2.50
Hdl Handle:
http://hdl.handle.net/10755/160841
Type:
Presentation
Title:
The Transformational Process of "Becoming" a Masters Prepared Nurse
Abstract:
The Transformational Process of "Becoming" a Masters Prepared Nurse
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2009
Author:Spoelstra, Sandra, MSN
P.I. Institution Name:Michigan State University
Title:College of Nursing
Contact Address:2080 Monroe NW, Grand Rapids, MI, 49503, USA
Contact Telephone:906-360-2934
Co-Authors:S.L. Spoelstra, L.B. Robbins, College of Nursing, Michigan State University, East Lansing , MI;
Background and Significance: Transformation into the role of a masters prepared nurse occurs as function, responsibility, tasks, and character are realized. Purpose: This study describes an action sensitive pedagogy and the student experience of "becoming" a masters prepared nurse. Research questions were: (1) Does the teaching strategy facilitate socialization into the role of a masters prepared nurse? and (2) Does the transformation occur as function, responsibility, tasks, and character are realized? Scientific Framework: The qualitative methodology for this study was a thematic analysis, which is a collection of data via a structured process that involves encoding of information to sense patterns, identifying data related to the patterns, and combining related patterns into themes. Design and Methods: The 2-credit, 15-week, online seminar, which involved both in-state and out-of-state students, was inclusive of three distinct elements: (1) Discussion forums with in-depth exploration of competencies followed by brief evidence-based papers synthesizing understanding; (2) An interview with a masters prepared nurse examining competencies that culminated in an evidence-based paper synthesizing function, responsibility, tasks, and character; and (3) A comprehensive final exam. The analysis integrated various ideas or experiences allowing themes to emerge from the students' interview papers, which were submitted at the end of the course. The process allowed for a comprehensive picture of the collective student experience. Interpretation of Findings: Thematic analysis confirmed that students cognitively represented understanding of the core competencies of a masters prepared nurse. Four transformational themes emerged from the data: (1) the very essence of nursing, (2) the exemplification of professional responsibilities, (3) the importance of direct patient care, and (4) a framework for nursing practice. Conclusion: An educational approach to socialization into the role of a masters prepared nurse was validated. Information concerning the educational process and study outcomes will be shared with nursing faculty to enhance their understanding of an action sensitive pedagogy that supports role acquisition.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Transformational Process of "Becoming" a Masters Prepared Nurseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160841-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Transformational Process of &quot;Becoming&quot; a Masters Prepared Nurse</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Spoelstra, Sandra, MSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Michigan State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">College of Nursing</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">2080 Monroe NW, Grand Rapids, MI, 49503, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">906-360-2934</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">spoelst5@msu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">S.L. Spoelstra, L.B. Robbins, College of Nursing, Michigan State University, East Lansing , MI;</td></tr><tr><td colspan="2" class="item-abstract">Background and Significance: Transformation into the role of a masters prepared nurse occurs as function, responsibility, tasks, and character are realized. Purpose: This study describes an action sensitive pedagogy and the student experience of &quot;becoming&quot; a masters prepared nurse. Research questions were: (1) Does the teaching strategy facilitate socialization into the role of a masters prepared nurse? and (2) Does the transformation occur as function, responsibility, tasks, and character are realized? Scientific Framework: The qualitative methodology for this study was a thematic analysis, which is a collection of data via a structured process that involves encoding of information to sense patterns, identifying data related to the patterns, and combining related patterns into themes. Design and Methods: The 2-credit, 15-week, online seminar, which involved both in-state and out-of-state students, was inclusive of three distinct elements: (1) Discussion forums with in-depth exploration of competencies followed by brief evidence-based papers synthesizing understanding; (2) An interview with a masters prepared nurse examining competencies that culminated in an evidence-based paper synthesizing function, responsibility, tasks, and character; and (3) A comprehensive final exam. The analysis integrated various ideas or experiences allowing themes to emerge from the students' interview papers, which were submitted at the end of the course. The process allowed for a comprehensive picture of the collective student experience. Interpretation of Findings: Thematic analysis confirmed that students cognitively represented understanding of the core competencies of a masters prepared nurse. Four transformational themes emerged from the data: (1) the very essence of nursing, (2) the exemplification of professional responsibilities, (3) the importance of direct patient care, and (4) a framework for nursing practice. Conclusion: An educational approach to socialization into the role of a masters prepared nurse was validated. Information concerning the educational process and study outcomes will be shared with nursing faculty to enhance their understanding of an action sensitive pedagogy that supports role acquisition.</td></tr></table>en_GB
dc.date.available2011-10-26T23:11:33Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:11:33Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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