2.50
Hdl Handle:
http://hdl.handle.net/10755/201784
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
BSN Graduates' Perceptions of Liberal Education
Author(s):
Hermann, Mary; Jones, Barbara
Author Details:
Mary Hermann, RN, MSN, EdD; Barbara Jones, PhD, RN
Abstract:
(41st Biennial Convention) The purpose of the presentation is to inform the audience of the findings of this qualitative research study that explored the lived -experience of recent (BSN) graduates in a curriculum grounded in a liberal education. Recommendations for strengthening liberal and professional nursing learning connections impacting leadership capacity will be discussed. The phenomenological psychological philosophy of Paul Colaizzi (1978) provided the theoretical foundation for this study and guidance in the research methods. Dialogal interviews were utilized to collect qualitative data for the study. The interviews of twelve recent BSN graduates enrolled in a (ASN to BSN) program were audiotaped face to face, transcribed and interpreted for meaning. The three themes that emerged were "unclear of the meaning of liberal education", "usefulness of liberal education", and "descriptions of learning"�. Findings from the study revealed that even though participants were unclear of the meaning of liberal education, they accepted that this was an important part of the curriculum that they "needed to get through"�.�Overall, participants explained that the learning from discrete liberal education courses was valued but did not comment that their nursing faculty connected this liberal learning with professional nursing. Furthermore, for the most part, the usefulness of the liberal education courses was perceived "after the fact"� and generally valued for their perceived relevance to nursing. In conclusion, some recent graduate nurses were able to articulate the values of liberal education to professional nursing education after they understood the meaning of the term. The study contributes to the nursing and higher education pedagogical literature and suggests curricular recommendations for strengthening liberal and professional learning connections and student leadership development.
Keywords:
leadership capacity; liberal education; professional nursing education
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Conference Date:
2011
Conference Name:
41st Biennial Convention: People and Knowledge: Connecting for Global Health
Conference Host:
Sigma Theta Tau International
Conference Location:
Grapevine, Texas USA
Description:
41st Biennial Convention - 29 October-2 November 2011. Theme: People and Knowledge: Connecting for Global Health. Held at the Gaylord Texan Resort & convention Center.
Note:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleBSN Graduates' Perceptions of Liberal Educationen
dc.contributor.authorHermann, Maryen
dc.contributor.authorJones, Barbaraen
dc.author.detailsMary Hermann, RN, MSN, EdD; Barbara Jones, PhD, RNen
dc.identifier.urihttp://hdl.handle.net/10755/201784-
dc.description.abstract(41st Biennial Convention) The purpose of the presentation is to inform the audience of the findings of this qualitative research study that explored the lived -experience of recent (BSN) graduates in a curriculum grounded in a liberal education. Recommendations for strengthening liberal and professional nursing learning connections impacting leadership capacity will be discussed. The phenomenological psychological philosophy of Paul Colaizzi (1978) provided the theoretical foundation for this study and guidance in the research methods. Dialogal interviews were utilized to collect qualitative data for the study. The interviews of twelve recent BSN graduates enrolled in a (ASN to BSN) program were audiotaped face to face, transcribed and interpreted for meaning. The three themes that emerged were "unclear of the meaning of liberal education", "usefulness of liberal education", and "descriptions of learning"�. Findings from the study revealed that even though participants were unclear of the meaning of liberal education, they accepted that this was an important part of the curriculum that they "needed to get through"�.�Overall, participants explained that the learning from discrete liberal education courses was valued but did not comment that their nursing faculty connected this liberal learning with professional nursing. Furthermore, for the most part, the usefulness of the liberal education courses was perceived "after the fact"� and generally valued for their perceived relevance to nursing. In conclusion, some recent graduate nurses were able to articulate the values of liberal education to professional nursing education after they understood the meaning of the term. The study contributes to the nursing and higher education pedagogical literature and suggests curricular recommendations for strengthening liberal and professional learning connections and student leadership development.en
dc.subjectleadership capacityen
dc.subjectliberal educationen
dc.subjectprofessional nursing educationen
dc.date.available2012-01-11T10:52:41Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T10:52:41Z-
dc.conference.date2011en
dc.conference.name41st Biennial Convention: People and Knowledge: Connecting for Global Healthen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationGrapevine, Texas USAen
dc.description41st Biennial Convention - 29 October-2 November 2011. Theme: People and Knowledge: Connecting for Global Health. Held at the Gaylord Texan Resort & convention Center.en
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.-
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