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|a RT71.M67 2018_MoranSidneyLaura |2 BU-Local |
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|a The impact of multiple pedagogies in prelicensure baccalaureate nursing programs : a case study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2018. |
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|a xv, 204 leaves : |b color illustrations, portraits ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2018. |
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|a Includes bibliographical references (leaves 162-176). |
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|a Copyright Sydney Laura Moran. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Educators today are faced with the issue of developing and successfully presenting a curriculum for students to develop the knowledge and skills necessary to adapt to the work environment. As demands placed on graduate students change, faculties must adapt the curriculum to not only meet the long term strategic goals of the institution and its accrediting body, but also ensure accreditation of practitioners who are safe and capable of critical thinking. Purpose: The purpose of this qualitative case study, using the method of Robert Yin as a guide, is to explore the impact of using multiple pedagogies in a Bachelor of Science in nursing pre-licensure curriculum. The questions that guided this study were; How do nursing students in a pre-licensure BSN program describe their educational experience within a curriculum that uses multiple pedagogical approaches?, How do nursing faculty in a pre-licensure BSN program describe their experience with using multiple pedagogical approaches in implementing the curriculum?, and How do stakeholders perceive the implementation of multiple pedagogical approaches in a pre-licensure generic nursing education program? Theoretical Framework The constructivist traditions utilized in this study emphasized the innate complexity of humans, their ability to shape and create their own experiences, and the idea that truth is composed of multiple realties. This constructivist study focused on the understanding of the human experience as it is lived. Methods: This study will utilize a qualitative, explanatory single intrinsic embedded case study is to understand the impact of multiple pedagogies in a pre-licensure nursing program on students and faculty. The researcher will seek to understand the phenomenon from the perspective of the student in their educational journey as well as the faculty teaching. Results: The case themes that developed were feeling loss, dealing with anxiety and willing to change. Conclusions: The voices of the participants reflected movement through the three stages of organizational change. The stakeholders and faculty reached a level of willingness to change while the student population remained in a tolerable phase with some aspects of their education. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Study and teaching |x United States. |
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|a Curriculum evaluation. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001912/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/12/00001/RT71_M67 2018_MoranSidneyLaurathm.jpg |
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|a Theses and Dissertations |
