A Qualitative Study Of Preceptorship Experiences For Associate Degree Nursing Students Transitioning Into Nursing Practice

Author : William Howard Deane
Publisher :
ISBN 13 :
Total Pages : 388 pages
Book Rating : 4.:/5 (116 download)

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Download or read book Transitioning to Concept-based Teaching written by William Howard Deane and published by . This book was released on 2016 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many associate degree nursing programs throughout the United States (U.S.) have adopted a concept-based curriculum (CBC). The limited number of research studies completed to date have primarily focused on student learning and end-of-program outcomes. Additionally, there is a dearth of research on the experience of nurse educators who have transitioned from traditional to concept-based teaching. The aims of this study were to: (1) describe the experience of nurse educators who transition to concept-based teaching, (2) identify whether a common process of transitioning to concept-based teaching exists amongst study participants, (3) identify facilitators and barriers faculty encounter in the process of transitioning to concept-based teaching, and (4) compare study findings to the managing transitions model to determine ares of congruence and the need to refine or expand the model. A qualitative description design with responsive interviewing as the principle method was used to elicit data in this study. the purposive sample of 19 participants consisted of faculty who taught in associate degree programs in the U.S. that deliver a concept-based curriculum. Participants were recruited from an Internet nurse educator email discussion group as well as an e-mail invitation sent to deans/directors of associate degree programs that deliver a concept-based curriculum. Email interviews were conducted between March and April, 2016. Content analysis was used to derive initial codification of interview data, as well as within and between interview comparison of codes to arrive at theme and sub-themes. Five major themes with associated sub-themes emerged from the data analysis that represented the participant's description of the transition experience. The major themes were: recognizing fears, facing conflict, working out of one's comfort zone, seeing successes, and self-talk and questioning self. A purpose of participant transition from traditional to concept-based teaching emerged consisting of five phases that included: responding to the decision to adopt a CBC, developing the curriculum, implementing the curriculum, seeing results, and reflecting back-a continuing journey. Self-talk and questioning self transcended all the phases and provided a framework for reflection that assisted the individual with moving forward wit the transition process. Participants described emotional reactions such as fear of failure and, questioned whether they could be successful in working in a team which were generally analyzed through self-talk. Seeing positive student outcomes helped to convince faculty of the decision to move to a CBC while others continues to question the effectiveness of the change. Four major themes arose that best represented facilitators that assisted the participant throughout the transition process. These facilitators included: identifying inner support, building team cohesiveness, learning from and sharing knowledge with others, and seeing positive student outcomes. Three major themes emerged that represented barriers throughout the participant's transition to concept-based teaching. These major themes included: dealing with personal struggles, lacking support within the school nursing, and lacking support outside the school of nursing. Similarities arose that were consistent with the three stages of managing transitions model. future refinement of the managing transitions model may include reflective question cues to assist individuals as they transition through the phases of change as well as guidance to assist those who continue to resist change. Implications for theory, education, policy, practice, and research are also discussion.