Abstract
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.
Sigma Membership
Zeta Omega at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Nursing Education, Evaluations, Power as Knowing Participation in Change, Nursing Faculty, Clinical Performance
Advisor
Keville Frederickson
Second Advisor
Donna Nickitas
Degree
Doctoral-Other
Degree Grantor
The City University of New York
Degree Year
2011
Recommended Citation
Amicucci, Bernadette, "Clinical nurse faculty and the lived experience of clinical grading" (2022). Dissertations. 1229.
https://www.sigmarepository.org/dissertations/1229
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
2022-06-09
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3443927; ProQuest document ID: 857080280. The author still retains copyright.