Nursing Students' Empowerment and Perceptions of Clinical Teachers' Use of Empowering Teaching Behaviours in Acute Care Practice Settings

2.50
Hdl Handle:
http://hdl.handle.net/10755/162227
Category:
Abstract
Type:
Presentation
Title:
Nursing Students' Empowerment and Perceptions of Clinical Teachers' Use of Empowering Teaching Behaviours in Acute Care Practice Settings
Author(s):
Babenko-Mould, Yolanda; Iwasiw, Carroll; Andrusyszyn, Mary-Anne; Laschinger, Heather K. S.; Weston, Wayne
Author Details:
Yolanda Babenko-Mould, RN, BScN, MScN, PhD(c), The University of Western Ontario, School of Nursing, London, Ontario, Canada, email: ybbabenk@uwo.ca; Carroll Iwasiw; Mary-Anne Andrusyszyn; Heather K. S. Laschinger; Wayne Weston
Abstract:
Purpose: present research findings of nursing students' (n=300) empowerment and perceptions of teachers' use of empowering behaviours in acute clinical settings. A cross-sectional survey design was used, wherein Year 2 students completed instruments (CWEQ II-ED - modified from Siu, 2003, and ETBQ-S - modified from Hui, 1994) at the conclusion of an acute care practicum. The research integrated Kanter's (1977, 1993) empowerment theory and Conger and Kanungo's (1988) empowerment process. In light of increasing nursing shortages and patient acuity levels, it is crucial for nursing students to develop a strong sense of empowerment within the clinical setting to support their abilities to practice within dynamic health settings as new graduate nurses. In addition, it is important to examine the relationship between students' perceptions of teachers' use of empowering behaviours and students' own empowerment, as clinical teachers are primary stakeholders in students' empowerment process within practice settings. No studies to date have examined students' perceptions of both structural and motivational empowerment within clinical settings from an integrated theoretical perspective. Salient results will highlight complexities that can influence teaching-learning processes in clinical settings and implications of such issues for those involved in nursing education contexts.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2007
Conference Name:
CASN Nurse Educators Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Kingston, Ontario, Canada
Description:
Held 4 - 7 November, 2007.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleNursing Students' Empowerment and Perceptions of Clinical Teachers' Use of Empowering Teaching Behaviours in Acute Care Practice Settingsen_GB
dc.contributor.authorBabenko-Mould, Yolandaen_US
dc.contributor.authorIwasiw, Carrollen_US
dc.contributor.authorAndrusyszyn, Mary-Anneen_US
dc.contributor.authorLaschinger, Heather K. S.en_US
dc.contributor.authorWeston, Wayneen_US
dc.author.detailsYolanda Babenko-Mould, RN, BScN, MScN, PhD(c), The University of Western Ontario, School of Nursing, London, Ontario, Canada, email: ybbabenk@uwo.ca; Carroll Iwasiw; Mary-Anne Andrusyszyn; Heather K. S. Laschinger; Wayne Westonen_US
dc.identifier.urihttp://hdl.handle.net/10755/162227-
dc.description.abstractPurpose: present research findings of nursing students' (n=300) empowerment and perceptions of teachers' use of empowering behaviours in acute clinical settings. A cross-sectional survey design was used, wherein Year 2 students completed instruments (CWEQ II-ED - modified from Siu, 2003, and ETBQ-S - modified from Hui, 1994) at the conclusion of an acute care practicum. The research integrated Kanter's (1977, 1993) empowerment theory and Conger and Kanungo's (1988) empowerment process. In light of increasing nursing shortages and patient acuity levels, it is crucial for nursing students to develop a strong sense of empowerment within the clinical setting to support their abilities to practice within dynamic health settings as new graduate nurses. In addition, it is important to examine the relationship between students' perceptions of teachers' use of empowering behaviours and students' own empowerment, as clinical teachers are primary stakeholders in students' empowerment process within practice settings. No studies to date have examined students' perceptions of both structural and motivational empowerment within clinical settings from an integrated theoretical perspective. Salient results will highlight complexities that can influence teaching-learning processes in clinical settings and implications of such issues for those involved in nursing education contexts.en_GB
dc.date.available2011-10-27T09:59:14Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:59:14Z-
dc.conference.date2007-
dc.conference.nameCASN Nurse Educators Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationKingston, Ontario, Canadaen_US
dc.descriptionHeld 4 - 7 November, 2007.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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