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ABSTRACT: The purpose of this study was to use a cross-sectional survey design, with an integrated theoretical perspective, to examine clinical teachers' (n = 64) and nursing students' (n = 352) empowerment, teachers' and students' perceptions of teachers' use of empowering teaching behaviors, students' perceptions of nurses' practice behaviors, and students' confidence for practice in acute care settings. In this study, teachers and students were moderately empowered. Teachers reported using a high level of empowering teaching behaviors, which corresponded with students' perceptions of teachers' use of such behaviors. Teachers' empowerment predicted 21% of their use of empowering teaching behaviors. Students reported nurses as using a high level of professional practice behaviors. Students felt confident for professional nursing practice. The findings have implications for practice contexts related to empowering teaching-learning environments and self-efficacy.
Journal of Nursing Education 03/2012; 51(4):217-25. · 0.86 Impact Factor
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ABSTRACT: The authors present findings of 2nd year nursing students' (N = 352) perceptions of their clinical teachers' use of empowering teaching behaviours (ETB) and to highlight steps undertaken to establish psychometric properties of the Empowering Teaching Behaviours Questionnaire-Student (ETBQ-S). The authors identify a) the process involved in the adoption of the ETBQ-S, b) ETBQ-S validity procedures completed prior to instrument implementation, c) results of nursing students' responses to the ETBQ-S, d) criterion validity, and e) ETBQ-S confirmatory factor analysis findings conducted after study completion. The ETBQ-S reliably measures five facets of empowering actions that clinical teachers can employ with nursing students in practice to enhance their confidence, involve them in decision-making and goal setting, make learning meaningful, and help them to become more autonomous nurses.
International Journal of Nursing Education Scholarship 01/2012; 9(1):Article 5.
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ABSTRACT: Baccalaureate nursing education prepares students to become registered nurses in evolving health care systems. During their program, students' perceptions of empowerment in the nursing profession begin to form, and they are introduced to the process of reflective thinking. The purpose of this integrative literature review is unique in that three concepts are examined and linked-structural empowerment (as conceptualized by Kanter), psychological empowerment (as described by Spreitzer), and reflective thinking (as characterized by Mezirow)-and a theoretical model for testing is proposed. In examining the conceptual links, it is apparent that all three are required for learning and nursing practice. By preparing students to be empowered, reflective professionals, it is proposed that they will be more effective in their academic and future practice work. The conceptual links and proposed model described in this article provide the foundation for building a body of evidence to support or refute this contention.
Journal of Nursing Education 08/2011; 50(11):636-45. · 0.86 Impact Factor
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ABSTRACT: The purpose of the present study was to test an expanded model of Kanter's theory by examining the influence of structural empowerment, psychological empowerment and workplace incivility on the organizational commitment of newly-graduated nurses.
The first years of practise represent an important confidence-building phase for newly-graduated nurses, yet many new nurses are exposed to disempowering experiences and incivility in the workplace.
A predictive non-experimental design was used to examine the impact of structural empowerment, psychological empowerment and workplace incivility on the affective commitment of newly-graduated nurses (n=117) working in acute care hospitals.
Controlling for age, 23.1% of the variance in affective commitment was explained by structural empowerment, psychological empowerment and workplace incivility [R²=0.231, F(5,107) =6.43, P=0.000]. Access to opportunity was the most empowering factor, with access to support and formal power perceived as least empowering. Perceived co-worker incivility was greater than perceived supervisor incivility.
Results offer significant support for the use of Kanter's theory in the newly-graduated nurse population.
Without specific strategies in place to combat incivility and disempowerment in the workplace, attempts to prevent further organizational attrition of new members may be futile.
Journal of Nursing Management 11/2010; 18(8):1004-15. · 1.18 Impact Factor
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ABSTRACT: The purpose of this study was to examine baccalaureate nursing students' perceptions of their own and peers' online participation. The population included baccalaureate nursing students who have been or were recently involved in a computer-conferencing nursing course. Volunteer nursing students (n = 55) from three Canadian universities completed a Web-based questionnaire. The researcher-designed instrument was derived from a modified taxonomy of participation in online courses. The instrument measured three constructs of participation: interpersonal, content, and interface interactions. Overall, students perceived their participation to be at a high level with a reported mean of 3.94/5.00 (SD, 0.476). Students' perceptions of their group members' participation level were also reported as high (mean, 3.60; SD, 0.481). Significant correlations were found among each of the questionnaire's three subcomponents (ie, interpersonal, content, and interface). Results of the study lend support for the use of interface interactions to identify students who may not have the satisfactory computer skills to participate effectively in computer-conferencing courses.
Computers, informatics, nursing: CIN 10/2010; 29(3):191-8. · 0.95 Impact Factor
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International Journal of Nursing Education Scholarship 01/2007; 4:Article1.
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International Journal of Nursing Education Scholarship 02/2006; 3:Editorial.
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ABSTRACT: The purpose of this study was to examine the effects of a restorative intervention on undergraduate nursing students' capacity to direct attention.
Kaplan and Kaplan's attention restoration theory, which describes and links concepts of directed attention, attention fatigue, and restorative environments, formed the theoretical basis for this research. A convenience sample consisted of 33 students randomly assigned to nonintervention and intervention groups. The intervention was a 1-hr walk in natural surroundings. Both groups completed study instruments prior to and following the intervention.
Intervention group students scored higher on a measure of quality of life at posttest (p < .05). Differences in a measure of perceived attention were not observed between groups over time. Both groups improved on other measures of attention; however, the results did not provide support for the hypotheses.
Students were a highly functioning group participating in many activities they considered restorative, prior to the study.
Journal of Holistic Nursing 10/2005; 23(3):323-47.
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ABSTRACT: The purpose of this descriptive study was to investigate the effect of classroom simulation on third-year baccalaureate nursing students' self-efficacy in health teaching. Bandura's self-efficacy model provided the conceptual framework. A nonprobability, convenience sample of 22 students completed the self-efficacy questionnaire before and after the simulation workshop sessions. Students' overall self-efficacy scores increased significantly (p = 0.001) following the two sessions of role-playing case studies, suggesting more perceived confidence in performing health teaching. Recommendations include continuing the use of simulation as a teaching-learning method, applying simulation as a strategy to enhance other learner behaviors, and cultivating faculty's use of simulation in their teaching.
Journal of Nursing Education 08/2005; 44(7):310-4. · 0.86 Impact Factor
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ABSTRACT: The effect of nurses' confidence to counsel patients at risk of stroke in selected health promotion areas: smoking cessation, exercise and nutrition was examined. Bandura's (1986) self-efficacy and Knowles' adult learning theories provided the theoretical underpinnings for the study. This was a quasi-experimental design in which neuroscience nurses (N = 23) from a quaternary hospital completed questionnaires prior to, immediately after, and 2 months post completion of a self-directed learning manual (SDL). The researcher-designed manual was designed to enhance learning about the risk factors for stroke and the importance of stroke prevention. Along with reflective activities and pre-post test, strategies for counseling high-risk, stroke-prone individuals in the areas of smoking cessation, exercise, and nutrition were also integrated. The Health Promotion Counseling Self-Efficacy Scale (Tresolini, Saluja, and Stritter, 1995), consisting of 10 self-efficacy subscales relating to self-confidence in knowledge and ability to counsel in health promotion areas, was used to capture the nurses' self-report of self-efficacy. Using a 5-point Likert Scale, nurses also rated their amount of agreement or disagreement about health promotion counseling in practice. Overall, self-efficacy levels for both knowledge and counseling increased significantly (p < .01) from pre-to immediately post completion of the manual, and decreased slightly at two-month follow-up. This pattern was evident in all health promotion areas measured except for knowledge in exercise (p = .015). Nurses' attitudes about aspects of health promotion practices correlated significantly (p < 05) at two-month follow-up with all health promotion areas. Results of this study support the usefulness of a self-directed learning manual as a teaching strategy for health promotion counseling of individuals at risk of stroke.
Axone (Dartmouth, N.S.) 06/2005; 26(4):14-21.
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International Journal of Nursing Education Scholarship 02/2005; 2:Editorial.
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ABSTRACT: In this qualitative, descriptive study, the process of achieving change in knowledge and attitudes through Master's education in nursing is examined. Twenty-two recent graduates from three Ontario universities participated in semi-structured, taped interviews. Participants recounted personal and professional changes they attributed to completing a Master's program in Nursing and their experience of the process of change. After responding to questions about differences they perceived in themselves, participants reviewed Mezirow's (1991; 1994) 11 stages of perspective transformation and discussed whether these phases resonated for them. Some felt that the stages described their experience accurately; others reported their experience of the process was not as dramatic as Mezirow's description implied. Several who had taken degree completion baccalaureate programs perceived their baccalaureate experience to be more congruent with Mezirow's transformation process than the change process in their Master's program. At the Master's level, the majority felt the changes were evolutionary, not revolutionary. Most reported that rather than undergoing a perspective transformation, they were building on values and attitudes from the baccalaureate level. This study contributes to understanding the processes of change experienced by students in graduate education in nursing.
International Journal of Nursing Education Scholarship 02/2005; 2:Article 21.
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ABSTRACT: Women with multiple roles face many challenges when taking distance education courses in professional programs to achieve credentials or maintain competence. Among these challenges is finding the supports necessary for success as a distance student. As part of a larger study on advantages and stressors identified by such women in distance education professional programs, supports from family, educational institutions (especially teaching staff), and employers emerged as important factors for women successfully adding the role of student to their busy lives. Twenty-five women in nursing, health studies, and accounting programs were interviewed, and 573 women in accounting, health studies, nursing, business ad- ministration, and education programs completed an online survey. Respondents identified challenges they faced and supports they considered important and received. Respondents managed a mean of six roles in addition to being students. Most worked full time and had partners and children. In the educational institution, support from the instructor or tutor was seen as most important. In the family, spousal supports followed by support from children were essential. Other family members, employers, fellow students, and institutional administrators also played a part in students' success. (Contains 3 tables.)
Journal of Distance Education. 12/2004;
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ABSTRACT: A pretest-posttest, quasi-experimental, control group design and Bandura's theory of self-efficacy were used to examine the influence of computer conferencing on fourth-year baccalaureate nursing students' self-efficacy for professional nursing competencies and computer-mediated learning (CML) during a final clinical practicum. Descriptive analysis was also used to explore themes regarding strengths and challenges of online learning. The convenience sample included 42 direct-entry students (control group: n = 27; online intervention: n = 15). Within both groups, there was a significant difference in self-efficacy for nursing competencies from pretest to posttest. However, between-group posttest scores were not significantly different. Computer conferencing enhanced learning, and students' self-efficacy for CML increased at posttest. Strengths of CML included connection, support, learning, and sharing. Challenges involved time and Internet access. Insights gained may assist educators in curriculum development when considering how CML strategies support clinical courses and strengthen learning communities.
Journal of Nursing Education 05/2004; 43(4):149-55. · 0.86 Impact Factor
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ABSTRACT: This qualitative, descriptive study examined changes in perspective experienced by 22 recent graduates of Master's in Nursing programs from three Ontario universities. Participants responded to semi-structured, taped interviews and recounted personal, practice, and attitudinal changes they could attribute to completing a Master's program in Nursing. Among outcomes were personal ones including greater self-confidence, credibility, and acuity of critical thinking. Deeper and broader world-views of the profession and health care were evident. All participants valued evidence-based practice, reporting greater use of multiple information sources. Participants communicated with other professionals on more equal terms and some described a multicultural function, translating knowledge between staff nurses and members of other disciplines. Pride in nursing and its potential for shaping health care was a recurring theme. More professional opportunities became available following Master's studies. The outcomes of this study contribute to understanding the effects of graduate education in nursing.
International Journal of Nursing Education Scholarship 02/2004; 1:Article18.
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ABSTRACT: Graduate students have high ambitions and desire excellence in their work. Creating learning opportunities that capture this drive and help them achieve and exceed their goals is a challenge for educators. This article describes two teaching approaches, group process and an adaptation of Bensusan's escalator model, which were used in a graduate nursing course to help students learn about curriculum development. Students participated as a faculty group, submitting successive iterations of their work as they developed hypothetical curricula. Benefits students identified from course faculty's critiques of their submissions included experiencing enhanced self-direction, self-esteem, and mutual respect among students and between students and course faculty, as well as authentic curriculum development in a safe, caring, and supportive context. This article discusses the strengths and limitations of this pragmatic and productive learning approach to preparing future nurse educators for their role as curriculum developers.
Journal of Nursing Education 02/2004; 43(1):31-5. · 0.86 Impact Factor
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ABSTRACT: Over the next several decades the number of older Canadians will rise dramatically. This shift will have implications for the demand for health-care professionals, particularly nurses, educated to work with an aging population. The purpose of this study was to assess the status of gerontological content in Canadian undergraduate nursing curricula. Earthy's Survey of Gerontological Curricula in Canadian Baccalaureate Nursing Programs was used to collect data from a convenience sample of Canadian nursing schools and faculties with baccalaureate programs. Data were analyzed using descriptive and frequency statistics. Gerontological content was found to be integrated into the majority of programs, but only 8% of clinical hours had a focus on the nursing care of older adults and only 5.5% of students chose geriatrics for their final clinical practical prior to graduation. Implications include the need to develop faculty expertise, the potential for interdisciplinary gerontology education in the health sciences, and the need to address ageism in the nursing profession.
The Canadian journal of nursing research = Revue canadienne de recherche en sciences infirmières 07/2002; 34(1):119-29.
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ABSTRACT: Recruitment and retention of qualified nursing staff are vital to safe patient care and require the expertise of clinical educators to facilitate the nurses' professional development. However, organizational redesign has challenged clinical educators with role ambiguity, job stress, and decreased job satisfaction. This study used Kanter's Structural Theory of Organizational Behavior to examine the relationships between clinical educators' perceptions of empowerment, job tension, and job satisfaction. High levels of workplace empowerment were significantly related to low levels of job tension. In addition, the combination of high levels of empowerment and low levels of job tension was predictive of high levels of job satisfaction. Implications for staff development administrators are discussed.
Journal for Nurses in Staff Development - JNSD 22(2):78-86.
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ABSTRACT: The impact of a restorative intervention using the natural environment on capacity to direct attention and issues that contribute to attention fatigue for diploma-prepared nursing students (Post-RN students) enrolled in a baccalaureate nursing program was examined.
This study used a quasi-experimental comparison group design. Subjective (Attentional Functional Index) and objective (Finding A's Test and Symbol Digits Modalities Test) measures were employed.
Thirty-two students at two universities participated. Results of the split-plot analysis revealed a within-subject effect on the Attentional Functional Index (p < .05), a significant within-subject effect on the Finding A's Test (p < .05), and a significant within- and between-subject effect on the Symbol Digits Modalities Test (p < .05).
Recognizing and managing attention fatigue throughout the school year may enhance Post-RN students' abilities to direct attention and contribute to an enhanced academic experience.
The Journal of Continuing Education in Nursing 36(5):218-25. · 1.05 Impact Factor
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Mary-Anne Andrusyszyn
International Journal of Nursing Education Scholarship.
