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A qualitative study of faculty/stude...

Clark, Karen.

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A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews./
作者:	Clark, Karen.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2109.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135840
ISBN:	0496830431

A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews.
Clark, Karen.

A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews. - 143 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2109.

Thesis (Ed.D.)--Ball State University, 2004.

The purpose of this qualitative study was to explore the RN to BSN student's perceptions about what they need from curricula and the faculty to meet their educational goals. In addition, the study looked at the relationship between student identified needs and those identified by the faculty in regard to the RN to BSN curriculum.

ISBN: 0496830431Subjects--Topical Terms:

543175
Education, Higher.

A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews.
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245 1 2 $a A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2109.
500 $a Adviser: Peter J. Murk.
502 $a Thesis (Ed.D.)--Ball State University, 2004.
520 $a The purpose of this qualitative study was to explore the RN to BSN student's perceptions about what they need from curricula and the faculty to meet their educational goals. In addition, the study looked at the relationship between student identified needs and those identified by the faculty in regard to the RN to BSN curriculum.
520 $a Evidence was collected using three focus group interviews with RN to BSN students and three focus group interviews with faculty who teach in RN to BSN programs. The number of participants in faculty focus group totaled 13 while participants in student focus groups totaled 16 participants. Individual follow-up interviews were conducted with participants from five of the six focus groups.
520 $a A total of 50 concepts and a total of 20 subcategories were identified as significant as a result of the student data analysis. Seven themes emerged from the data analysis: (1) reasons for seeking BSN degrees (personal reasons, job advancement or maintenance, bridge to graduate school); (2) curricular content (nursing research, nursing leadership/management, health assessment, politics, computer technology, and general education); (3) curricular outcomes (professionalism, professional self-esteem, critical thinking); (4) institutional factors (advising and admissions processes, separation from traditional BSN students); (5) teaching methodologies (discussion, sharing, student presentations); (6) adult learning principles (self-direction, choices, peer learning, respect for experience); and (7) accommodations (acknowledgement for multiple roles, convenience, flexibility, credit for previous work, choices, physical environment).
520 $a A total of 80 concepts and a total of 21 subcategories were identified as significant as a result of the faculty data analysis. Six themes emerged from the faculty data analysis: (1) curricular content (nursing research, nursing leadership/management, health assessment, ethics, theory, history, general education); (2) curricular outcomes (professionalism, moving out of comfort zone, foundation for graduate study); (3) institutional factors (flexibility while maintaining quality, removing barriers, program design); (4) teaching methodologies (discussion, group work, lecture, distance education, papers, student presentations); (5) adult learning principles (choices, peer learning, relevance, practicality, applicability; teacher as facilitator); and (6) accommodations (support, flexibility, recognition of multiple life roles, convenience, physical environment, and financial assistance).
520 $a Conclusions and recommendations for practice and research are provided at the end of this study.
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