Transforming 2nd degree students to nurses: Examining the relationship between professional role development, critical thinking, and nursing performance

2.50
Hdl Handle:
http://hdl.handle.net/10755/153366
Type:
Presentation
Title:
Transforming 2nd degree students to nurses: Examining the relationship between professional role development, critical thinking, and nursing performance
Abstract:
Transforming 2nd degree students to nurses: Examining the relationship between professional role development, critical thinking, and nursing performance
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:D'Aoust, Rita
P.I. Institution Name:University of Rochester
Title:Director, Accelerated Bachelor's and Master's Programs for Non-Burses
Co-Authors:Larry Simmons, PhD
[Research Presentation] Background: Students in accelerated nursing programs must achieve the same level of knowledge and skills as students in traditional programs. The time frame, however, is abbreviated, typically 12-18 months. In the first year of our program, bright accelerated students did not perform well on NCLEX. The question raised by the faculty was, "How can we assist accelerated students to 'think and practice like a nurse' in order to achieve higher order thinking skills necessary for NCLEX success?"áThe first stage of inquiry examined the relationship between a variety of curriculum measures, student characteristics, and program outcomes. Critical thinking and performance on summative and NCLEX exams emerged as significant relationship. Based on the results of this first stage of inquiry, the second phase examined the relationship of between critical thinking and professional role development on nursing performance. áDiscussion: Analysis of student performance and curriculum review revealed that faculty proficiency in teaching discrete content and skills had not translated into students' acquisition of higher order thinking skills. Factors contributing to the problem included limited collaborative learning and professional role socialization. Strategies from multiple approaches were identified and implemented. Subsequent summative measures (PreRN, RN Assess) showed s a significant improvement and NCLEX rates consistently ranging from 90-95%. The results demonstrated a significant relationship between critical thinking measures, summative exams and NCLEX performance. The Value Added Completion Exam is designed to measure professional role development and was administered at program entrance and exit. These results are discussed in relationship to critical thinking and summative nursing exams.áRecommendations: The relationship between critical thinking and professional role development is critical for all nursing students, and in particular, accelerated and second degree students, áwho must quickly think like a nurse in order to act and care like a nurse.
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.titleTransforming 2nd degree students to nurses: Examining the relationship between professional role development, critical thinking, and nursing performanceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153366-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Transforming 2nd degree students to nurses: Examining the relationship between professional role development, critical thinking, and nursing performance</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">D'Aoust, Rita</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Rochester</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director, Accelerated Bachelor's and Master's Programs for Non-Burses</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Rita_D'Aoust@urmc.rochester.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Larry Simmons, PhD</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] Background: Students in accelerated nursing programs must achieve the same level of knowledge and skills as students in traditional programs. The time frame, however, is abbreviated, typically 12-18 months. In the first year of our program, bright accelerated students did not perform well on NCLEX. The question raised by the faculty was, &quot;How can we assist accelerated students to 'think and practice like a nurse' in order to achieve higher order thinking skills necessary for NCLEX success?&quot;&aacute;The first stage of inquiry examined the relationship between a variety of curriculum measures, student characteristics, and program outcomes. Critical thinking and performance on summative and NCLEX exams emerged as significant relationship. Based on the results of this first stage of inquiry, the second phase examined the relationship of between critical thinking and professional role development on nursing performance. &aacute;Discussion: Analysis of student performance and curriculum review revealed that faculty proficiency in teaching discrete content and skills had not translated into students' acquisition of higher order thinking skills. Factors contributing to the problem included limited collaborative learning and professional role socialization. Strategies from multiple approaches were identified and implemented. Subsequent summative measures (PreRN, RN Assess) showed s a significant improvement and NCLEX rates consistently ranging from 90-95%. The results demonstrated a significant relationship between critical thinking measures, summative exams and NCLEX performance. The Value Added Completion Exam is designed to measure professional role development and was administered at program entrance and exit. These results are discussed in relationship to critical thinking and summative nursing exams.&aacute;Recommendations: The relationship between critical thinking and professional role development is critical for all nursing students, and in particular, accelerated and second degree students, &aacute;who must quickly think like a nurse in order to act and care like a nurse.</td></tr></table>en_GB
dc.date.available2011-10-26T12:13:29Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:13:29Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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