Clinical Teacher and Nursing Student Empowerment in Acute Care Practice Environments

2.50
Hdl Handle:
http://hdl.handle.net/10755/149907
Type:
Presentation
Title:
Clinical Teacher and Nursing Student Empowerment in Acute Care Practice Environments
Abstract:
Clinical Teacher and Nursing Student Empowerment in Acute Care Practice Environments
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Babenko-Mould, Yolanda B., RN
P.I. Institution Name:The University of Western Ontario
Title:Doctoral Candidate, Educator
Co-Authors:Carroll L. Iwasiw, RN, BN, MScN, EdD; Mary-Anne Andrusyszyn, RN, BScN, MScN, EdD; Heather K. S. Laschinger, RN, PhD; Wayne Weston, MD, CCFP, FCFP
[Scientific session research presentation] Background: In this time of nursing shortages and increased patient acuity, it has never been more vital for nursing students to develop a sense of empowerment during their education process, be prepared to practice with confidence (self-efficacy), and provide competent quality health care to patients. Clinical teachers are key stakeholders in students' empowerment. They have the ability to alter conditions within the clinical practice setting to enhance student confidence for practice. Theoretical Frameworks: According to Kanter, individuals are empowered in their work environment when they have access to support, resources, information, and opportunity for growth. Conger and Kanungo propose that empowerment is a motivational construct, defined as enabling. Their view of empowerment is based on Bandura's theory of self-efficacy, and implies motivating through enhancing personal efficacy. Purpose: The purpose of this presentation is to present key initial findings from a research study using a cross-sectional survey design, which implemented an integrated theoretical perspective (Kanter, Conger and Kanungo, and Bandura) to examine clinical teachers' (n=50) and students' (n=300) empowerment, teachers' use of and students' perceptions of empowering teaching behaviours, students' perceptions of nurses' practice behaviours, and students' confidence for practice within acute care practice settings. No studies to date have examined how organizational power and structure issues combine with a motivational process of empowerment to influence clinical teachers' and students' perceptions of empowerment. Study findings have implications for both academic and practice contexts related to healthy work environments, and recruitment and retentions issues.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleClinical Teacher and Nursing Student Empowerment in Acute Care Practice Environmentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/149907-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Clinical Teacher and Nursing Student Empowerment in Acute Care Practice Environments</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Babenko-Mould, Yolanda B., RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">The University of Western Ontario</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Doctoral Candidate, Educator</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">ybabenko@sympatico.ca</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Carroll L. Iwasiw, RN, BN, MScN, EdD; Mary-Anne Andrusyszyn, RN, BScN, MScN, EdD; Heather K. S. Laschinger, RN, PhD; Wayne Weston, MD, CCFP, FCFP</td></tr><tr><td colspan="2" class="item-abstract">[Scientific session research presentation] Background: In this time of nursing shortages and increased patient acuity, it has never been more vital for nursing students to develop a sense of empowerment during their education process, be prepared to practice with confidence (self-efficacy), and provide competent quality health care to patients. Clinical teachers are key stakeholders in students' empowerment. They have the ability to alter conditions within the clinical practice setting to enhance student confidence for practice. Theoretical Frameworks: According to Kanter, individuals are empowered in their work environment when they have access to support, resources, information, and opportunity for growth. Conger and Kanungo propose that empowerment is a motivational construct, defined as enabling. Their view of empowerment is based on Bandura's theory of self-efficacy, and implies motivating through enhancing personal efficacy. Purpose: The purpose of this presentation is to present key initial findings from a research study using a cross-sectional survey design, which implemented an integrated theoretical perspective (Kanter, Conger and Kanungo, and Bandura) to examine clinical teachers' (n=50) and students' (n=300) empowerment, teachers' use of and students' perceptions of empowering teaching behaviours, students' perceptions of nurses' practice behaviours, and students' confidence for practice within acute care practice settings. No studies to date have examined how organizational power and structure issues combine with a motivational process of empowerment to influence clinical teachers' and students' perceptions of empowerment. Study findings have implications for both academic and practice contexts related to healthy work environments, and recruitment and retentions issues.</td></tr></table>en_GB
dc.date.available2011-10-26T10:12:13Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:12:13Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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