Nursing is STEM: Findings from diverse nursing education pathways

2.50
Hdl Handle:
http://hdl.handle.net/10755/308031
Category:
Abstract
Type:
Presentation
Title:
Nursing is STEM: Findings from diverse nursing education pathways
Author(s):
Mahon, Pamela Y.; Griffin-Sobel, Joyce P.
Lead Author STTI Affiliation:
Alpha Phi
Author Details:
Pamela Y. Mahon, PhD, RN, ANEF, CNE, pymahon@msn.com; Joyce P. Griffin-Sobel, PhD, RN, CNE, ANEF
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

Title:  Nursing is STEM:  Findings from diverse nursing education pathways

Purpose: To promote professional nursing preparation and practice as STEM, in light of the IOM recommendations for nursing education and QSEN practice recommendations. 

Problem: The relation of nursing education and STEM is not found in the literature.  Despite years of leading the annual Gallup Poll as “most trusted profession,” the public retains dated notions of nursing.  Aspiring students to the profession are unsure of nursing’s scope of practice, range of accountability, and educational preparation.  When applicants from diverse educational and ethnic backgrounds discover the nature of pre- and concurrent degree requirements, they question the need for the number of science and math courses required for the nursing major.  While applicants are able to identify technological and engineering advancements in general for health, they have difficulty articulating nursing’s specific relation to technology and engineering in the provision of safe, quality care. 

Methods:  Undergraduate nursing students from two pathways—nursing workforce diversity generic pathway and accelerated second degree pathway—were advised of curricula requirements for admission and retention in the nursing programs.  Number and nature of interactions/inquiries were examined for patterns of concern prior to and throughout matriculation in the nursing programs.  

Findings to date indicate similarity in preconceived notions of nursing education requirements across student demographics.  Meaning, limitations, and suggestions for action will be discussed.

Keywords:
nursing education; education strategies; STEM
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
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.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleNursing is STEM: Findings from diverse nursing education pathwaysen_GB
dc.contributor.authorMahon, Pamela Y.en_GB
dc.contributor.authorGriffin-Sobel, Joyce P.en_GB
dc.contributor.departmentAlpha Phien_GB
dc.author.detailsPamela Y. Mahon, PhD, RN, ANEF, CNE, pymahon@msn.com; Joyce P. Griffin-Sobel, PhD, RN, CNE, ANEFen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308031-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p>Title:  Nursing <b><i>is</i></b> STEM:  Findings from diverse nursing education pathways <p>Purpose: To promote professional nursing preparation and practice as STEM, in light of the IOM recommendations for nursing education and QSEN practice recommendations.  <p>Problem: The relation of nursing education and STEM is not found in the literature.  Despite years of leading the annual Gallup Poll as “most trusted profession,” the public retains dated notions of nursing.  Aspiring students to the profession are unsure of nursing’s scope of practice, range of accountability, and educational preparation.  When applicants from diverse educational and ethnic backgrounds discover the nature of pre- and concurrent degree requirements, they question the need for the number of science and math courses required for the nursing major.  While applicants are able to identify technological and engineering advancements in general for health, they have difficulty articulating nursing’s specific relation to technology and engineering in the provision of safe, quality care.  <p>Methods:  Undergraduate nursing students from two pathways—nursing workforce diversity generic pathway and accelerated second degree pathway—were advised of curricula requirements for admission and retention in the nursing programs.  Number and nature of interactions/inquiries were examined for patterns of concern prior to and throughout matriculation in the nursing programs.   <p>Findings to date indicate similarity in preconceived notions of nursing education requirements across student demographics.  Meaning, limitations, and suggestions for action will be discussed.en_GB
dc.subjectnursing educationen_GB
dc.subjecteducation strategiesen_GB
dc.subjectSTEMen_GB
dc.date.available2013-12-19T17:25:37Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:25:37Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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.en_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.