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Clinical teachers' and nursing stude...

Babenko-Mould, Yolanda.

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Clinical teachers' and nursing students' empowerment in acute care settings.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Clinical teachers' and nursing students' empowerment in acute care settings./
作者:	Babenko-Mould, Yolanda.
面頁冊數:	175 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-07, Section: B, page: .
Contained By:	Dissertation Abstracts International72-07B.
標題:	Health Sciences, Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR73328
ISBN:	9780494733288

Clinical teachers' and nursing students' empowerment in acute care settings.
Babenko-Mould, Yolanda.

Clinical teachers' and nursing students' empowerment in acute care settings. - 175 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: B, page: .

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2010.

In this time of nursing shortages and increased client acuity, it has never been more vital for nursing students (students) to develop a sense of empowerment during their education process, to be prepared to practice with confidence (self-efficacy), and provide competent quality health care to clients. Further, nursing education is in the midst of a faculty shortage and it is timely that clinical teachers' perceptions of their 'work' environments are examined and explored. However, there is a limited amount of theoretically-based research about teachers' and students' empowerment, as they engage in teaching-learning processes in the 'front lines' of hospital settings.

ISBN: 9780494733288Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

Clinical teachers' and nursing students' empowerment in acute care settings.
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245 1 0 $a Clinical teachers' and nursing students' empowerment in acute care settings.
300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: B, page: .
502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 2010.
520 $a In this time of nursing shortages and increased client acuity, it has never been more vital for nursing students (students) to develop a sense of empowerment during their education process, to be prepared to practice with confidence (self-efficacy), and provide competent quality health care to clients. Further, nursing education is in the midst of a faculty shortage and it is timely that clinical teachers' perceptions of their 'work' environments are examined and explored. However, there is a limited amount of theoretically-based research about teachers' and students' empowerment, as they engage in teaching-learning processes in the 'front lines' of hospital settings.
520 $a Teachers are key stakeholders in students' empowerment. Teachers are facilitators of students' professional development. They can enact behaviours that could enhance students' knowledge and skills about goal setting, problem solving, and decision making; teachers can support students' confidence; and they help students 'navigate' in hierarchical settings. Nurses also play an important role in students' development through role-modeling of professional practice behaviours. Thus, the purpose of this study was to use a cross-sectional survey design, which implemented an integrated theoretical perspective (Kanter, Conger and Kanungo, and Bandura), to examine teachers' (n= 64) and students' (n=352) empowerment, teachers' and students' perceptions of teachers, use of empowering teaching behaviours, students' perceptions of nurses' practice behaviours, and students' confidence for practice in acute care settings.
520 $a In this study, teachers and students were moderately empowered. Teachers reported using a high level of empowering teaching behaviours, which corresponded with students' perceptions of teachers' use of such behaviours. Teachers' empowerment predicted 21% of their use of empowering teaching behaviours. Students reported nurses as using a high level of professional practice behaviours. Nurses' professional practice behaviours did not influence the relationship between students' empowerment and students' self-efficacy for professional practice. Students felt confident for professional nursing practice. Perhaps, due to teacher sample size limitations, multilevel analysis did not reveal a statistical association amongst teacher and student level variables. Teachers' comments reflected that Kanter's concepts were experienced on a continuum from lesser to higher levels. Findings have implications for practice contexts related to empowering teaching-learning environments and self-efficacy.
520 $a Keywords: Kanter, Conger, Kanungo, Bandura, clinical teachers, nursing students, nursing education, university-college collaborative baccalaureate nursing program, acute care practice, empowerment, empowering teaching behaviours, nurses, professional practice behaviours, self-efficacy, confidence, theory, descriptive comments, multilevel analysis.
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650 4 $a Education, Health. $3 1017668
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710 2 $a The University of Western Ontario (Canada). $3 1017622
773 0 $t Dissertation Abstracts International $g 72-07B.
790 $a 0784
791 $a Ph.D.
792 $a 2010
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