Education Doctorate with emphasis in Nursing Education

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http://hdl.handle.net/20.500.11987/328

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Essential Emotional Social Intelligence Skills for Nursing
(2020-03-20) Minster, April Leigh
There is research to support that emotional-social intelligence skills positively impact academic and practice performance outcomes in nursing. Based on the literature, there was a need to explore the most important emotional-social intelligence skills used in nursing practice and how those skills are developed. The purpose of this grounded theory study was to understand the emotional-social intelligence skills used and developed in nursing practice. Participants were chosen through purposeful sampling. Semi-structured interviews were conducted and an emotional-social intelligence skills checklist based on the Bar-On Model of Emotional-Social Intelligence (2006) was used. The emerging Minster Five-Factor Model of Emotional-Social Intelligence for Nursing was developed based on the data collected. This study revealed four essential skills that registered nurses use in practice: empathy, stress tolerance, flexibility, and problem solving. Self-awareness was determined to be a key skill needed for registered nurses to develop emotional-social intelligence skills. This study found that emotional-social intelligence can be learned and developed. Mentors, role models, and coaches within the context of the acute care setting assisted in the development of emotional-social intelligence. Engagement was an important factor for development to occur. This study recommends including emotional-social intelligence skills in nursing curriculum. Further studies are recommended to validate the essential emotional-social intelligence skills for nursing.
Exploring the Transitions of Student Veterans Who Have Experienced a Traumatic Event While Serving in the Military Then Attended a Nursing Program
(2021) Warren, Jessica
The purpose of this qualitative phenomenological study was to explore the transition of student veterans who have experienced a traumatic event while serving in the military then attended a nursing program. Schlossberg’s Transitional Theory was used as a theoretical framework. The research methodology of phenomenology was utilized for this study. Five student veteran participants completed interviews via Zoom and shared experiences about their transition through nursing school. Data was analyzed using Tesch’s eight steps. The participants’ experiences generated themes of: Transitional Barriers, Transitional Support, Personal Growth, and Driving Forces. Student veterans who experience a traumatic event while in the military are often faced with numerous challenges. Overall, the participants expressed several barriers and obstacles that they encountered while in their nursing program. The participants also expressed different types of support that allowed them to preserver despite the challenges they faced. Based upon the findings of this study, there is a need for more awareness of student veterans and the unique support services they may require while in a nursing program. The results of this study also suggest a need for additional training of nursing faculty and staff concerning student veterans and their unique needs.
A Quantitative Study to Investigate How Traditional Nursing Programs Incorporate Self-Care Practices Into the Student Nurse Experience
(2021-02) Hanke-Tierney, Cathy
Abstract Introduction: Undergraduate nursing students often find the academic rigor of a nursing program challenging. Students may experience feelings of stress, feel overwhelmed, and have difficulty coping, while some also struggle with mental health issues such as depression. Nursing students may also feel stressed about their ability to be academically successful in a nursing program and perform satisfactorily in the clinical setting. Difficulty coping with the demands of nursing education, and anxiety related to tests are also challenges nursing students encounter. The struggles faced by nursing students are well known, however, great variability exists regarding ways to engage nursing students in self-care practices to support their holistic well-being. Methods: A survey was designed for this quantitative descriptive study to discover how self-care practices are incorporated into traditional undergraduate nursing programs. An Invitation to Participate was emailed to 189 nursing program administrators of traditional undergraduate nursing programs in eight Midwestern states. A link to the survey was embedded within the invitation. Results: Sixty-eight surveys were returned. Statistically significant findings were related to the presence of having a policy in place to assist nursing students who request professional advice, the likelihood of assessing stress and emotional health of the program administrators nursing students, and how nursing program administrators of ADN and BSN programs felt about the importance of incorporating self-care practices into their nursing program. Discussion: Although the challenges nursing students face while completing their nursing education are well known, a systematic means of incorporating self-care practices into nursing programs to promote nursing students’ holistic well-being has yet to be realized. Therefore, future research should focus on developing methods to incorporate self-care practices into nursing programs to support the holistic well-being of nursing students. The incorporation of self-care practices into nursing education may assist nursing students to better manage the rigor of their nursing programs and graduate better prepared to handle the demands of nursing practice. The goal should be to make self-care a habit – a way of being that begins during nursing school and continues as a new way of life. Keywords:self-care, nursing students, nursing education, stress, psychological well-being
Nursing Faculty's Perception of Managing Nursing Faculty to Faculty Incivility
(2021) McCown, Angela
Nursing faculty incivility is not a new phenomenon. It has been seen in nursing education for quite some time. Understanding nursing faculty experiences with their colleague’s incivility will help create a workplace environment that is less hostile and promotes the psychological well-being of faculty. The purpose of this qualitative phenomenological study was to explore the roles, experiences, and perceptions of nursing faculty within a nursing program in regard to faculty-to-faculty incivility. More specifically, the study examined the nursing faculty’s perception of what constitutes uncivil behavior, the roles that both faculty and nurse leaders have in managing this behavior, and the current practices used to address incivility. Eight nursing faculty from various nursing programs within the Midwest participated. Participants were interviewed regarding their lived experiences of nursing faculty-to-faculty incivility. Data received from these interviews was analyzed for common themes. Participants were clear that incivility is a current issue in nursing education. Women dominate the profession of nurse education, and with this comes a struggle to acquire power over others. Incivility has led to participants resigning their positions, changing their teaching assignments, or contemplating leaving nursing education. Participants were not consistent in recognizing uncivil behaviors. Because of the inconsistencies, it is impossible to manage incivility. Participants identified education on incivility as a strategy that will assist with the lack of knowledge. Codes of conduct and incivility policies should also be put in place to help manage incivility. Lastly, accountability is critical; both faculty and leaders must hold nursing faculty accountable for their uncivil behaviors. This study exhibits significant implications for nursing education, nursing faculty, and nursing education administration by identifying educational needs, identifying strategies that have been successful in addressing incivility, and emphasizing the need to make uncivil faculty members accountable for their actions.
A Descriptive Study Exploring the Components of Academic Coaching Programs in Nursing Education across the Midwest
(2021-03-24) Johnson, Angela M.
Research supports that academic coaching programs help students succeed in their progression through a nursing education program. Based on the literature, there is a need for further definition and a deeper understanding of academic coaching programs’ components and their effectiveness in promoting nursing student success. This study explores what constitutes best practices for creating and implementing academic coaching programs in nursing education to promote student success. Participants were chosen through the purposeful sampling of Deans, Directors, and Program Chairs of nursing programs in eleven Midwestern States. All participants were sent an invitation to participate that included a link to an author-created survey tool constructed for this study. This study revealed the most commonly implemented components of academic coaching programs and their level of effectiveness. There were thirty possible components established from the review of the literature. Participants were asked whether their program utilized the component and ranked its level of effectiveness in student success. This study recommends that implementing academic coaching program components of the highest level of effectiveness would be of the most significant benefit. Further studies are recommended to validate the most common components and those most effective in promoting student success. Keywords: academic coaching, academic success, education, nursing, nursing students, program development, academic achievement, success coaching.
The Relationship Between Nurse Educators’ Self-Reflection and Reflection on their Peers in Regard to Incivility.
(2021-05) Cole, Kelly A
Incivility has a direct impact on nursing education including recruitment and retention as well as job satisfaction. An opportunity exists to explore reflections on the workplace civility behaviors of self and peers, and how those reflections and relationships can improve civility in nursing education. The purpose of this study was to examine the relationship between self-reflection of civility related behaviors and reflection on the perceived behavior of peers, by nurse educators working within pre-licensure RN programs in the Midwest. The instrument utilized for this study was the Clark Workplace Civility Index © (WCI) which was adapted to collect data from a sample of 82 nurse educators practicing in associate degree and bachelor degree pre-licensure nursing programs in the Midwest. Participants were chosen by convenience sampling for this quantitative, correlational study. The results indicated a positive relationship between how participants reflected on their overall civility and that of their peers, as well as in regard to specific civility behaviors. In addition to many descriptive points, results demonstrated that participants most often scored themselves higher than their peers, that total civility scores for both participants and peers were higher when civility related activities had actively and successfully taken place, and that participants indicated that the tools and processes within the study would be beneficial within their own programs. Study findings indicate that further investigation into self-reflection and reflection on peers in regard to incivility is warranted to build solid efforts at improving civility in nursing education.
Undergraduate Nursing Faculty's Lived Experience of Authentic Leadership in Nursing Education
(2021-05) Diedrichsen, Krystal Marie
Current nursing practice is encountering challenges with retention, burnout, and staff satisfaction. Nurses are caring for patients who are more critically ill; expected to do more with less; and experiencing increased demands of their time due to nursing staff shortages. Research has shown how Authentic Leadership (AL) can positively impact nursing practice. However, there is a significant research gap of faculty lived experiences with or without the application of AL and its overall impact on nursing education. The purpose of this study was to explore the lived experiences of undergraduate nursing faculty and current use of AL in nursing education. The primary aim was to focus on the common experiences of undergraduate nursing faculty with Authentic Leadership. Utilizing the phenomenology approach, this research sought to explore the essence of the lived experience of nursing faculty within or without AL. Six nursing faculty from Midwestern undergraduate nursing programs participated in qualitative interviews. Transcripts from the interviews were repeatedly reviewed and coded for identification of emerging themes. Through thematic analysis, eight emerging themes were initially identified and then refined into three main themes: 1) knew how I wanted to lead; 2) culture of support; and 3) faculty efficacy. This study provided the significant positive impact of AL on nurse educators. The positive effects on nursing faculty has the potential to also positively impact their students, to be studied in the future. Increased AL in undergraduate nursing education could lead to healthy work environments, which would help to positively address the retention, burnout, and stressful work settings that nurses are facing across the nation. The researcher recommends future study of the lived experience of undergraduate nursing faculty with or without authentic leadership on a much larger scale.
Sleep Quality and Daytime Sleepiness in Pre-licensure Baccalaureate Nursing Students
(2020-02-13) Blome, Melissa
Abstract Introduction: Poor sleep quality and maladaptive sleep hygiene may lead to chronic daytime sleepiness, which may, in turn, impact daily functioning. The purpose of this research study was to further investigate sleep in pre-licensure baccalaureate nursing students, and describe factors that impact their sleep quality and daytime sleepiness. Methods: This study used a cross-sectional descriptive design. A convenience sample was used to recruit participants from thirteen baccalaureate nursing programs from a Midwest region in the United States. An Invitation to Participate was emailed to deans who forwarded the invitation to the pre-licensure baccalaureate nursing students enrolled in their programs. Research questions included relationships and differences in student year of study, enrollment status, behaviors, obligations, and their sleep quality, daytime sleepiness, and sleep hygiene. Data were collected using a demographic questionnaire, the Pittsburgh Sleep Quality Index, the Epworth Sleepiness Scale, and the Sleep Hygiene Index. Data were analyzed using SPSS 26.0 and Mplus version 8.4. Results: The sample (N = 254) was mostly 19-24 years old (83.8%), primarily White (85%) and female (93.3%). Overall, the participants reported poor sleep quality, excessive daytime sleepiness, and maladaptive sleep hygiene, regardless of their year of study or enrollment status. Student obligations and behaviors most frequently reported as reasons for losing sleep were classes (94.1%), work (72%), technology use into the night (85%), and caffeine use (44.5%), respectively. Classes and finances for food were inversely and statistically significant with sleep quality, daytime sleepiness and sleep hygiene. Mediation results indicated work, classes, and technology use into the night significantly predicted sleep hygiene; work, family, activity with friends, and classes significantly predicted sleep quality. Discussion: Learning the importance of sleep hygiene, good sleep quality, and the associated health benefits may assist pre-licensure baccalaureate nursing students with achieving optimal daytime functioning. Providing undergraduate nursing students with routine educational sessions on sleep health to promote holistic well-being is essential. The findings support future research on testing the effect sleep hygiene has on academic performance and how sleep health affects their nursing profession. Consideration should be given to sleep health content as a thread through nursing curriculum. Keywords: sleep, sleep quality, daytime sleepiness, sleep hygiene, nursing student, college student
The Lived Experience of Trans Nursing Students
(2020) Dubas, Jenna M.; Dubas, J. M. (2020). The lived experience of trans nursing students. [Doctoral dissertation, Bryan College of Health Sciences].
It is widely accepted that gender diversification of the nursing workforce will positively influence healthcare access and outcomes. Gender diversification of the nursing workforce is desired to enhance culturally congruent care, including gender-affirming care of trans persons. Trans persons experience discrimination in academic and employment settings, but trans persons’ experiences during pursuit of a career in nursing have not been disseminated. The purpose of this study was to explore the lived experience of trans students in U.S. prelicensure nursing programs. A phenomenological approach was used. Analysis of individual interviews with four participants representing baccalaureate programs from across the United States resulted in the emergence of six themes: (a) language is a barometer for respect and safety, (b) traversing deep-rooted assumptions about gender and nursing, (c) the burden of altruism as default educators and advocates, (d) navigating transition and coming out, (e) pride in nursing, and (f) personal gender experiences enhanced nursing care. The burden of altruism as default educators and advocates resulted from three subthemes: (a) faculty were unprepared to teach trans students and to teach trans health concepts and, (b) the formal curricula on trans health were inadequate, cisnormative, and pathologizing, and (c) transinvisibility on campus. Illuminating experiences of nursing students who identify as trans, a historically marginalized and stigmatized sector of the population, holds the power to transform future experiences for trans students. Study findings inform gatekeepers of the nursing profession about systems and interactions with potential to influence trans students’ experiences. The study findings lead to short-term and long-term recommendations for gatekeepers to mitigate minority stress of trans nursing students, including enhancing integration of trans health concepts in formal curricula and supporting faculty to develop knowledge of trans students and trans health. Finally, this study implores the nursing profession at-large to consider the mutual value in actively welcoming gender diverse individuals into the profession, benefitting trans persons as future nurses and benefitting future recipients of their care.
The Perceived Challenges of Advising Undergraduate Nursing Students and the Effects on Faculty as Advisors
(2020) Davis, Krystal L.
Academic advising can significantly influence academic success. However, little is known about the challenges and the effects on nurse faculty advising baccalaureate nursing students. The purpose of this qualitative phenomenology study was to explore the challenges faculty experience advising baccalaureate nursing students and the effect those challenges have on faculty advisors. Semi-structured interviews were utilized with a purposeful sample of six nurse faculty advisor participants at three Midwest undergraduate nursing program. Participants perceived four challenges of workload, lack of training, lack of student accountability, and the student-advisor relationship. The effect from these challenges consisted of a sense of emergency, lack of purpose, and stress and anxiety. These findings add to the lack of literature in academic advising in nursing education to better support nursing faculty advising nursing students to retain qualified nursing faculty.
Student Registered Nurse Anesthetists' Perceptions of Incivility and Bullying by Healthcare Providers in the Clinical Setting
(2020) Chandler, Holly Anne
Background and Significance: Limited research exists regarding Student Registered Nurse Anesthetists' (SRNAs’) perceptions of incivility and bullying by healthcare providers in the clinical setting. Outcomes of incivility and bullying include effects on learning, physiological, and psychological needs. Purpose: To explore SRNAs’ perceptions of incivility and bullying by healthcare providers in the clinical setting. Methods: Purposive sampling was utilized to select SRNAs who were full-time second or third-year nurse anesthesia students from nurse anesthesia programs who were actively attending clinical rotations. Private interviews were conducted using semi-structured questions. Data analysis was completed through Tesch’s Eight Steps (Creswell & Poth, 2018), bracketing, member checking, and triangulation. Results: The coding process revealed six themes: 1) educational experiences, 2) professionalism, 3) relationships, 4) coping, 5) health and well-being, and 6) perceived prevalence of incivility and bullying. Conclusions: SRNAs perceive the prevalence of incivility by healthcare providers in the clinical setting to be pervasive. All 10 participants perceived they had experienced incivility by healthcare providers in the clinical setting. SRNAs perceive the prevalence of bullying by healthcare providers in the clinical setting to be common. All participants had witnessed or heard of bullying, while four of the ten had experienced it. Keywords: bullying, incivility, healthcare provider, preceptor, clinical rotation, school of nurse anesthesia, anesthesia services, student registered nurse anesthetist, and certified registered nurse anesthetist
An Assessment of Burnout and Associated Characteristics among Midcareer Prelicensure BSN Faculty
(2019-05) Bentjen, Melinda
The United States is projected to experience a shortage of registered nurses due to aging baby boomers and growing need for health care. Nursing faculty shortage directly impacts the supply and demand for nurses. Each career stage of nursing faculty, early, middle, and late, have components that effect the work group. There is a need to explore midcareer nursing faculty based on the majority of faculty fall in this career stage and have many challenges in work-life. The purpose of this study is to understand more about the pragmatic issues of education by investigating the prevalence of active, Midwestern, prelicensure, midcareer Bachelor of Science in Nursing (BSN) faculty experience of burnout. The main aim is to discover if midcareer prelicensure BSN faculty experience burnout. The Maslach Burnout Inventory-Educators Survey (MBI-ES) was used to collect data from a sample of 44 Midwestern midcareer nursing faculty. In this descriptive, cross-sectional design, midcareer nursing faculty were chosen by a convenience sampling. The results of frequency distribution and t tests (p=0.0086) showed that midcareer nursing faculty (mean=23.55) had a significantly higher level of burnout based on their Emotional Exhaustion Subscale score compared to postsecondary teachers (mean=18.57). Pearson’s correlation coefficients found that midcareer nursing faculty who exercised (2-tailed=0.007) and taught more credit hours (2-tailed=0.14) in a semester had a low level of burnout based on their Personal Accomplishment Score. Results of this study indicate that midcareer nursing faculty have high Emotional Exhaustion. Findings from this study suggest that midcareer nursing faculty who have a hobby, exercise, and teach more credit hours in a semester demonstrate a high Personal Accomplishment. Further investigation into the work/life balance of midcareer nursing faculty would assist in supporting professional development and mentoring program.
The Lived Experience of College Faculty Following Student Suicide: A Phenomenological Inquiry
(2019-05) Summers, Michelle
Abstract The purpose of this qualitative phenomenological study was to explore the lived experience of college faculty following student suicide. Doka’s Theory of Disenfranchised Grief was used as a theoretical framework. The research methodology of phenomenology was utilized for this study. Six participants completed face-to-face interviews and shared their complete and personal experience with student suicide. Data were analyzed using Tesch’s eight steps. The participants’ stories yielded themes of missed clues, postvention, awareness of student problem, guns, and loss of potential. Faculty members who have experienced the suicide of a student are often faced with many challenges. Overall, the participants expressed a belief that they failed to notice clues of students’ suicidal ideations, and the belief that they lacked formal training in the area of mental health. The participants also expressed a need for postvention, including debriefing, following a student suicide. A lack of available resources for students with mental health needs was highlighted, along with the challenges associated with being unable to force a student to engage in therapy. Based upon the findings of this study, there is a need to acknowledge the feelings and emotions of faculty members following student suicide. Grief is a unique and personal experience. The results of this study suggest that faculty members need training and support in suicide prevention, intervention and postvention.
Standardizing the Evaluation of Service Learning
(2019-05) Hunt, Tiffany Ann
Abstract Background: Service learning is an educational pedagogy that provides students with an opportunity to apply classroom knowledge to real-life situations. There are three components of service learning: course outcomes, service, and reflection. One barrier to incorporating service learning into nursing curriculum is the lack of a standardized measurement to evaluate students’ service learning experiences. Purpose: The purpose of this study was two-fold: first, to develop a standardized rubric to evaluate nursing students’ experiences of service learning within an undergraduate nursing school program, and second, to test the reliability and validity of the newly developed measurement tool, the Hunt Service Learning Evaluation (HuSLE) rubric to evaluate students’ experiences of service learning. Methods: This descriptive study used a convenience sample of five undergraduate faculty who provided data for the development of the HuSLE rubric’s psychometric properties. Results: Analyses indicated that overall, the items within the HuSLE rubric have a high percentage of agreement among raters; six out of the eight items were statistically significant. The reflection domain had the greatest amount of variation between raters. The content validity index (CVI) completed by the raters was statistically significant during phase I. The CVI completed by the content experts was statistically significant for all items except number of service hours, type of service, and reflection-bridging the experience. Conclusion: This study demonstrated the design and development of a standardized rubric used to evaluate undergraduate nursing students’ experiences of service learning that has not yet been reported in the literature. A standardized rubric with statistically significant validity was established. The HuSLE rubric is reliable and valid and may be an easy tool for nurse educators to use as a strategy for measuring nursing students’ service learning experiences.
Factors Influencing the Recruitment and Hiring of Early Career Nurse Faculty
(2019-05) Sladky, Katie Ann
The nursing faculty and subsequent nursing shortages have plagued the profession for decades with little progress made in altering the trajectory of the problem (AACN, 2005; IOM, 2010; NLN, 2017). Primary influences on the faculty shortage include later entry into faculty roles, the aging of faculty, and early retirements, and a logical solution is to recruit nurses to faculty roles earlier in their careers. The purpose of this study was to examine factors relating to recruitment strategies and hiring practices used by administrators of undergraduate, prelicensure nursing programs for early career nursing faculty. This study contributes new knowledge about administrators’ perspectives on hiring well-qualified young nurses for faculty roles and the most effective recruitment strategies for that demographic. A cross-sectional, descriptive survey design was used. The sample consisted of 80 nursing program administrators from eight Midwestern states. The survey tool was developed by the researcher based on the literature and consisted of 15 questions regarding hiring practices for open faculty positions and recruitment methods that were evaluated for how effective they could be, their frequency of use, and how effective they have been if used. Results of the study showed that nursing program administrators have a strong desire to hire well-qualified young nurses for faculty roles but that this population is not applying for open faculty positions as frequently as older nurses. The strategies that have been most effective for early career nurse faculty recruitment are recruiting individuals recommended by current faculty, the direct recruitment of individuals, and engaging in direct conversations encouraging a future faculty role. These results demonstrate the need for intentionality in recruiting potential candidates for academic careers and the importance of shedding a positive light on nursing education and the faculty role. Administrators, faculty, and all other stakeholders within nursing education must take ownership in putting these methods into action.

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