Experiences of Nurses Who Work with High Risk Families: From Student to Expert

2.50
Hdl Handle:
http://hdl.handle.net/10755/155644
Type:
Presentation
Title:
Experiences of Nurses Who Work with High Risk Families: From Student to Expert
Abstract:
Experiences of Nurses Who Work with High Risk Families: From Student to Expert
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 21, 2004
Author:Proksch, Mary K., EdD, RN
P.I. Institution Name:Winona State University - Rochester Center
Title:Associate Professor
Service learning has become a part of the curriculum in many institutions of higher education. Gaining insight into the process of developing expertise in working with diverse and disadvantaged families has the potential for strengthening and expanding nursing curricula to meet today’s students’ needs and tomorrow’s health care reality. Objectives: 1. Compare and contrast the experiences of stakeholders working with high risk families based on their level of expertise. 2. Relate the experiences of the participants in this study to future service learning projects. Design: A qualitative case study design was used. Population, Sample, Setting, Years: The sample consisted of nine nursing students (generic undergraduate students, RN to BS students, and graduate students) three community health nurses, two faculty, and a nurse researcher. The students self-selected to participate in this qualitative study. The setting was a state university, a community health program, and a multi-specialty clinic in a midwestern US county. The study was conducted in 2003-2004. Concept or Variables Studied: Involvement with community, self awareness, level of volunteerism, perceived ability to serve high risk families, sensitivity to diversity, social benefits, applicability to caring for other diverse and disadvantaged clients, philosophy of teaching/learning, teaching methods, and faculty/student interaction are some of the concepts studied. Methods: Sixty to ninety minute semi-structured taped interviews were scheduled with each participant. A follow-up phone call was used to clarify points and to elicit any further thoughts the participant may have had regarding the experience following the initial interview. Findings: This study is currently in progress. Conclusions: This study is currently in progress but will be finished prior to May 1, 2004. Implications: This study provides insight into how nurses develop expertise in working with high risk families and how this expertise transfers into working with other high risk clients.
Repository Posting Date:
26-Oct-2011
Date of Publication:
21-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleExperiences of Nurses Who Work with High Risk Families: From Student to Experten_GB
dc.identifier.urihttp://hdl.handle.net/10755/155644-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Experiences of Nurses Who Work with High Risk Families: From Student to Expert</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">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 21, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Proksch, Mary K., EdD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Winona State University - Rochester Center</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mproksch@winona.edu</td></tr><tr><td colspan="2" class="item-abstract">Service learning has become a part of the curriculum in many institutions of higher education. Gaining insight into the process of developing expertise in working with diverse and disadvantaged families has the potential for strengthening and expanding nursing curricula to meet today&rsquo;s students&rsquo; needs and tomorrow&rsquo;s health care reality. Objectives: 1. Compare and contrast the experiences of stakeholders working with high risk families based on their level of expertise. 2. Relate the experiences of the participants in this study to future service learning projects. Design: A qualitative case study design was used. Population, Sample, Setting, Years: The sample consisted of nine nursing students (generic undergraduate students, RN to BS students, and graduate students) three community health nurses, two faculty, and a nurse researcher. The students self-selected to participate in this qualitative study. The setting was a state university, a community health program, and a multi-specialty clinic in a midwestern US county. The study was conducted in 2003-2004. Concept or Variables Studied: Involvement with community, self awareness, level of volunteerism, perceived ability to serve high risk families, sensitivity to diversity, social benefits, applicability to caring for other diverse and disadvantaged clients, philosophy of teaching/learning, teaching methods, and faculty/student interaction are some of the concepts studied. Methods: Sixty to ninety minute semi-structured taped interviews were scheduled with each participant. A follow-up phone call was used to clarify points and to elicit any further thoughts the participant may have had regarding the experience following the initial interview. Findings: This study is currently in progress. Conclusions: This study is currently in progress but will be finished prior to May 1, 2004. Implications: This study provides insight into how nurses develop expertise in working with high risk families and how this expertise transfers into working with other high risk clients.</td></tr></table>en_GB
dc.date.available2011-10-26T14:02:16Z-
dc.date.issued2004-07-21en_GB
dc.date.accessioned2011-10-26T14:02:16Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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