Abstract
Clinical nursing faculty members often work with students who underperform in the clinical area. Underperforming students are those who exhibit deficits in nursing knowledge, the application of nursing knowledge, psychomotor skills, motivation, and/or interpersonal skills. The outcomes of faculty work with underperforming students have implications for patient safety and the nursing workforce, yet little is known about how faculty work with underperforming students. The purpose of this project was to develop a theoretical framework that describes how clinical faculty work with underperforming students in the clinical area.
Sigma Membership
Iota Iota
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Grounded Theory
Research Approach
N/A
Keywords:
Nursing Education, Underperforming Students, Clinical Evaluation, Nursing Faculty
Advisor
Claire B. Draucker
Second Advisor
Daniel Pesut
Third Advisor
Susan Hendricks
Fourth Advisor
Kristina Thomas Dreifuerst
Degree
PhD
Degree Grantor
Indiana University
Degree Year
2015
Recommended Citation
Craven, Marianne, "Processes used by nursing faculty when working with underperforming students in the clinical area: A theoretical model derived from grounded theory" (2021). Dissertations. 466.
https://www.sigmarepository.org/dissertations/466
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
2021-10-29
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3717840; ProQuest document ID: 1707670457. The author still retains copyright.