Abstract
This qualitative study examined how 13 students, from 3 ADN programs, experienced nursing education. Students' constructed the formal curriculum in three central ways: knowledge acquisition as privileged, disconnect between teaching, learning, and assessment, and clinical learning as evaluation. Participants' perspectives about the informal curriculum revealed two themes: supportive relationships with faculty as a critical condition of learning and development, and faculty incivility as a barrier to learning, development, and professional identity. In addition, students' felt a need to identify and enact unspoken norms of an ideal nurse. Faculty were key in promoting or hindering students' learning, development, and successful navigation of the nursing curriculum.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Nursing Education, Identity Development, Learning Environments, Professional Socialization, Teacher-Student Relationships
Advisor
Catherine M. Engstrom
Second Advisor
Vincent Tinto
Third Advisor
Denise Deppoliti
Degree
PhD
Degree Grantor
Syracuse University
Degree Year
2010
Recommended Citation
Del Prato, Darlene M., "The lived experience of associate degree nursing education: Conditions and barriers in the learning environment that shaped students' learning, identity development, and success" (2022). Dissertations. 953.
https://www.sigmarepository.org/dissertations/953
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-02-22
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3429053; ProQuest document ID: 762511899. The author still retains copyright.