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.
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    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.
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    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
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    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.
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    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.