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Baccalaureate nursing students' perc...

Lethbridge, Kristen Lynn.

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Baccalaureate nursing students' perceptions of empowerment and reflective thinking over time.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Baccalaureate nursing students' perceptions of empowerment and reflective thinking over time./
作者:	Lethbridge, Kristen Lynn.
面頁冊數:	242 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=NR73362
ISBN:	9780494733622

Baccalaureate nursing students' perceptions of empowerment and reflective thinking over time.
Lethbridge, Kristen Lynn.

Baccalaureate nursing students' perceptions of empowerment and reflective thinking over time. - 242 p.

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

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

Background Baccalaureate nursing education prepares students to become registered nurses in a continuously transforming health care system. Educational environments must allow students opportunities to develop and refine knowledge and skills they need to become life-long learners and practice competently. During their education, students' perceptions of structural and psychological empowerment in the nursing profession begin to form, and the process of reflective thinking is learned and practiced.

ISBN: 9780494733622Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

Baccalaureate nursing students' perceptions of empowerment and reflective thinking over time.
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100 1 $a Lethbridge, Kristen Lynn. $3 1679821
245 1 0 $a Baccalaureate nursing students' perceptions of empowerment and reflective thinking over time.
300 $a 242 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 Background Baccalaureate nursing education prepares students to become registered nurses in a continuously transforming health care system. Educational environments must allow students opportunities to develop and refine knowledge and skills they need to become life-long learners and practice competently. During their education, students' perceptions of structural and psychological empowerment in the nursing profession begin to form, and the process of reflective thinking is learned and practiced.
520 $a Purpose, Sample, and Setting The purpose of this research was to: (a) propose a theoretical model for testing after an integrated literature review; (b) further test the psychometric properties of the Reflection Questionnaire; and (c) simultaneously test Kanter's (1977, 1993) theory of Structural Power in Organizations, Spreitzer's (1995) conceptualizations of psychological empowerment, and Mezirow's (1991) descriptions of non-reflective and reflective actions. A convenience sample of third-year baccalaureate nursing students from four collaborative programs in Ontario, Canada was used.
520 $a Method Ethical approval from four universities and six colleges was secured. Data were collected at two time points: near the beginning and end of students' third year in their program. Class time was provided for completion of four instruments: Conditions for Learning Effectiveness, Psychological Empowerment Scale -- Education, Reflection Questionnaire, and a demographic questionnaire.
520 $a Results Latent growth curve modeling was used to test relationships among the three main study variables: structural empowennent, psychological empowennent, and reflective thinking over time. A direct, positive, statistically significant relationship between structural and psychological empowennent for initial levels and rates of change in both classroom and practice environments was revealed. Psychological empowennent mediated the relationship between structural empowennent and the learning outcome reflective thinking. The results of the impact of initial values and changes in empowennent variables on changes in reflective thinking were different depending on the learning environment.
520 $a Conclusions Preliminary evidence for understanding how students perceive three key concepts in their educational environments and continuing to examine the relationships among these concepts was generated in this study. Implications for nurse educators include advancing the understanding of how students' perceptions of access to empowennent structures influences their experiences of personal empowennent and engagement in the learning outcome reflective thinking.
520 $a Keywords: structural empowennent, psychological empowennent, reflective thinking, nursing education, baccalaureate nursing students, Kanter, Spreitzer, Mezirow, collaborative baccalaureate nursing programs, confirmatory factor analysis, latent growth curve modeling.
590 $a School code: 0784.
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Education, Health. $3 1017668
690 $a 0569
690 $a 0680
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
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR73362