Copyright (c) 2009 All rights reserved. http://works.bepress.com/andrusyszyn Recent documents in Mary-Anne Andrusyszyn en-us Thu, 13 Aug 2009 13:21:12 PDT 3600 http://works.bepress.com/andrusyszyn/4 http://works.bepress.com/andrusyszyn/4 Thu, 25 Jan 2007 20:44:51 PST Carroll L. Iwasiw Nursing Education http://works.bepress.com/andrusyszyn/5 http://works.bepress.com/andrusyszyn/5 Thu, 25 Jan 2007 20:44:51 PST This qualitative, descriptive study examined changes in perspective experienced by 22 recent graduates of Master's in Nursing programs from three Ontario universities. Participants responded to semi-structured, taped interviews and recounted personal, practice, and attitudinal changes they could attribute to completing a Master's program in Nursing. Among outcomes were personal ones including greater self-confidence, credibility, and acuity of critical thinking. Deeper and broader world-views of the profession and health care were evident. All participants valued evidence-based practice, reporting greater use of multiple information sources. Participants communicated with other professionals on more equal terms and some described a multicultural function, translating knowledge between staff nurses and members of other disciplines. Pride in nursing and its potential for shaping health care was a recurring theme. More professional opportunities became available following Master's studies. The outcomes of this study contribute to understanding the effects of graduate education in nursing. C.E. (Betty) Cragg Nursing Education http://works.bepress.com/andrusyszyn/6 http://works.bepress.com/andrusyszyn/6 Thu, 25 Jan 2007 20:44:51 PST In this qualitative, descriptive study, the process of achieving change in knowledge and attitudes through Master's education in nursing is examined. Twenty-two recent graduates from three Ontario universities participated in semi-structured, taped interviews. Participants recounted personal and professional changes they attributed to completing a Master's program in Nursing and their experience of the process of change. After responding to questions about differences they perceived in themselves, participants reviewed Mezirow's (1991; 1994) 11 stages of perspective transformation and discussed whether these phases resonated for them. Some felt that the stages described their experience accurately; others reported their experience of the process was not as dramatic as Mezirow's description implied. Several who had taken degree completion baccalaureate programs perceived their baccalaureate experience to be more congruent with Mezirow's transformation process than the change process in their Master's program. At the Master's level, the majority felt the changes were evolutionary, not revolutionary. Most reported that rather than undergoing a perspective transformation, they were building on values and attitudes from the baccalaureate level. This study contributes to understanding the processes of change experienced by students in graduate education in nursing. C.E. (Betty) Cragg Nursing Education http://works.bepress.com/andrusyszyn/1 http://works.bepress.com/andrusyszyn/1 Thu, 25 Jan 2007 20:44:50 PST Mary-Anne Andrusyszyn Nursing Education http://works.bepress.com/andrusyszyn/2 http://works.bepress.com/andrusyszyn/2 Thu, 25 Jan 2007 20:44:50 PST Carroll L. Iwasiw Nursing Education http://works.bepress.com/andrusyszyn/3 http://works.bepress.com/andrusyszyn/3 Thu, 25 Jan 2007 20:44:50 PST Mary-Anne Andrusyszyn Nursing Education