دورية أكاديمية
Pride and Competency in Accelerated Nursing Programs.
| العنوان: | Pride and Competency in Accelerated Nursing Programs. |
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| المؤلفون: | Tornwall J; About the Authors Joni Tornwall, MEd, RN, is manager of instructional services, The Ohio State University College of Nursing, Columbus, Ohio. Alai Tan, PhD, is research associate professor, The Ohio State University College of Nursing. Wendy Bowles, PhD, RN, APRN-CNP, is assistant dean for baccalaureate programs and assistant professor of clinical nursing, The Ohio State University College of Nursing. Support for this research is provided by a grant from the Robert Wood Johnson Foundation. For more information, contact Mrs. Tornwall at tornwall.2@osu.edu., Tan A, Bowles W |
| المصدر: | Nursing education perspectives [Nurs Educ Perspect] 2018 Nov/Dec; Vol. 39 (6), pp. 343-349. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: National League for Nursing Country of Publication: United States NLM ID: 101140025 Publication Model: Print Cited Medium: Print ISSN: 1536-5026 (Print) Linking ISSN: 15365026 NLM ISO Abbreviation: Nurs Educ Perspect |
| أسماء مطبوعة: | Original Publication: New York, NY : National League for Nursing, c2002- |
| مواضيع طبية MeSH: | Education, Nursing* , Education, Nursing, Baccalaureate* , Students, Nursing*, Faculty ; Humans ; Perception ; Personal Satisfaction |
| مستخلص: | Aim: The aim of this study was to examine student-level and school-level variation in pride and competency in accelerated nursing programs and the relationship between student satisfaction with instructional methods and perceptions of pride and competency. Background: Nursing students in accelerated, second-degree programs have a greater need to feel competent when compared to traditionally educated nurses; however, evidence to illuminate a relationship between faculty instructional methods and student pride and competency is lacking. Method: The method was a secondary analysis of data collected from 3,506 students in 130 programs over seven years. Results: Higher levels of satisfaction with instructional methods were associated with higher levels of pride and competency in nursing skills. There was no significant variation in pride and competency in nursing skills across institutions. Conclusion: Student satisfaction with instructional methods in accelerated nursing education has an impact on student pride and competency. |
| تواريخ الأحداث: | Date Created: 20180601 Date Completed: 20190906 Latest Revision: 20190906 |
| رمز التحديث: | 20240628 |
| DOI: | 10.1097/01.NEP.0000000000000343 |
| PMID: | 29851701 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1536-5026 |
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| DOI: | 10.1097/01.NEP.0000000000000343 |