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A narrative inquiry of licensed prac...

Prindle, Regina Miller.

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A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum./
作者:	Prindle, Regina Miller.
面頁冊數:	198 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2068.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178910
ISBN:	0542192365

A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum.
Prindle, Regina Miller.

A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum. - 198 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2068.

Thesis (Ph.D.)--University of Idaho, 2005.

Licensed Practical Nurses (LPNs) are returning to school to complete requirements to attain a Registered Nurse (RN) credential in increasing numbers. Nurse educators are faced with various issues influencing the implementation of curricula to meet the needs of this group of students. This study utilized the framework of narrative inquiry to perform in-depth interviews of six LPN returning students. Through the interpreted words of the research participants, the focus of this study was to understand the individual experiences in the field of nursing that LPN students brought to the RN program, and use the lived experience of these students to inform proposed changes in curricular strategies employed in nursing education. These students were interviewed at three different times during their program, including a focus group of all student participants. The data are presented in the words of the participants as well as in poetic form. The narratives conveyed common themes including: (1) adult development paralleled career development; (2) transformational learning began to occur within the first semester of study; (3) personal challenges were encountered by all participants; and (4) support systems aided students in reaching their personal and professional goals. Interviews with program graduates as well as nurse educators revealed implications and application of study findings. The approaches suggested by the study results support (1) a separate clinical group for LPN returning students; (2) implementation of learner-centered curriculum and pedagogy; and (3) development of resources for student support.

ISBN: 0542192365Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum.
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