professional values were self-determined with high intrinsic motivation. The majority of AD nursing students intended to pursue further education, however, intrinsic motivation did not have a direct effect in their intent decisional process. Finally, professional values did not have a direct effect on intent to continue education, but indirectly, professional values were a supportive factor of intrinsic motivation. Implications of this study support the enhancement of professional values in the AD nursing curriculum. Additional factors in the intent decisional process, including extrinsic motivators, should be explored in future research.
Role Stress, Eating Behaviors, and Obesity in Clergy
Year of Dissertation:
2012
Purpose: This study, based on The Neuman Systems Model (Neuman, 2011) and Kahn and colleagues (1964) Organizational Role Theory, examined the relations between role stress, eating behaviors, and obesity in Lutheran Church Missouri Synod clergy.
The Lived Experiences of Dominican Women with Stage IV Breast Cancer
Year of Dissertation:
2010
Advisor:
Keville Frederickson
ABSTRACT
AN INVESTIGATION OF THE RELATIONSHIP AMONG SOCIAL SUPPORT, MOTIVATION, PERCEIVED COMPETENCE, AND PURSUIT OF A BACCALAUREATE DEGREE AMONG ASSOCIATE DEGREE NURSE GRADUATES
Year of Dissertation:
2012
Advisor:
Keville Frederickson
The Institute of Medicine Reports of the last ten years highlight the increased complexity of health care and the need for new ways for health providers to respond. While other professional programs have adapted to the growing complexity of the healthcare system and implemented increased educational requirements for entry to practice, notably pharmacy and physical therapy, nursing has not, and remains the least educated among health professionals The growing trend towards a two year Associate Degree as the initial nursing education degree is increasing at the same time that patient needs are becoming more complicated and health care is becoming more complex. The changing environment of the healthcare system requires an adaptive response from nursing. There is a need to explore those factors that influence educational mobility towards pursuit of a baccalaureate degree among associate degree nurse graduates, the largest segment of the nursing workforce. This quantitative, non-experimental, cross-sectional descriptive study explored the relationship among social support, motivation, competence and the pursuit of a baccalaureate degree among associate degree nurse graduates. The Roy Adaptation Model was used to guide the research design and Self-Determination Theory was used in the interpretation. A sample of 267 associate degree nurses who graduated from the City University of New York between 1997 and 2007 participated in a computer assisted telephone survey. Questionnaires included the Medical Outcomes Social Support Survey, adapted versions of the Self-Regulation for Learning and Perceived Competence Questionnaires as well as some selected demographic questions. Significant predictors for pursuit of a baccalaureate in nursing degree among this population included younger age, non-Hispanic Black race, income range of $104K to $145K and autonomous regulation of learning. Significant differences were found in autonomous regulation and perceived competence between those who did and those who did not pursue a BS. Social support was not a predictor, although it correctly classified 87% of those who pursued a baccalaureate degree.
The Effect of an Educational Model, Developing Nurses' Thinking (DNT), on Nursing Students' Accurate Diagnoses of Patients' Responses to Health Problems
Year of Dissertation:
2011
Abstract
The Lived Experience of Puerto Rican Single Mothers Raising Children in a Violent Community
Year of Dissertation:
2012
Advisor:
Keville Frederickson
The Live Experience of Puerto Rican Single Mothers Raising Children in a Violent Community