The Lived Experience of Learning During a Return to Nursing Course PDF Download
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Author: Rosalie Waldron
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Rosalie Waldron
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Marsha L. Rather
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 628
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Author: Brandi Bates Stanley
Publisher:
ISBN:
Category : Employment re-entry
Languages : en
Pages : 118
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Statement of the Problem: The experience of nurses returning to practice after an extended career break has not been well researched and must be understood to facilitate a safe return. Literature Summary: The nursing shortage is predicted to worsen over the next several years and nurses not currently practicing are a potential pool of personnel with a lower cost associated with re-education (Stevens, 2014). There are few articles in the literature on returning to practice. The Texas board of nursing identified a high risk of errors if the nurse is out for greater than four years. Refresher courses and medical centers both have a stake and a responsibility in facilitating a safe return. Huggins (2005), examined efforts to develop a program in an organization that would allow nurses to be engaged academically and mentored back into practice. Yancy and Handley (2004) concluded that returning a nurse to practice was a complex process that goes beyond a mere refreshing of skills. Thesis Statement: Nurses returning to practice after a career break face challenges that must be understood for educators and employers to facilitate a safe and satisfying return to practice. Research Methodology: A qualitative narrative study was best suited for exploration of this poorly understood topic. A snowball method was used to find subjects who had returned to practice or were in the process of returning after a career break of at least five years. Recruitment was done through a professional nursing organization, social media, and referrals. Five nurses were identified, interviewed, and audio-recorded. The grand tour question was open-ended allowing the nurses to begin, progress, and end the story as they chose. Riessman (2010) discusses the natural impulse of people to narrate experiences of life, so subjects were simply asked to tell their story of returning to practice. Following the interviews, transcripts were generated and examined for commonalities, challenges, and learning needs. Summary of Findings: Nurses returning to practice face many challenges on the journey back. The unfamiliarity with technology, difficulty finding work, insecurity, and horizontal violence are some of the challenges. Nurses who return will often develop a heightened empathy towards others and a drive to become the expert in their practice area. Returners also report a sense of loyalty toward the employer that took a chance in hiring them which often results in longevity with the organization. Confirmation of Thesis: The return to practice nurses each have a story to tell that enlightens both educators and hospitals on how to facilitate a safe and satisfying return. Statement of the Significance of the Findings: Because the Bureau of Labor Statistics is anticipating a growing need for nurses, the returning nurse is a valuable resource to meet the predicted shortage. The critical and mortal nature of the profession makes assuring competency of the returning nurse a vital undertaking. Suggestions for Further Research: Returners come back to practice with a variety of work experiences and variation in length of time out of nursing. Creating a return to practice program that assures competency while providing for individualization for this diverse group is challenging and poorly researched. The fees associated with operating a return to practice program most often exceeds program charges and is pieced together from online sources. How adept individual instructors are at this process directly affects program quality. Economically standardizing curriculum and creating organizational cultures that can facilitate compassionate preceptorships and individualized extended residencies needs further research.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309208955
Category : Medical
Languages : en
Pages : 700
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Book Description
The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.
Author: Deborah Kaye Tonelli
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 180
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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:
Publisher: BRILL
ISBN: 9004507604
Category : Education
Languages : en
Pages : 434
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Book Description
This book consists of 19 chapters on heuristics – reflexive tools, designed to heighten awareness of actions and catalyze desired changes. Thirty-three heuristics address six foci: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony.
Author: Pamela H. Smith
Publisher: University of Chicago Press
ISBN: 0226818241
Category : History
Languages : en
Pages : 353
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Book Description
"This book focuses on how literate artisans began to write about their discoveries starting around 1400: in other words, it explores the origins of technical writing. Artisans and artists began to publish handbooks, guides, treatises, tip sheets, graphs and recipe books rather than simply pass along their knowledge in the workshop. And they tried to articulate what the new knowledge meant. The popularity of these texts coincided with the founding of a "new philosophy" that sought to investigate nature in a new way. Smith shows how this moment began in the unceasing trials of the craft workshop, and ended in the experimentation of the natural scientific laboratory. These epistemological developments have continued to the present day and still inform how we think about scientific knowledge"--
Author: Patricia Benner
Publisher: John Wiley & Sons
ISBN: 0470457961
Category : Medical
Languages : en
Pages : 293
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Book Description
Praise for Educating Nurses "This book represents a call to arms, a call for nursing educators and programs to step up in our preparation of nurses. This book will incite controversy, wonderful debate, and dialogue among nurses and others. It is a must-read for every nurse educator and for every nurse that yearns for nursing to acknowledge and reach for the real difference that nursing can make in safety and quality in health care." —Beverly Malone, chief executive officer, National League for Nursing "This book describes specific steps that will enable a new system to improve both nursing formation and patient care. It provides a timely and essential element to health care reform." —David C. Leach, former executive director, Accreditation Council for Graduate Medical Education "The ideas about caregiving developed here make a profoundly philosophical and intellectually innovative contribution to medicine as well as all healing professions, and to anyone concerned with ethics. This groundbreaking work is both paradigm-shifting and delightful to read." —Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice "This book is a landmark work in professional education! It is a must-read for all practicing and aspiring nurse educators, administrators, policy makers, and, yes, nursing students." —Christine A. Tanner, senior editor, Journal of Nursing Education "This work has profound implications for nurse executives and frontline managers." —Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University
Author: Sue Taplin
Publisher: Critical Publishing
ISBN: 1912096099
Category : Social Science
Languages : en
Pages : 160
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Book Description
As a social work practice educator and trainer, it is useful to seek advice from more experienced colleagues who could help you find ways to overcome difficulties you may encounter in supporting individual students. This book is a handy companion for those times when a colleague is not readily available. The editor, Sue Taplin, chose these contributors for their practice wisdom and because she knew that, from their own experience, they had developed innovative practice that you can adapt to find your own solutions to the problems that you face. The contributors can be said to be experts by experience in their chosen field, some are practitioners, some are academics, but all have faced difficulties in the real world of practice learning and have been generous enough to offer to contribute a chapter to this edited textbook.
Author: David J. Flinders
Publisher: IAP
ISBN: 1623968089
Category : Education
Languages : en
Pages : 339
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Book Description
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large. University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
