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H K Laschinger

Publications and source records attributed to H K Laschinger.

At least 37 records · Page 2Linked to original sources
PubMed1995

Changes in student learning styles and adaptive learning competencies following a senior preceptorship experience.

The purpose of this pre-post comparison study was to examine the effect of the preceptorship experience on the learning styles (the manner in which individuals process information from the environment), adaptive competencies (the congruences between personal skills and task demands) and environmental press perceptions (the subjects' perceptions of the importance of each adaptive competency to effective functioning in a designated environment) of 37 fourth-year baccalaureate nursing students. Using Kolb's theory of experiential learning as the theoretical framework for the study, it was found that the students' learning styles were inconsistently categorized by two versions of Kolb's learning style inventory. The preceptorship experience was perceived by students to have significantly (P < 0.05) improved the development of their adaptive learning competencies. Students perceived the importance of divergent, accommodative and convergent learning competencies to be lower after the preceptorship experience, with the only significant difference (P < 0.05) being between pre- and post-convergent competencies. The preceptorship experience, however, was found to contribute significantly more (P < 0.001) to the students' development of most adaptive competencies than their weekly clinical experiences. The findings support the notion that a senior preceptorship programme is a valuable and worthwhile learning experience to include in baccalaureate nursing curricula.

Adult↗
PubMed1995

The effect of a senior preceptorship on the adaptive competencies of community college nursing students.

A pre-post design was used to examine the effect of a senior preceptorship experience on the adaptive competencies, environmental press perceptions and learning styles of 55 third-year community college nursing students. Kolb's experiential learning theory provided the framework for the study. Subjects rated their concrete and abstract competencies and the importance of divergent and convergent competencies significantly higher following the preceptorship. They also felt that the preceptorship experience contributed significantly more to their competency development than their weekly clinical experiences during the year. Contrary to expectations, administration of the Learning Style Inventory LSI-1976 and LSI-1985 produced inconsistent classifications of subjects' learning styles. Implications for nursing are described.

Adaptation, Psychological↗
PubMed1995

Staff nurse work empowerment and perceived autonomy. Testing Kanter's theory of structural power in organizations.

Nurse executives have been striving for the means to equalize the power base in healthcare settings. They also have been seeking ways to overcome the perceived powerlessness of their staffs. Empowerment and increased autonomy in the work setting often are described as mechanisms to achieve these goals. This study, based on Kanter's theory of the structural determinants of behavior in organizations, examined formal and informal power as predictors of job-related empowerment and autonomy. Results of the study lend support to the use of the theory in healthcare settings as a way for nurse executives to develop increased access to the sources of job-related empowerment for their staffs.

Adult↗
PubMed1995

Community health nurses' HIV care behavior.

The purpose of this study was to examine community health nurses' attitudes, subjective norms, and intentions to care for patients who are HIV positive using the theory of reasoned action. One hundred and forty-five participants completed a questionnaire developed according to guidelines described by Ajzen and Fishbein (1980). Consistent with the theory, nurses' attitudes and subjective norms were found to be significant predictors of intentions to care for persons who are HIV positive (R2 = .15). Personal beliefs found to discriminate between intenders and nonintenders were those related to possible consequences for self, family, and friends, but not to job-related consequences. In addition, qualitative data showed persistent concerns about occupational risk for contracting AIDS. Based on the results of this research, it is recommended that nurse educators in both clinical and academic settings target specific educational and training interventions to include transmission, prevention, and exploration of feelings, attitudes, beliefs, and behavioral intentions about HIV-related topics. Further theory-based research and testing of interventions to change community health nurses' attitudes and beliefs about HIV disease are advocated.

Adult↗
PubMed1994

Self-efficacy in caregivers of cognitively impaired elderly people: a concept analysis.

Research with caregivers of cognitively impaired individuals has provided evidence which suggests that most caregivers experience at least some degree of burden. However, it has been postulated that it is the caregiver's subjective interpretation of the situation that is the primary factor responsible for mediating the degree of burden experienced. Caregivers who cope well with this type of stress may possess a high level of self-efficacy. The purpose of this paper is to analyse the concept of self-efficacy and its relationship to health care using Walker & Avant's concept analysis methodology. Uses of the concept of self-efficacy, as well as its defining attributes, antecedents, consequences and empirical referents, are discussed. Also, model, borderline, related, contrary and invented cases are constructed to illustrate the concept further. The relevance of the concept to nursing practice and areas requiring future investigation are noted.

Adaptation, Psychological↗
PubMed1994

Staff nurses' and nurse managers' perceptions of job-related empowerment and managerial self-efficacy.

Although much has been written about the importance of empowerment in nursing, few theoretical frameworks provide guidance for nurse administrators in their attempts to create empowered nursing work environments. The authors describe a study testing Kanter's Theory of Structural Power in Organizations in a nursing setting. They argue that the findings provide evidence of the usefulness of this model for increasing perceptions of job-related empowerment of both staff nurses and managers. Specific empowerment strategies derived from Kanter's theory are described.

Adult↗
PubMed1994

Staff nurse perception of job empowerment and organizational commitment. A test of Kanter's theory of structural power in organizations.

In this study, Rosabeth Kanter's structural theory of organizational behavior was tested in a nursing population by examining the relationship between 161 staff nurses' perceived job empowerment and their commitment to the organization. Data were collected using the Organizational Description Opinionnaire, the Organizational Commitment Questionnaire, a modified version of the Conditions for Work Effectiveness Questionnaire, and a demographic questionnaire. Consistent with Kanter's theory, a strong positive relationship was found between nurses' perceptions of power and opportunity and their commitment to the organization. In addition, overall empowerment was correlated positively with nurses' perceptions of their immediate managers' power. The results suggest that nurse administrators can empower their staff and improve organizational commitment by manipulating the structures in the work environment to allow greater access to the power and opportunity structures that Kanter maintains are important to overall work effectiveness.

Adult↗
PubMed1993

Attitudes of practicing nurses as predictors of intended care behavior with persons who are HIV positive: testing the Ajzen-Fishbein Theory of Reasoned Action.

The purpose of this descriptive correlational study was to examine practicing nurses' attitudes, subjective norms, and intentions to care for HIV positive patients, using the Theory of Reasoned Action. One hundred and forty-one subjects completed a questionnaire developed according to guidelines described by Ajzen and Fishbein (1980). Consistent with the theory, nurses' attitudes and subjective norms were found to be significant predictors of intentions to care for persons who are HIV positive (R2 = 0.27). Personal beliefs found to discriminate between intenders and nonintenders were those related to possible consequences for self, family, and friends, but not job-related consequences. Normative beliefs which discriminated between groups were also related to nonprofessional referents' expectations. In addition, qualitative data showed persistent concerns about occupational risk for contracting AIDS. Based on the results of this research, it is recommended that nurse educators in both clinical and academic settings, target specific educational/training interventions to include transmission, prevention, as well as exploration of feelings, attitudes, beliefs, and behavioral intentions about HIV-related topics. Further theory-based research and testing of interventions to change practicing nurses' attitudes and beliefs about HIV disease are advocated.

Adult↗
PubMed1993

Research utilization in nursing administration. A graduate learning experience.

The authors describe a graduate learning experience designed to increase understanding and encourage the use of research utilization models to solve problems in nursing administration. One student project is described, and the extension of research utilization projects to include nursing administration research findings as well as clinical research findings is discussed.

Canada↗
PubMed1993

Theory-based practice: attitudes of nursing managers before and after educational sessions.

In Canada, professional associations are mandating theory-based nursing as a standard of practice. Few systematic studies of nurses' attitudes toward, knowledge of, and exposure to theory-based nursing are in the literature. We used a convenience sample of nursing managers in a public health department to describe these aspects before and after an educational program, and to identify preferred ways of learning about nursing models. The managers had moderately positive attitudes toward theory-based nursing, which increased and were maintained six months after an educational program. Case studies and small group discussions were preferred over lectures and reading as methods of learning nursing theory. The significant increases in positive attitudes after the educational program suggest that knowledge and experience in applying nursing theory had an impact on the managers' attitudes. Managers identified a need to explore a variety of models before making a commitment to one. Leadership, commitment, and careful planning are required when the decision to introduce a model is made.

Adult↗
PubMed1992

Intraclass correlations as estimates of interrater reliability in nursing research.

Intraclass correlation coefficients are useful statistics for estimating interrater reliability. The ICC provides a means for quantifying the level of rater agreement as well as rater consistency. The ICC is easier to use than the Pearson r when more than two raters are involved and can be computed when data are missing on some subjects (Haggard, 1958). Use of this statistic allows the researcher to decide whether or not to include rater effects in estimating IRR and to determine the precision of the reliability estimate. Information about the various types of intraclass correlations and their use is frequently absent from psychometric references commonly used by nurse researchers, resulting in confusion about correct usage and interpretation. Because different values are obtained depending on which ICC formula is selected, ICC formulae reported in the literature can have varying interpretations. For this reason, it is important for researchers to become familiar with the various forms of intraclass correlations and to report the version used in their calculations and the rationale for their choice.

Analysis of Variance↗
PubMed1992

Effect of pregraduate preceptorship experience on development of adaptive competencies of baccalaureate nursing students.

Kolb's (1984) theory of experiential learning was used as a framework to study 50 baccalaureate nursing students' perceptions of the contributions of a senior preceptorship experience to the development of adaptive competencies. Nursing learning environments were thought to contribute most to divergent and convergent competencies, reflecting the importance of both people-oriented and scientific skills in nursing. The preceptorship had a significant impact on most learning competencies. Significant increases occurred in competencies considered not important for nursing by students prior to the experience, e.g., assimilative competencies such as testing theories and ideas, and accommodative competencies such as leading and influencing others. These results support the notion of further research of nursing learning environments from the experiential learning perspective.

Adaptation, Psychological↗
PubMed1990

Review of experimental learning theory research in the nursing profession.

In this paper, Kolb's theory of experimental learning theory is briefly outlined. This overview is followed by a summary of research on the theory in nursing populations. Moderate support for various propositions of the theory suggests that further research is warranted and that Kolb's model may be useful as a basis for developing instructional activities in professional nursing education programmes.

Career Choice↗
PubMed1986

Learning styles of nursing students and environmental press perceptions of two clinical nursing settings.

Kolb's Learning Style Inventory and Environmental Press Questionnaire were used to study 68 third-year baccalaureate nursing students' learning styles and perceptions of environmental press differences in medical-surgical and psychiatric nursing settings from the experiential learning theory perspective. Evidence for a hypothesized match between predominating student learning styles and predominating environmental press was sought. As hypothesized, student learning styles were found to be predominantly concrete as was the predominating environmental press in both nursing settings. Medical-surgical and psychiatric nursing settings did not differ significantly from environmental press. A profile of competencies felt to be important in nursing emerged with concrete people-oriented competencies rating higher than abstract competencies.

Adult↗
PubMed1984

Learning styles of nursing students and career choices.

Kolb's 'Learning Style Inventory' was used to examine learning characteristics of incoming nursing students (n = 166) which were then compared to those of more advanced nursing students (n = 102). A majority of students were found to have concrete learning styles. Advanced students had a greater incidence of concrete learning styles than first year students suggesting increasing concreteness with exposure to nursing education. Diploma students were found to have a higher incidence of concrete learning styles than university students. Students with concrete learning styles were more influenced by person-oriented factors in career choices than those with abstract learning styles. No relationship was found between learning style and preferred nursing specialty. Implications for nursing education are discussed.

Career Choice↗