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Nurse educators' preceptions of prep...

Jenkins-Cameron, Stella L.

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Nurse educators' preceptions of preparedness to guide clinical learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Nurse educators' preceptions of preparedness to guide clinical learning./
Author:	Jenkins-Cameron, Stella L.
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Health. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616813
ISBN:	9781303837449

Nurse educators' preceptions of preparedness to guide clinical learning.
Jenkins-Cameron, Stella L.

Nurse educators' preceptions of preparedness to guide clinical learning. - 137 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

The purpose of the study was to examine nurse educators' (NEs) perceptions of their level of preparedness to guide learning in clinical rotations of associate degree pre-licensure nursing programs of a South Atlantic state. The study also sought to determine the relationship between clinical experience, formal education, and teaching experience to NEs' level of preparedness to guide clinical teaching. Participants of the study consisted of 77 full-time NEs having taught in a clinical rotation. The Clinical Nursing Faculty Competence Inventory (CFNCI) was used as the survey tool to collect data. Data analysis was conducted using quantitative descriptive statistics and Pearson's product moment correlations. Results of the study demonstrated that NEs perceived teaching experience was very significant in guiding clinical teaching and learning. Clinical experience partially prepared NEs to guide clinical teaching, while formal education had little to no significance in preparing them to guide clinical teaching. An implication of the study was that nurses considering a career change into academia may find using the CNFCI as a self-assessment can provide them with a blueprint to identify strengths and areas that may need improvement. Another implication was the need to provide graduate training that incorporates more teaching opportunities while prospective NEs are in their graduate programs. Recommendations included conducting repeat studies with larger samples inclusive of part-time NEs and all NE program types.

ISBN: 9781303837449Subjects--Topical Terms:

1017668
Education, Health.

Nurse educators' preceptions of preparedness to guide clinical learning.
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100 1 $a Jenkins-Cameron, Stella L. $3 2104473
245 1 0 $a Nurse educators' preceptions of preparedness to guide clinical learning.
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Deborah S. Adelman.
502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a The purpose of the study was to examine nurse educators' (NEs) perceptions of their level of preparedness to guide learning in clinical rotations of associate degree pre-licensure nursing programs of a South Atlantic state. The study also sought to determine the relationship between clinical experience, formal education, and teaching experience to NEs' level of preparedness to guide clinical teaching. Participants of the study consisted of 77 full-time NEs having taught in a clinical rotation. The Clinical Nursing Faculty Competence Inventory (CFNCI) was used as the survey tool to collect data. Data analysis was conducted using quantitative descriptive statistics and Pearson's product moment correlations. Results of the study demonstrated that NEs perceived teaching experience was very significant in guiding clinical teaching and learning. Clinical experience partially prepared NEs to guide clinical teaching, while formal education had little to no significance in preparing them to guide clinical teaching. An implication of the study was that nurses considering a career change into academia may find using the CNFCI as a self-assessment can provide them with a blueprint to identify strengths and areas that may need improvement. Another implication was the need to provide graduate training that incorporates more teaching opportunities while prospective NEs are in their graduate programs. Recommendations included conducting repeat studies with larger samples inclusive of part-time NEs and all NE program types.
590 $a School code: 1351.
650 4 $a Education, Health. $3 1017668
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Industrial. $3 1017516
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 75-08A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616813