Abstract
Nurse educators are currently facing restraints of limited space, time, availability, conflicting schedules, and increased demands on in-person learning experiences. Due to these restraints, the COVID-19 pandemic, and the rapid technological increase, nursing educators have been tasked with incorporating virtual learning opportunities into traditionally in-person programs. There is a gap in the literature on the faculty experiences of teaching non-technical skills in a virtual environment. This basic qualitative study aimed to explore the experiences of nursing faculty in the state who have incorporated education activities into their virtual learning classroom to improve nursing students' non-technical skills.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Nurse Educators, Virtual Learning, Non-Technical Skills
Advisor
Michael Cosimano
Second Advisor
Carla Lane
Third Advisor
Cynthia Howell
Degree
PhD
Degree Grantor
Capella University
Degree Year
2023
Recommended Citation
Murtagh, Nicole, "Virtual learning to enhance non-technical nursing skills: A basic qualitative study" (2023). Dissertations. 973.
https://www.sigmarepository.org/dissertations/973
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
2023-05-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30313061; ProQuest document ID: 2792203303. The author still retains copyright.