Mary-Anne Andrusyszyn

Five Years of Solid Growth in Nursing Education Scholarship

Mary-Anne Andrusyszyn — Wed, 21 Mar 2012 15:26:40 PDT

Nursing Students' Perceptions of Clinical Teachers' Use of Empowering Teaching Behaviours: Instrument Psychometrics and Application

Yolanda Babenko-Mould et al. — Wed, 21 Mar 2012 15:26:37 PDT

The authors present findings of 2nd year nursing students’ (N = 352) perceptions of their clinical teachers’ use of empowering teaching behaviours (ETB) and to highlight steps undertaken to establish psychometric properties of the Empowering Teaching Behaviours Questionnaire – Student (ETBQ-S). The authors identify a) the process involved in the adoption of the ETBQ-S, b) ETBQ-S validity procedures completed prior to instrument implementation, c) results of nursing students’ responses to the ETBQ-S, d) criterion validity, and e) ETBQ-S confirmatory factor analysis findings conducted after study completion. The ETBQ-S reliably measures five facets of empowering actions that clinical teachers can employ with nursing students in practice to enhance their confidence, involve them in decision-making and goal setting, make learning meaningful, and help them to become more autonomous nurses.

Nursing Students’ Empowerment in Distance Education: Testing Kanter's Theory

Elizabeth Ledwell et al. — Wed, 21 Mar 2012 15:26:33 PDT

This qualitative, explanatory study examined Post-RN baccalaureate nursing students’ experiences of empowerment with distance education and computer conferencing (CC) for fit with the constructs of Kanter’s (1977, 1993) Theory of Structural Power in Organizations. Seven post-RNs from Canadian distance education nursing programs were interviewed. Interview transcripts were examined using content analysis. Kanter’s theory was useful in describing empowerment structures in distance education courses. Feedback from instructors, access to library facilities, and support from employers and family are essential elements of an empowering educational experience. Students missed face-to-face contact. Two themes unrelated to Kanter’s theory—self-direction and determination to succeed—emerged. This study, based on a theoretical framework, will be of interest to educators and administrators of distance education programs.

Fostering Future Nursing Professionals: It's a Matter of Values

Carroll L. Iwasiw et al. — Thu, 25 Jan 2007 20:44:51 PST

Outcomes of Master's Education in Nursing

C.E. (Betty) Cragg et al. — 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.

The Process of Master’s Education in Nursing: Evolution or Revolution?

C.E. (Betty) Cragg et al. — 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.

Editorial for Volume 1, Issue 1

Mary-Anne Andrusyszyn et al. — Thu, 25 Jan 2007 20:44:50 PST

Extending The Evidence Base For Nursing Education

Carroll L. Iwasiw et al. — Thu, 25 Jan 2007 20:44:50 PST

Forces of Magnetism for Nursing Education

Mary-Anne Andrusyszyn et al. — Thu, 25 Jan 2007 20:44:50 PST