Dissertation/Thesis Abstract

A qualitative study of nursing didactic programs: Novice nurses' perception of competence, confidence, and retention
by Poldervaart, Pamela Gueringer, Ed.D., University of Phoenix, 2010, 166; 3442762
Abstract (Summary)

The purpose of this qualitative method with a phenomenological research design study was to explore novice nurses’ perceptions of workforce readiness provided by an associate degreed registered nurse (ADN) Nursing Program in metropolitan Denver, Colorado. A phenomenological design was used to understand confidence, competence, and the desire to remain in the profession, as perceived by recent graduate nurses. The study used a modified van Kaam method by Moustakas (1994). Fifteen novice associate degree-prepared nurses, interviewed by telephone, were the study subjects. The study purpose was to determine if novice nurses reported classroom or clinical settings as the greatest preparation. They defined expectations they perceived of the nursing program preparation for responsibilities and tasks required of them as nurses. The study results determined that in this study sample, clinical experiences provided the greatest perception of preparedness. This study revealed themes of participants’ perceptions of their nursing program that pertained to the contribution of confidence, competence, and intent to remain in the profession. A model for nursing education reform was developed from these themes. Education may require reform to meet current needs of health care and the anticipated continuing nursing shortage. Nursing education curriculum leaders are responsible for program design that prepares students for their role in the nursing profession immediately after graduation.

Indexing (document details)
Advisor: Johnson, Karen K.
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 72/04, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design, Health education, Curriculum development
Keywords: Classroom instruction, Confidence, Novice nurse, Nursing education, Retention
Publication Number: 3442762
ISBN: 978-1-124-48365-8
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