A Phenomenological Study Exploring the Lived Experience of Students who Have Failed a Nursing Course PDF Download
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Author: Deborah Kaye Tonelli
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 180
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Book Description
The purpose of this transcendental phenomenological study was to examine the lived experiences of students after failing a nursing course, resulting in the students either sitting out a semester prior to repeating the course or making the decision not to return to a program at all. The central research question for this study was “what are the lived experiences of students who fail a nursing course?” This study retrospectively examined the failure of nursing students to better understand how they processed the event, gained meaning from the experience, and found supportive measures that were useful in moving forward to the next step in their educational journey. The theories guiding this study were Knowles’ adult learning theory and Bandura’s social learning theory, with a nod to Frankl’s theory of meaning making. Participants consisted of 12-15 adult students accepted to an associate degree nursing program in the southeastern United States who failed a nursing course with a D or F. One-on-one interviews and focus small group sessions were conducted in a private conference room at a joint community college center that serves students from three different higher education institutions. Participants were also asked to write a letter of support or advice for a future student experiencing the phenomenon to gain further insight in how they survived the failure, gained meaning from the experience, and were able to move forward following the academic set-back. Data analysis was conducted using van Manen’s thematic analysis to discover the participants’ lived experience following failing a nursing course.
Author: Deborah Kaye Tonelli
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 180
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Book Description
The purpose of this transcendental phenomenological study was to examine the lived experiences of students after failing a nursing course, resulting in the students either sitting out a semester prior to repeating the course or making the decision not to return to a program at all. The central research question for this study was “what are the lived experiences of students who fail a nursing course?” This study retrospectively examined the failure of nursing students to better understand how they processed the event, gained meaning from the experience, and found supportive measures that were useful in moving forward to the next step in their educational journey. The theories guiding this study were Knowles’ adult learning theory and Bandura’s social learning theory, with a nod to Frankl’s theory of meaning making. Participants consisted of 12-15 adult students accepted to an associate degree nursing program in the southeastern United States who failed a nursing course with a D or F. One-on-one interviews and focus small group sessions were conducted in a private conference room at a joint community college center that serves students from three different higher education institutions. Participants were also asked to write a letter of support or advice for a future student experiencing the phenomenon to gain further insight in how they survived the failure, gained meaning from the experience, and were able to move forward following the academic set-back. Data analysis was conducted using van Manen’s thematic analysis to discover the participants’ lived experience following failing a nursing course.
Author: Althea Allison
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages :
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Author: Monique Mallet-Boucher
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Kathryn Mauch
Publisher:
ISBN:
Category : Clinical competence
Languages : en
Pages : 0
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Book Description
Nursing education is in the midst of change as it relates to current clinical education approaches. In the United States, numerous nursing boards have restructured their clinical guidelines for licensure to include high-fidelity patient simulation as an acceptable form of clinical education. In response to these educational changes, a thorough review of the literature was performed and revealed a gap related to student outcomes when combining traditional clinical education and high-fidelity patient simulation during clinical courses. The purpose of this qualitative study was to provide a richer understanding of how a student's clinical education impacts his or her educational experiences. Through a phenomenological approach, I examined the lived experiences of 12 nursing students who had completed a medical-surgical clinical course. Data was analyzed utilizing Moustakas' (1994) seven steps of data analysis and revealed six themes to include (a) collaboration/team approach, (b) confidence, (c) influence of the instructor, (d) observation, (e) realism, and (f) reflection. Results of this phenomenological study are timely as states across the nation are considering substantial changes to their clinical education guidelines and policies.
Author: Rosalie Waldron
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Alan Peter Howard
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 187
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Book Description
The purpose of this phenomenological study was to explore the phenomenon of moral distress on nursing students who engaged in clinical experiences during the COVID-19 pandemic. This research study was supported by Jean Watson’s theory of human caring (Watson, 2006) as it explained the relationship between a nursing students’ provision of care and the moral dilemma and potential moral distress related to threats to that care. This study was also presented within the conceptual framework of Patricia Benner’s model from novice to expert (Benner, 1984). Within this framework, the nursing student as novice may not have the skills or experience necessary to adequately deal with care related stressors, and therefore may be at higher risk for developing moral distress. This study was guided by the central research question: As described by participants, what is the lived experience of moral distress for nursing student’s during the COVID-19 pandemic? Participants were nursing students enrolled in a program of study enabling the participant to sit for the registered nurse state examination, and who had engaged in clinical nursing experiences during the COVID-19 pandemic. Data collection was via interview, journal entries, and artifact documents in the form of photographs or images with accompanying explanatory text. Five themes emerged from data analysis: compromised caring, mixed messages, personal perceptions, coping during COVID-19, and fearful future. Implications from findings were discussed, and recommendations for policy, practice, and future study were provided.
Author: Max van Manen
Publisher: Routledge
ISBN: 1315421046
Category : Philosophy
Languages : en
Pages : 221
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Book Description
Bestselling author Max van Manen’s Researching Lived Experience, Second Edition, introduces a human science approach to research methodology in education and related fields. It shows readers how to orient oneself to human experience in education and how to construct a textual question which evokes a fundamental sense of wonder, and it provides a broad and systematic set of approaches for gaining experiential material which forms the basis for textual reflections. The second edition of this classic work has never before been released outside Canada.
Author: Susan Lanzara
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 143
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Book Description
Author: Paul Witt
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501502468
Category : Language Arts & Disciplines
Languages : en
Pages : 1318
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Book Description
In this volume, leading scholars from the fields of communication, educational psychology, and international education address what is known about the strategic role of interpersonal communication in the teaching/learning process. Instruction often involves spoken communication that carries information from teacher to learner, and in these instances the teacher's skillful and strategic use of language has a measurable impact on learning outcomes. Thus, the cumulative findings of instructional communication research are instrumental in maximizing the efficiency and effectiveness of both teaching and learning. Major sections of this volume include: Historical and Theoretical Foundations Instructor Characteristics and Behaviors Student Characteristics and Outcomes Pedagogy and Classroom Management Teaching and Learning Communication Across the Life-span This handbook serves researchers, professors, and graduate students by surveying the collective findings of research and experience concerning the intentional activity of teaching and learning.
Author: Carina Henriksson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 188
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Book Description
The notion of school failure is often understood only in terms of students' cognitive inadequacies or their dropping out of school. In this sense, students' failure really is seen as their failure. Living Away from Blessings offers an alternative understanding of the notion by examining students' lived experiences of school failure in the classroom. The experiential accounts of teenage students show that they view school failure as having little to do with cognitive inadequacy and everything to do with their behaviour. The lived experiences described by the students include feelings of disappointment, non-recognition, loneliness, boredom, shame, marginalization, stigmatization, inferiority, and worthlesssness. Drawing on phenomenological philosophy, Carina Henriksson explores the temporal, spatial, and relational dimensions of the experience of school failure. Living Away from Blessings is an insightful and sensitive inquiry into taken-for-granted attitudes about pedagogical relationships and classroom interaction. -- Cover.
