PubMed · 6263844
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S J Brown. 1981. The nursing process systems model.. https://doi.org/10.3928/0148-4834-19810601-08
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This paper presents a new theory of professional socialization in relation to diploma of higher education in nursing students (Project 2000). It was derived from a 3-year, grounded theory, longitudinal study exploring the effects of supernumerary status and mentorship on students undertaking practice placements. A purposive sample of 17 students was used. Ten students volunteered to be interviewed on five separate occasions throughout their course and to keep a diary to record their experiences of mentorship during their practice placements. Their diary acted as an aide memoir during their tape-recorded interviews. The other seven students participated by diary only and kept written accounts of their experiences of being supernumerary and having a mentor whilst on practice placements. Data were analysed with the aid of NUD.IST and subjected to the constant comparative method of analysis. Findings indicate that the mentor is the linchpin of the students' experience and that some students develop intuition much earlier than previous work has stated.
As a result of a research study involving nursing students, we have discovered some interesting patterns in the way that nursing students perceive physicians' ethical stances in comparison to their perceptions of their own profession's ethical stances. Some of the findings of this study confirm what writers in the literature have pointed out regarding how the nursing profession defines and perceives itself with reference to the medical profession. As a result of our findings, it may be useful for nursing programmes to revise and re-think the ethics of their profession vis-à-vis that of doctors.
In the academic year 1997/98 at the University of Tasmania, students undertaking the research unit in their second year of the Bachelor of Nursing (BN) took part in producing a health education market for the staff and students on the Launceston campus of the University. The cafeteria and outside grassed areas were transformed into a network of information stalls, displays and activities. The students reported a constant flow of interested and enthusiastic people to their stalls. Integrating research findings, technical and interpersonal skills and creative ability, students were encouraged to synthesize many areas of theory in the nursing programme in order to present high quality, informative and engaging stalls. Formal evaluation of both group and individual work was integrated into the process in such a way as to provide prompt feedback and encouragement, ongoing quality control and to generate a final grade for each student.