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|a RT86.L37 2013_LarsonVicky |2 BU-Local |
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|a Reflective thinking of undergraduate student nurses : the influence of education level, age, and spirituality |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a xviii, 192 leaves : |b ill. ; |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 140-152). |
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|a Copyright Vicky J. Larson. 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: This study of reflective thinking of student nurses is driven by concern for improving the quality of nursing care and ensuring patient safety. Purpose: The purposes of this study are to compare the reflective thinking scores of student nurses within four months of completing an associate or baccalaureate degree in nursing, to explore the relationship between reflective thinking and nursing students’ spirituality, and to explore the combined contributions of education, spirituality, and age on the reflective thinking of undergraduate student nurses. Theoretical Framework: The theoretical framework for this study is Newman’s (2008) theory of Health as Expanding Consciousness. Methods: Undergraduate student nurses within four months of completing either an associate or baccalaureate degree in nursing were surveyed with the Reflection Questionnaire the revised Spiritual Involvement and Beliefs Scale (SIBS-R) and a researcher-developed demographic questionnaire. Results: In summary, this study found no statistically significant difference between reflective thinking scores of student nurses in associate programs compared with student nurses in baccalaureate programs. This study found statistically significant, positive correlations, between SIBS-R scores and the RQ subscale scores of understanding (r= 0.17, p = 0.008), reflection (r = 0.34, p < 0.001), and critical reflection (r = 0.21, p = 0.001) subscale scores. This study found that the habitual action subscale score had a significant correlation (weak, negative) with age. Understanding, reflection, and critical reflection subscale scores did not have statistically significant correlations with age. Conclusions: The results of this quantitative study suggest a positive correlation between spirituality and reflective thinking, and challenge past assumptions about the relationship of age and educational level as influencing reflection and critical reflection. Demographic findings of this study indicate a need for changes in nursing programs to enable second career student nurses to efficiently pursue advanced degrees. This study contributes to the body of knowledge about covariates that influence the reflective thinking of student nurses. |
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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 Psychological aspects. |
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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/AA00001939/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/39/00001/RT86_L37 2013_LarsonVickythm.jpg |
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|a Theses and Dissertations |
