Transitioning From Colleges to Universities: Influence on Baccalaureate Students' Perceptions of Empowerment & Reflective Thinking, and Implications for Innovative Pedagogy

2.50
Hdl Handle:
http://hdl.handle.net/10755/162282
Category:
Abstract
Type:
Presentation
Title:
Transitioning From Colleges to Universities: Influence on Baccalaureate Students' Perceptions of Empowerment & Reflective Thinking, and Implications for Innovative Pedagogy
Author(s):
Lethbridge, Kristen; Andrusyszyn, M. A.; Iwasiw, C.; Laschinger, H. K. S.; Fernando, R.
Author Details:
Kristen Lethbridge, BScN, RN, MScN, The University of Western Ontario, School of Nursing, London, Ontario, Canada, email: klethbri@uwo.ca; M. A. Andrusyszyn; C. Iwasiw; H. K. S. Laschinger; R. Fernando
Abstract:
Higher education is important in preparing nurses for the opportunities and challenges of an evolving health care system. To support baccalaureate entry to practice, colleges and universities have partnered to develop collaborative baccalaureate programs. Collaborative program models differ in that, some programs require students to transition from college to university after Year 2, and others have students complete all 4 years at the site in which they originally enrolled. The purpose of this quantitative, longitudinal study, was to test Kanter's (1977, 1993) theory of Structural Power in Organizations. Students' perceptions of empowerment and reflective thinking as they transition from Year 2 to 3, within three collaborative programs were examined. The comparison group included students who completed all four years of study at one location. Students' perceptions of empowerment and reflective thinking among transition and comparison groups will be presented. Examining perceptions of students enrolled in different collaborative program models provides the opportunity to consider the impact of these models on students' learning experiences, and may influence the structure of the future of collaborative program models. Insights gained offer educators beginning evidence that can lead to examination of current pedagogy and development of innovative learning activities that promote and sustain empowering learning environments.
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.titleTransitioning From Colleges to Universities: Influence on Baccalaureate Students' Perceptions of Empowerment & Reflective Thinking, and Implications for Innovative Pedagogyen_GB
dc.contributor.authorLethbridge, Kristenen_US
dc.contributor.authorAndrusyszyn, M. A.en_US
dc.contributor.authorIwasiw, C.en_US
dc.contributor.authorLaschinger, H. K. S.en_US
dc.contributor.authorFernando, R.en_US
dc.author.detailsKristen Lethbridge, BScN, RN, MScN, The University of Western Ontario, School of Nursing, London, Ontario, Canada, email: klethbri@uwo.ca; M. A. Andrusyszyn; C. Iwasiw; H. K. S. Laschinger; R. Fernandoen_US
dc.identifier.urihttp://hdl.handle.net/10755/162282-
dc.description.abstractHigher education is important in preparing nurses for the opportunities and challenges of an evolving health care system. To support baccalaureate entry to practice, colleges and universities have partnered to develop collaborative baccalaureate programs. Collaborative program models differ in that, some programs require students to transition from college to university after Year 2, and others have students complete all 4 years at the site in which they originally enrolled. The purpose of this quantitative, longitudinal study, was to test Kanter's (1977, 1993) theory of Structural Power in Organizations. Students' perceptions of empowerment and reflective thinking as they transition from Year 2 to 3, within three collaborative programs were examined. The comparison group included students who completed all four years of study at one location. Students' perceptions of empowerment and reflective thinking among transition and comparison groups will be presented. Examining perceptions of students enrolled in different collaborative program models provides the opportunity to consider the impact of these models on students' learning experiences, and may influence the structure of the future of collaborative program models. Insights gained offer educators beginning evidence that can lead to examination of current pedagogy and development of innovative learning activities that promote and sustain empowering learning environments.en_GB
dc.date.available2011-10-27T10:00:13Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T10:00:13Z-
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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