The outcome-present state-testing model applied to classroom settings.
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Education, Nursing↗
Biomedical subjects
Deanna L Reising
Publications and source records attributed to Deanna L Reising.
Establishing student competency in qualitative research: can undergraduate nursing students perform qualitative data analysis?
Many undergraduate nursing programs require some level of research competency of their graduates. However, the competency level may vary depending on program goals and often is focused on quantitative methodologies. The purpose of this research was to determine nursing students' ability to perform qualitative data analysis. Twenty-eight undergraduate students enrolled in a data analysis course in the junior year of their baccalaureate program participated. After selecting the research question, students collected interview data from each other and posted it using a Web-based program. The students and instructor then performed a content analysis. After reviewing the instructor's analysis, which revealed three core themes, students' written analyses were read to determine their congruence with the instructor-generated themes. There was 89% agreement on the first theme, 96% agreement on the second theme, and 61% agreement on the third theme. Because of the high agreement rates between the instructor and student analyses, the author concluded that undergraduate nursing students, when provided with appropriate instruction, are capable of performing qualitative data analysis.
Adult↗
Early socialization of new critical care nurses.
BACKGROUND: Critical care nurses provide care to acutely ill patients, yet little is known about the early socialization processes of new nurses to critical care units from the nurses' perspectives. OBJECTIVES: To explore the early socialization processes of critical care nurses. METHODS: A grounded theory design was used to generate a local theory of how critical care nurses experience socialization. Interviews and journals of participants (N = 10) during the first 4 to 5 months of the socialization experiences were collected. Preceptors were interviewed to triangulate data. Orientation materials and field notes were examined. RESULTS: A process of 5 phases was uncovered: the prodrome, welcome to the unit, disengagement/testing, on my own, and reconciliation. Participants experienced difficulty while being evaluated by preceptors early in the orientation process because of changing expectations. Participants also expressed disappointment in their level of comfort at the end of the orientation. The theory termed "navigating the challenge" explains the nature of the changing expectations that new critical care nurses face during their socialization process. CONCLUSIONS: This exploratory study defines the phases that new critical care nurses experience during the early socialization process. Phase-specific recommendations are made on the basis of the results of the study.
Adult↗
The relationship between computer testing during a nursing program and NCLEX performance.
Computerized testing for the National Council Licensure Examination (NCLEX) became available in April 1994. In an effort to assist students in becoming more comfortable with taking the licensure examination by computer, faculty in the author's school of nursing initiated computer-based testing in selected nursing courses. This article reports the results from 7 years of data on the relation between computer-based testing during a Bachelor of Science in Nursing program and subsequent performance on the NCLEX examination. Student cohort pass rates on the NCLEX for the 4 years before the administration of course computer-based testing were compared with those for the 3 years after the course computer-based testing strategy was implemented. The results show no significant differences in NCLEX pass rates between the students who were exposed to computer-based testing in their nursing program and those who were not exposed. The implications of these findings are discussed.
Computers↗
Comprehensive practicum evaluation across nursing program.
With the inception of a new competency-based nursing curriculum, faculty in a baccalaureate nursing program developed a comprehensive laboratory and clinical evaluation program aimed at progressive, criterion-based evaluation across four semesters of the nursing program. This article provides background for the development of the program, the resources needed, and specific evaluation activities for the four semesters targeted. Course content and program year competencies, progressively built from one semester to the next, guided the design of the practicum evaluations. Faculty report satisfaction with the ability of this program to determine whether student performance is consistent with competency achievement. Refinements have been made to alleviate student stress and evaluator consistency.
Attitude of Health Personnel↗