2.50
Hdl Handle:
http://hdl.handle.net/10755/151370
Type:
Presentation
Title:
Empowerment During Nursing School: A Case Study
Abstract:
Empowerment During Nursing School: A Case Study
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Caley, Elizabeth A., BA, BSN, RN
P.I. Institution Name:Oregon Health & Science University
Title:Graduate Student
Co-Authors:Miriam Hansen, BSN, RN; Marychar White, BA, BSN, RN; Amy Carmona, BA, BSN, RN; Benjamin Oberreuter, BA, BSN, RN
Purpose: This poster describes the process of empowerment in five student nurses following an experimental nursing school program change. Background:  A private university in the northwest increased nursing school enrollment by switching from a traditional 9-month school year to a year-round format. This created a second cohort of nursing students that began their first term of upper-division nursing courses in the winter semester. In an attempt to maximize time during the second semester, the curriculum was condensed from 16 weeks to 13 weeks, resulting in up to 70 hours weekly of course and clinical work. Students and faculty experienced difficulties meeting the demands imposed by this condensed semester. As a result, 25% of the students did not progress to semester three. Methods: The faculty encouraged the students to conduct a survey to collect data on this problem. These students developed a questionnaire of thirteen questions to measure aspects about the summer semester and received a 75% response rate. Results: The survey identified the following difficulties with the curriculum change ? 82% of respondents were dissatisfied with the second semester and 84% of respondents believed they learned less during a compressed semester. The open ended questions revealed a need for a longer semester and a mid-semester break. Results were presented in several forums. As a result, several changes occurred that included removing 2 credits from the second semester, adding a mid-semester break and lengthening the semester. Implications: The students conducted a systematic review and developed concrete suggestions for the faculty. By presenting systematic data, these students opened the path of communications and specific changes were made to scheduling and curriculum. Many nursing schools strive to teach abstract concepts such as leadership and empowerment. The process used through this experience highlights factors that led to student empowerment.
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.titleEmpowerment During Nursing School: A Case Studyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151370-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Empowerment During Nursing School: A Case Study</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">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Caley, Elizabeth A., BA, BSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Oregon Health &amp; Science University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Graduate Student</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">caleye@ohsu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Miriam Hansen, BSN, RN; Marychar White, BA, BSN, RN; Amy Carmona, BA, BSN, RN; Benjamin Oberreuter, BA, BSN, RN</td></tr><tr><td colspan="2" class="item-abstract">Purpose: This poster describes the process of empowerment in five student nurses following an experimental nursing school program change. Background: &nbsp;A private university in the northwest increased nursing school enrollment by switching from a traditional 9-month school year to a year-round format. This created a second cohort of nursing students that began their first term of upper-division nursing courses in the winter semester. In an attempt to maximize time during the second semester, the curriculum was condensed from 16 weeks to 13 weeks, resulting in up to 70 hours weekly of course and clinical work. Students and faculty experienced difficulties meeting the demands imposed by this condensed semester. As a result, 25% of the students did not progress to semester three. Methods: The faculty encouraged the students to conduct a survey to collect data on this problem. These students developed a questionnaire of thirteen questions to measure aspects about the summer semester and received a 75% response rate. Results: The survey identified the following difficulties with the curriculum change ? 82% of respondents were dissatisfied with the second semester and 84% of respondents believed they learned less during a compressed semester. The open ended questions revealed a need for a longer semester and a mid-semester break. Results were presented in several forums. As a result, several changes occurred that included removing 2 credits from the second semester, adding a mid-semester break and lengthening the semester. Implications: The students conducted a systematic review and developed concrete suggestions for the faculty. By presenting systematic data, these students opened the path of communications and specific changes were made to scheduling and curriculum. Many nursing schools strive to teach abstract concepts such as leadership and empowerment. The process used through this experience highlights factors that led to student empowerment.</td></tr></table>en_GB
dc.date.available2011-10-26T11:00:06Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:00:06Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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