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| Autor/in | Anthony, Jennifer Patrice |
|---|---|
| Titel | Nurse Clinical Reasoning: Comparing Graduate Nurse Perceptions with Faculty Assessments across Three Nursing Preparation Program Types |
| Quelle | (2022), (144 Seiten)
PDF als Volltext Ph.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-1307-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Nursing Education; Nurses; Graduates; Clinical Experience; Thinking Skills; Novices; Higher Education; College Faculty; Teacher Attitudes; Self Evaluation (Individuals) |
| Abstract | New nurse graduates are entering the nursing profession unable to meet the demands and clinical responsibilities expected of them. The problem addressed in this study was the lack of clinical reasoning abilities new nurse graduates possess to care for the nation's health care needs. The study's focus was to explore the differences in self-perceived clinical reasoning among new nurse graduates and their clinical reasoning skills as assessed by their clinical nursing faculty to enhance nursing clinical reasoning in future new nurse graduates. The purpose of this quantitative non-randomized comparative study was to compare clinical faculty's assessment of graduating professional nurse candidates' clinical reasoning abilities with the candidates' self-assessment of their clinical reasoning abilities, and to assess differences in clinical reasoning assessment between Traditional Associate Degree Nursing Program, Mobility Associate Degree Program, and an Accelerated second-degree Baccalaureate Nursing Program in order to understand any differences that may be attributing to the lack of clinical reasoning abilities in a novice nurses' first nursing position. The constructive alignment theory, coupled with Benner's theory of novice to expert, guided the study. Bigg's constructive alignment theory focuses on students reflecting on their own thinking, experiences, and applied knowledge. Nurses move through Benner's stages when additional knowledge, experiences, and reflection occur to promote a higher level of clinical reasoning. A quantitative non-randomized comparative research design was chosen to study the population of nursing students and their clinical faculty within three programs of a National Proprietary Nursing School. The population consists of nursing students within three programs of a National Proprietary Nursing School. The sample was made up of all subjects who met the inclusion criteria for the research. Inclusion criteria for students consisted of any graduating nursing student who was in their final medical-surgical clinical rotation. Inclusion criteria for faculty include all faculty who were assigned a final medical-surgical clinical group. All participants were recruited via their School of Nursing email account. A quantitative non-randomized comparative research design was chosen to study the population of nursing students and their clinical faculty within three programs of a National Proprietary Nursing School. The population consists of nursing students within three programs of a National Proprietary Nursing School. The sample was made up of all subjects who met the inclusion criteria for the research. Inclusion criteria for students consisted of any graduating nursing student who was in their final medical-surgical clinical rotation. Inclusion criteria for faculty include all faculty who were assigned a final medical-surgical clinical group. All participants were recruited via their School of Nursing email account. Both research questions resulted in no statistically significant differences. The current findings show that as a new nurse graduate, all programs within the educational institution utilized for the study have the same level of clinical reasoning abilities overall. The findings demonstrate that the nursing educational arena in which the study was conducted prepares the nursing student to graduate and enter the nursing practice safely at an entry level position. Findings may imply that the health care institutions hiring the new nurse graduate different expectations than the expectations of nurse educator institutions, suggesting a gap between practice needs and educational curriculum. The recommendation is that these leaders come together to have a national conversation regarding the theory practice gap and its subsequent impact on patient care safety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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