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Biomedical subjects

H K Laschinger

Publications and source records attributed to H K Laschinger.

45 records · Page 3Linked to original sources
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Impact of nursing learning environments on adaptive competency development in baccalaureate nursing students.

Kolb's experiential learning theory (ELT) was used as a framework to study 179 generic baccalaureate students' perceptions of the contributions of different types of nursing learning environments to development of adaptive competencies described in the theory. In addition, students in each of the 4 years of the program were asked to describe their perceptions of the importance of Kolb's adaptive competencies for successful functioning in nursing settings as well as to rate their personal levels of skill on each competency. 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. Clinical experiences and the senior preceptorship experience contributed significantly more to the development of these competencies than typical nursing classes and nonnursing classes. Students considered assimilative competencies--such as testing theories--and ideas and accommodative competencies--such as leading and influencing others--relatively unimportant to successful functioning in nursing learning environments. Implications for nursing education are discussed.

Adaptation, Psychological↗
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Role perceptions of freshman and senior nursing and medical students and attitudes toward collaborative decision making.

David Kolb's (1981) experiential learning theory was used to examine differences between first- and fourth-year nursing and medical students' perceptions of competencies important for nursing and medicine. A convenience sample of nursing (n = 109) and medical (n = 108) students from a large Canadian research university was surveyed. Respondents completed the Environmental Press Questionnaire, the Adaptive Competency Scale, and a 6-item measure of attitudes toward collaborative nurse-physician patient care decision making. Nursing students' perceptions of competencies important for medicine were found to be more congruent with medical students' perceptions of these competencies than were medical students' perceptions of competencies important for nursing as seen by nursing students. Gaps in perceptions of each others' roles were significantly negatively related to attitudes toward collaborative patient care decision making.

Adult↗
PubMedDate not supplied

Learning styles of baccalaureate nursing students and attitudes toward theory-based nursing.

The purpose of this study was to investigate personal and environmental factors related to undergraduate and post-RN nursing students' attitudes toward theory-based nursing from Kolb's experimental learning theory perspective. The study is part of a larger project designed to test aspects of Kolb's theory in the nursing population. Hypotheses about relationships among learning styles, perception of environmental press, experience in nursing, attitudes toward theory-based nursing, preferred nursing theory, and preferred method of learning theory were proposed for investigation. Seventy-six post-RN and 121 upper-level generic baccalaureate nursing students each completed two measures of personal learning style, a measure of perception of environmental press of nursing learning environments, and a nursing theories questionnaire. Learning style and environmental press perceptions were found to be significantly related to attitudes toward theory-based nursing. Concrete learners and subjects who perceived nursing environments to be predominantly concrete were significantly less positive toward theory-based nursing than abstract learners. Experience in nursing was found to be related to perception of environmental press. Learning style was not found to be significantly related to preferred method of learning nursing theories nor to preferred nursing theory for practice. Implications for nursing education are discussed.

Adult↗
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Helping students use nursing models to guide research.

This article describes a teaching-learning strategy that was used to help third-year undergraduate BSN students understand the importance of situating nursing research questions within a nursing theoretical framework. Examples of student-generated research questions and their transformation into questions that reflect explicit nursing frameworks are provided. Common difficulties encountered by the students are also discussed.

Education, Nursing, Baccalaureate↗
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Attitudes of practicing nurses towards theory-based nursing practice.

Theory-based nursing practice is a topic of current importance in Canadian nursing settings. Both the CNA and provincial regulating bodies have included the concept in their standards of practice. Current nursing education programs based on nursing models have produced a growing cadre of nurses familiar with formal nursing theory. However, practicing nurses' exposure to nursing theories varies and this population has not been systematically investigated. As part of a larger study, responses of 362 nurses from three Ontario cities to the Nursing Theories Questionnaire revealed a moderately positive attitude towards theory-based nursing practice. Attitudes were significantly more positive among nurses working in agencies which had implemented theory-based practice. Nurses believed that theory-based practice would help them collect useful data, plan comprehensive care, would result in better care, should not be left for nurse scholars and was important to the development of the nursing profession. Nurses were most familiar with theories of Neuman, Orem and Roy; least familiar with Parse and Rogers. Community nurses preferred Neuman's theory; hospital nurses preferred those of Roy and Orem. These findings provide information about factors associated with nurses' knowledge and attitudes towards theory-based nursing practice and may be useful for nurse administrators in planning strategies for implementing theory-based practice.

Adult↗
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Applying the Stetler-Marram model to a nursing administration problem: a graduate student learning experience.

Research utilization models have not commonly been used in attempts to solve workplace problems using the results of nursing administration research. This paper describes a graduate learning experience in which the Stetler-Marram Research Utilization Model was applied to a fictitious case in nursing administration. In this case, the model was used to develop a research-based intervention to improve job satisfaction in a hospital setting.

Education, Nursing, Graduate↗
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Staff nurses' perceptions of job empowerment and level of burnout: a test of Kanter's theory of structural power in organizations.

Kanter's structural theory of organizational behavior was used as framework to explore the relationship between perceptions of power and opportunity and level of burnout in a sample of 87 hospital staff nurses. Data were collected using a modified version of the Conditions for Work Effectiveness Questionnaire (Chandler, 1986) and the Human Services Survey (Maslach & Jackson, 1986). Consistent with Kanter's theory, perceived access to power and opportunity was significantly related to the three aspects of burnout: level of emotional exhaustion and depersonalization (r = -.3419, p = .004; r = -.2931, p = .02), and personal accomplishments (r = .3630, p = .002). The results of this study are useful for nurse administrators positioned to create organizational structures than empower staff nurses and subsequently decrease burnout.

Adult↗
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Nurse managers' perceptions of power and opportunity.

This study used Rosabeth Kanter's (1977) structural theory of organizational behaviour to examine differences in the perceptions of access to job related power and opportunity of 91 nurse managers in first line and middle management positions. A convenience sample of nurse managers in three Canadian acute care urban hospitals was used to investigate the study questions. Consistent with Kanter's (1977) theory, middle managers perceived themselves as having significantly greater access to the empowerment structures than the first line managers (M = 14.66 and 12.82, respectively). Also, nurse managers in positions higher in the hierarchical structure reported having greater personal power in their organizational settings than those in lower positions.

Adult↗