A Comparison of Professional Value Development Among Pre-Licensure Nursing Students in Associate Degree, Diploma, and Bachelor of Science in Nursing Programs

2014 ◽  
Vol 35 (1) ◽  
pp. 37-42 ◽  
Author(s):  
MaryDee Fisher
Keyword(s):  
Nursing Students ◽  
Associate Degree ◽  
Nursing Programs ◽  
Bachelor Of Science ◽  
Professional Value

An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework

2012 ◽  
pp. 285-304 ◽  
Author(s):  
Brenda Tyczkowski ◽  
Eric Bauman ◽  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten ◽  
Janet Resop Reilly
Keyword(s):  
Interface Design ◽  
Associate Degree ◽  
Nursing Programs ◽  
Nursing Program ◽  
Learning Program ◽  
Bachelor Of Science ◽  
Learning Framework ◽  
University Of Wisconsin ◽  
E Learning ◽  
Individual Use

Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.

scholarly journals Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College

2017 ◽  
Vol 16 (1) ◽  
pp. 19-23
Author(s):  
Manoj Sharma ◽  
Kumud Kumar Kafle
Keyword(s):  
Nursing Students ◽  
Nursing Programs ◽  
P Value ◽  
First Year ◽  
Teaching Methodology ◽  
Chi Square ◽  
Course Content ◽  
Bachelor Of Science ◽  
Chi Square Test ◽  
Academic Year

Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students’ views between these two nursing programs to facilitate pedagogical learning. Methods: At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students’ view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05.Results: Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation.Conclusion: There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.

Creative Thinking Abilities of Student Nurses

1976 ◽  
Vol 39 (2) ◽  
pp. 409-410 ◽  
Author(s):  
Marlene R. Ventura ◽  
Carlton R. Meyers
Keyword(s):  
Nursing Students ◽  
Verbal Fluency ◽  
Associate Degree ◽  
Creative Thinking ◽  
Student Nurses ◽  
Baccalaureate Degree ◽  
Nursing Programs ◽  
Baccalaureate Degree Nursing ◽  
Post Hoc ◽  
Figural Fluency

Creative thinking abilities of nursing students ( N = 335) enrolled in their last year of study in 16 associate degree, diploma, or baccalaureate degree nursing programs were compared. Scores on creativity measures were analyzed by one-way analysis of variance and, when significant F ratios were obtained, post hoc multiple comparisons were made using the Scheffé technique. Diploma nursing students scored significantly higher on Verbal Fluency than the other groups. Diploma nursing students earned significantly higher scores on Figural Fluency and on Figural Flexibility than baccalaureate degree students, while baccalaureate degree students scored significantly higher on Verbal Originality than the others. Significant differences appeared among groups on Figural Elaboration; associate degree students scored highest and diploma students lowest. No significant differences were found for Verbal Flexibility and Figural Originality.

scholarly journals Students’ perspectives of factors related to delayed completion of online RN-BSN programs

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kechinyere C. Iheduru-Anderson
Keyword(s):  
Associate Degree ◽  
Qualitative Data ◽  
Program Completion ◽  
Nursing Programs ◽  
Structured Interviews ◽  
Related Factors ◽  
Online Programs ◽  
Bachelor Of Science ◽  
Face To Face ◽  
Content Analyses

Abstract Background There are multiple educational programs for individuals to become registered nurses (RNs), and the transition from an associate degree or diploma to a Bachelor of Science in Nursing (BSN) degree is vital to healthcare. This study examined the factors contributing to delayed completion or withdrawal from online RN-BSN nursing programs from students’ perspectives. Method Thematic content analyses were conducted on qualitative data obtained from semi-structured interviews (N = 26). Results Complex factors contributed to delayed completion of online RN-BSN programs, including student-, institutional-, and faculty-related factors. Conclusion This study validated and extends previous studies without delineating students in fully online programs from hybrid and face-to-face programs. Students, faculty, and institutions all have a role to play in facilitating on-time program completion. Recognizing and mitigating the barriers that delay on-time program completion is required to foster nurses to obtain a BSN degree.

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