Education Commons^™

Exploring The Perceptions Of English-Speaking West African Born Registered Nurse Graduates From United States Entry Level Nursing Programs Regarding Academic Factors That Contribute To Retention And Success In United States Nursing Programs, Afua Ampiaw

Seton Hall University Dissertations and Theses (ETDs)

Background: The United States (U. S.) population is becoming more racially and ethnically diverse. To ensure equity in healthcare access and outcomes between majority and majority populations, there is need for minority representation in the health professions including nursing to reflect their representation in the general population. Nevertheless, ethnic minorities are underrepresented in the nursing profession. One of the many issues identified to compound this problem is the lack of retention and success of ethnic minority people in U.S. nursing programs. While the English-Speaking West African (ESWA) population in the U.S. forms about 5% of the 45 million immigrant population …

Debriefing With Pearls & Watson’S Caritas, Heather A. Uccello

Seton Hall University Dissertations and Theses (ETDs)

Debriefing, an important aspect of students’ clinical experience, is a reflective, critical thinking analysis and communication strategy that provides rapid feedback after either a simulated or genuine clinical event. To teach this higher-level critical thinking skill throughout the learning process, nursing programs require specific methodology and faculty expertise. The National League for Nursing supports nurse educators having a theory-based strategy, formal training, and ongoing competency evaluation. Informed by Jean Watson’s Theory and the Promoting Excellence and Reflective Learning in Simulation standardized debriefing tool methodology, this project outlines a framework that nursing schools can use to potentially improve the debriefing process …

Teaching Compassionate Care: Nurse Educators' Perspectives, Jane Defazio

Seton Hall University Dissertations and Theses (ETDs)

Background: The provision of compassionate care to patients is a core competency expected of nurses, thus nurse educators must help students develop the necessary skills, understanding and motivation to achieve that competency. These educators face the challenge of preparing student nurses for the realities of healthcare delivery, while fostering a meaningful understanding of what constitutes compassionate care in professional practice. They can influence their students both during clinical interaction with patients and through the academic nursing curriculum.

Problem: A considerable amount of research has been published on the value of providing compassionate nursing care; however, there is only minimal research …

An Investigation Of The Relationships Between And Among Power, Trust And Job Satisfaction Of Nurse Managers In Acute Care Hospitals Using Rogers Science Of Unitary Human Beings, Maureen A. Schneider

Seton Hall University Dissertations and Theses (ETDs)

Background: Defined as control and freedom, power is often characterized as hierarchical. Power-as-freedom exists as a unitary manifestation of the whole and is acausal. Thus a worldview that emphasizes mutual process rather than a causal (control) view supports a culture of trust in the healthcare environment that generates a committed and a thriving work force. When nurse leaders support a climate of trust, managers develop a sense of commitment to the organization which may lead to job satisfaction. However, there is a lack of empirical evidence supporting the relationship between power, trust and job satisfaction among nurse managers.

Purpose: The …

Exploration Of The Relationships Between And Among Role Strain, Faculty Stress, And Organizational Support For Clinical Nurse Faculty Faced With A Decision To Assign A Failing Grade, Jeannie Couper

Seton Hall University Dissertations and Theses (ETDs)

Despite a stressful process, Clinical Nurse Faculty (CNF) are ultimately responsible for assigning a grade indicating that a student successfully met clinical course outcomes and standards of safe practice required to progress (Amicucci, 2012). The purpose of this descriptive correlational study was to explore the relationships between perceived role strain (PRS), perceived faculty stress (PFS), and perceived organizational support (POS) for CNF who faced the decision to assign a failing grade to a student in a clinical practicum. A national sample of 390 predominantly full-time, female, experienced CNF teaching in undergraduate and graduate nursing programs completed the online survey consisting …