2.50
Hdl Handle:
http://hdl.handle.net/10755/304072
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Formative Development of a Clinical Nursing Scholar
Author(s):
Beal, Judy A.; Riley, Joan M.
Lead Author STTI Affiliation:
Alpha Chi-at-Large
Author Details:
Judy Beal, DNSc, RN, FNAP, FAAN, judy.beal@simmons.edu; Joan M. Riley, EdD, RN;
Abstract:
Session presented on: Friday, July 26, 2013: Purpose: The purpose of this National League for Nursing funded study was to uncover best practices in pedagogies used in baccalaureate programs that support the formative development of clinical nursing scholars. Methods: Ninety chief academic officers were selected using a stratified random sampling technique to insure a representative sample by size and region of accredited baccalaureate programs in the United States. Initial recruitment was by email correspondence which explained the purpose and the methods of the study. A sample size of thirty was anticipated and recruitment continued until thematic saturation was reached (n=29). Interviews were conducted in person at professional meetings or over the phone. The model "Scholar in Nursing Practice" was presented and questions focused on what pedagogies are used to develop the role attributes and processes of clinical nursing scholars. Content analysis was used to analyze the data and participants verified themes. Results: The major finding of this study was that best pedagogies must focus on the evolution of self-awareness of 'who I am' as a developing clinical nursing scholar. Additional themes included the findings that best learning occurs in learning partnerships and that best learning pathways in the formation of clinical nursing scholars are varied. The role attributes of clinical nursing scholars need greater emphasis in formative nursing education. A research based pedagogical model for international baccalaureate formative education will be presented. Conclusion: A new research based pedagogical model for formative baccalaureate education responds to the affirmation of current and the discovery of new pedagogies to develop future clinical nursing scholars in international nursing education environments. Future clinical scholars, tomorrow's practice leaders, require structure and processes in formative education that will nurture the characteristics and shape experiences to assure career progression that leads to scholarly nursing practice patterns.
Keywords:
Formative Education; Innovative Pedagogy; Clinical Scholar
Repository Posting Date:
22-Oct-2013
Date of Publication:
10
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
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.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Formative Development of a Clinical Nursing Scholaren
dc.contributor.authorBeal, Judy A.en
dc.contributor.authorRiley, Joan M.en
dc.contributor.departmentAlpha Chi-at-Largeen
dc.author.detailsJudy Beal, DNSc, RN, FNAP, FAAN, judy.beal@simmons.edu; Joan M. Riley, EdD, RN;en
dc.identifier.urihttp://hdl.handle.net/10755/304072-
dc.description.abstractSession presented on: Friday, July 26, 2013: Purpose: The purpose of this National League for Nursing funded study was to uncover best practices in pedagogies used in baccalaureate programs that support the formative development of clinical nursing scholars. Methods: Ninety chief academic officers were selected using a stratified random sampling technique to insure a representative sample by size and region of accredited baccalaureate programs in the United States. Initial recruitment was by email correspondence which explained the purpose and the methods of the study. A sample size of thirty was anticipated and recruitment continued until thematic saturation was reached (n=29). Interviews were conducted in person at professional meetings or over the phone. The model "Scholar in Nursing Practice" was presented and questions focused on what pedagogies are used to develop the role attributes and processes of clinical nursing scholars. Content analysis was used to analyze the data and participants verified themes. Results: The major finding of this study was that best pedagogies must focus on the evolution of self-awareness of 'who I am' as a developing clinical nursing scholar. Additional themes included the findings that best learning occurs in learning partnerships and that best learning pathways in the formation of clinical nursing scholars are varied. The role attributes of clinical nursing scholars need greater emphasis in formative nursing education. A research based pedagogical model for international baccalaureate formative education will be presented. Conclusion: A new research based pedagogical model for formative baccalaureate education responds to the affirmation of current and the discovery of new pedagogies to develop future clinical nursing scholars in international nursing education environments. Future clinical scholars, tomorrow's practice leaders, require structure and processes in formative education that will nurture the characteristics and shape experiences to assure career progression that leads to scholarly nursing practice patterns.en
dc.subjectFormative Educationen
dc.subjectInnovative Pedagogyen
dc.subjectClinical Scholaren
dc.date.available2013-10-22T20:28:41Z-
dc.date.issued10/22/2013-
dc.date.accessioned2013-10-22T20:28:41Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.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.en
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