Abstract
The transition of new graduates into the workplace is a concern of nursing practice and education and the development of metacognitive critical thinking skills would facilitate this transition. Aims of this study were to: (a) describe the extent that self-regulated learning strategies could be prompted during precepted clinical experiences of associate and baccalaureate degree new graduate nurses, (b) determine if self-regulated learning strategies could be increased over time, and (c) evaluate differences in self-regulated strategy use among subsets of nurses. A comparative descriptive design was used to examine data written in journals during a 110-midweek preceptorship program.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Qualitative Research
Keywords:
Transition to Practice, Nursing Student Skills, Beginning Clinical Nursing Experience
Advisor
JoAnne Herman
Degree
PhD
Degree Grantor
University of South Carolina
Degree Year
1999
Recommended Citation
Kuiper, RuthAnne, "The effect of prompted self-regulated learning strategies in a clinical nursing preceptorship" (2019). Dissertations. 1398.
https://www.sigmarepository.org/dissertations/1398
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
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
2019-09-13
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 9928324; ProQuest document ID: 304535496. The author still retains copyright.