Abstract
Nursing education programs are experiencing many trends impacting the preparation of students including a nursing faculty shortage and a lack of quality clinical sites. In addition, literature is finding new nurse graduates unprepared when entering practice, lacking the required critical thinking, delegation, and prioritization skills necessary to provide safe care. Due to these findings, national nursing organizations and leaders are urging nursing education programs to implement solutions and reverse these trends to ensure students are prepared for demands of the current healthcare system.
To improve the structure of clinical education in this country, gaining faculty perspectives regarding experiences while facilitating clinical learning is vital. Understanding the process utilized by faculty when facilitating learning in the acute care setting while using the traditional clinical model of instruction was the goal of this qualitative, grounded theory study. Semi-structured interviews and discussion of clinical documents were conducted with 14 faculty representing six bachelor in science of nursing programs across two Midwestern states.
Sigma Membership
Iota Tau
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Grounded Theory
Research Approach
Qualitative Research
Keywords:
Nursing Education, Clinical Instruction, Nursing Faculty, Traditional Clinical Models
Advisor
Lois Linden
Second Advisor
Anne Schoening
Third Advisor
Shari Prior
Degree
Doctoral-Other
Degree Grantor
College of Saint Mary
Degree Year
2017
Recommended Citation
Flott, Elizabeth A., "Facilitating student learning in the acute care setting: Nursing faculty perspectives" (2022). Dissertations. 1225.
https://www.sigmarepository.org/dissertations/1225
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-03-24
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10256443; ProQuest document ID: 1880538421. The author still retains copyright.