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|a RT81.U6 G55 2013_GillanSusan |2 BU-Local |
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|a Critical factors influencing the attitudes, perceptions, and behaviors of nursing students in clinical education |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a xiv, 166 leaves ; |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, 2013. |
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|a Includes bibliographical references (leaves 137-150). |
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|a Copyright Susan C. Gillan. 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: As a key component of nursing education, clinical education takes place in clinical settings where nursing students work to integrate classroom teaching in the “real” world. Nursing students encounter barriers in clinical settings. However, as nursing graduates, they experience difficulty working in clinical settings, representing a gap between nursing education and nursing practice. As a result, learning situated in clinical settings may not effectively lead to productive learning, although this learning could be instrumental in narrowing the education/practice gap. Purpose: The purpose of this qualitative study using grounded theory method was to understand and explain the critical influences on nursing students’ perceptions, attitudes, and behaviors in clinical education. This study resulted in a substantive theory of clinical education that emerged from the data. Philosophical Underpinning: The study was informed by the constructivist and pragmatic epistemologies and grounded on symbolic interactionism. Methods: The method used was constructive grounded theory. Semi-structured interviews with 12 nursing students were conducted individually, and three nursing graduates participated in a focus group. Data collection and analysis were performed simultaneously in the constant comparative process along with theoretical sampling to obtain variants of emerging concepts. Theoretical sensitivity was maintained through sampling of literature. Sampling continued until the data were saturated. Results: Three dimensions—developing confidence, seeking mastery, and focus on readiness—emerged from the data. The dimensions were unified by a dynamic basic social process named preparing for practice. The process was pervasive in the data collected, perceived as relevant by nursing graduates, and strengthened by the voices of the participants. An interpretive analysis of the findings found congruence with the literature and participants’ statements. Conclusion: This study resulted in the evolution of a substantive theory that explained the critical factors influencing the attitudes, perceptions, and behaviors of nursing students in clinical education. The findings were consistent with tested concepts of self-efficacy, novice to expert, adult learning, and readiness for practice. The study has implications for developing clinical learning strategies, workforce development, nursing research, and informing public and health policy. |
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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 Nursing students |x United States. |
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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/AA00001922/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/22/00001/RT81_U6 G55 2013_GillanSusanthm.jpg |
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|a Theses and Dissertations |
