Advanced Nursing Education: Critical Factors That Influence Diploma and Associate Degree Nurses to Advance

2.50
Hdl Handle:
http://hdl.handle.net/10755/620372
Category:
Full-text
Type:
Presentation
Title:
Advanced Nursing Education: Critical Factors That Influence Diploma and Associate Degree Nurses to Advance
Other Titles:
Continuing Education: A Lifelong Journey
Author(s):
McGhie-Anderson, Rose Lavine
Lead Author STTI Affiliation:
Non-member
Author Details:
Rose Lavine McGhie-Anderson, RN, CEN, havergal321@gmail.com
Abstract:
Session presented on Monday, September 19, 2016: Title: Advanced Nursing Education: Critical Factors that Influence Diploma and Associate Degree Nurses to Advance. Objectives At the end of this presentation the learner will be able to: �Explain what is the meaning of Advanced Nursing Education�State three (3) Critical factors that influence Diploma and Associate Degree Nurses to advance academically. Name the two (2) approaches that Diploma and Associate Degree Nurses use to interpret their worlds. Identify what theory emerged from the study Background: Advanced nursing education needs to be pursued along the continuum of the nursing career path. �This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts. Purpose: This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. �The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education. � Philosophical Underpinnings: A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study. Method: Data were collected from two groups of participants using a face-to-face semi-structured interview. �The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level. Results:Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically. Conclusions: The study concluded by elucidating that professional advancement was the social process that grounds. �Hence, the emergent theory was; The Theory of Professional Advancement. References AACN. (2013a). Articulation agreements among nursing education programs. Retrieved from www.aacn.nche.edu...fact sheets American Organization of Nurse Executives (2006). Educating nurses: A call for radical transformation Berg, B. L., & Lune, H., (2012). Qualitative research methods for the social sciences (8th ed.) Boston: Pearson Jain, R., & Kaur, S. (2014). Impact of work environment on job satisfaction. International Journal of Scientific and Research Publications, (4)1.
Keywords:
Advanced; Nursing; Education
Repository Posting Date:
16-Sep-2016
Date of Publication:
16-Sep-2016
Other Identifiers:
LEAD16I02
Conference Date:
2016
Conference Name:
Leadership Connection 2016
Conference Host:
Sigma Theta Tau International
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleAdvanced Nursing Education: Critical Factors That Influence Diploma and Associate Degree Nurses to Advanceen
dc.title.alternativeContinuing Education: A Lifelong Journeyen
dc.contributor.authorMcGhie-Anderson, Rose Lavineen
dc.contributor.departmentNon-memberen
dc.author.detailsRose Lavine McGhie-Anderson, RN, CEN, havergal321@gmail.comen
dc.identifier.urihttp://hdl.handle.net/10755/620372-
dc.description.abstractSession presented on Monday, September 19, 2016: Title: Advanced Nursing Education: Critical Factors that Influence Diploma and Associate Degree Nurses to Advance. Objectives At the end of this presentation the learner will be able to: �Explain what is the meaning of Advanced Nursing Education�State three (3) Critical factors that influence Diploma and Associate Degree Nurses to advance academically. Name the two (2) approaches that Diploma and Associate Degree Nurses use to interpret their worlds. Identify what theory emerged from the study Background: Advanced nursing education needs to be pursued along the continuum of the nursing career path. �This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts. Purpose: This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. �The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education. � Philosophical Underpinnings: A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study. Method: Data were collected from two groups of participants using a face-to-face semi-structured interview. �The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level. Results:Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically. Conclusions: The study concluded by elucidating that professional advancement was the social process that grounds. �Hence, the emergent theory was; The Theory of Professional Advancement. References AACN. (2013a). Articulation agreements among nursing education programs. Retrieved from www.aacn.nche.edu...fact sheets American Organization of Nurse Executives (2006). Educating nurses: A call for radical transformation Berg, B. L., & Lune, H., (2012). Qualitative research methods for the social sciences (8th ed.) Boston: Pearson Jain, R., & Kaur, S. (2014). Impact of work environment on job satisfaction. International Journal of Scientific and Research Publications, (4)1.en
dc.subjectAdvanceden
dc.subjectNursingen
dc.subjectEducationen
dc.date.available2016-09-16T14:25:09Z-
dc.date.issued2016-09-16-
dc.date.accessioned2016-09-16T14:25:09Z-
dc.conference.date2016en
dc.conference.nameLeadership Connection 2016en
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionLeadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.en
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