Medicine and Health Sciences Commons^™

The Lived Experience Of Students In An Accelerated Nursing Program: Intersecting Factors That Influence Experiential Learning, Susan Mcniesh

Susan McNiesh

The goal of this interpretive research study was to articulate the lived experience of students in an accelerated master’s of nursing entry program learning the practice of nursing within a clinical setting. Specific questions included: How did previous life experiences, education, and career choices influence the experience of second-degree students? What were the potential effects on learning of condensing and accelerating the curriculum as is requisite in second-degree programs? Data from small group and individual interviews were collected and analyzed using interpretive phenomenological methods. Akin to the experience of tourists or new immigrants, students were confronted with new physical demands, …

The Composite First Person Narrative: Texture, Structure, And Meaning In Writing Phenomenological Descriptions, M. S. Wertz, M. Nosek, Susan Mcniesh, E. Marlow

Susan McNiesh

This paper illustrates the use of composite first person narrative interpretive methods, as described by Todres, across a range of phenomena. This methodology introduces texture into the presently understood structures of phenomena and thereby creates new understandings of the phenomenon, bringing about a form of understanding that is relationally alive that contributes to improved caring practices. The method is influenced by the work of Gendlin, Heidegger, van Manen, Gadamer, and Merleau-Ponty. The method’s applicability to different research topics is demonstrated through the composite narratives of nursing students learning nursing practice in an accelerated and condensed program, obese female adolescents attempting …

Changes In Temperature Of Heel Skin Under Pressure In Hip Surgery Patients, Vivian K. Wong, N. A. Stotts, H. W. Hopf, G. A. Dowling, E. S. Froelicher

Vivian K. Wong

OBJECTIVE: The aim of the study was to examine the effect of external pressure of the bed surface on heel skin temperature in adults in the first 3 days after hip surgery.

DESIGN: A quasi-experimental study in a prospective, within-subjects, repeated-measures design.

SETTING: This study was performed at 2 acute-care hospitals.

PARTICIPANTS: Eighteen subjects (9 men and 9 women) with a mean age of 58.3 (±16.1) years were recruited after hip surgery at the 2 hospitals.

METHODS: Temperature sensors were placed on the plantar surface of each foot, close to the heels. Measures were taken when the heels were (1) …

Skin Blood Flow Response To 2-Hour Repositioning In The Long-Term Care Residents: A Pilot Study, Vivian K. Wong

Vivian K. Wong

PURPOSE: The purpose of this noninvasive pilot study was to examine the changes in transcutaneous oxygen (tcO2), skin temperature, and hyperemic response in the heels, sacrum, and trochanters in a 2-hour loading-unloading condition in nursing home residents who are positioned in supine and lateral positions.

DESIGN: A 1-group, prospective, repeated-measures design was used.

SUBJECTS AND SETTING: Nine subjects (5 males, 4 females) with a mean age of 85.3 ± 10.86 years (mean ± SD) who required help in turning and positioning at a skilled nursing facility participated in the study.

METHODS: Oxygen and temperature sensors were placed on the heels, …

Integrating A Professional Apprenticeship Model With Clinical Simulation For Psychiatric Nursing Students, M. C. Crider, Susan Mcniesh

Susan McNiesh

In this article, we present a theory-based application of clinical simulation in psychiatric-mental health nursing education. As described by Benner, Sutphen, Leonard, and Day, a three-pronged apprenticeship that integrates intellectual, practical, and ethical aspects of the professional role is critical in the development of practical reasoning in nursing education and training. Clinical encounters are often fraught with ambiguity and uncertainty. Therefore, educating for a practice discipline requires experiential and situated learning. Using the three-pronged experiential model in simulated psychiatric-mental health nursing practice supports the development of critical nursing skills, ethics, and theoretical concepts. A clinical scenario is presented that demonstrates …

Learning Formative Skills Of Nursing Practice In An Accelerated Program, Susan Mcniesh, P. Benner, C. Chesla

Susan McNiesh

The purpose of this qualitative research study was to describe how students in an accelerated master’s degree entry program experientially learned the practice of nursing. One research question examined in this study was: What formative experiences did students identify as helping them develop and differentiate their clinical practice? Data from clinical observations and a combination of small group and individual interviews were collected and analyzed using interpretive phenomenological methods. Students identified formative skills learned through the independent care of a patient as pivotal in their identity and agency development. By experiencing the responsibility and action from within the body and …