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Nursing students' perceptions of obt...

Fink, Margaret.

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Nursing students' perceptions of obtained and desired levels of support and supervision in the medical-surgical clinical learning environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Nursing students' perceptions of obtained and desired levels of support and supervision in the medical-surgical clinical learning environment./
Author:	Fink, Margaret.
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1392.
Contained By:	Dissertation Abstracts International66-03B.
Subject:	Health Sciences, Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3167897
ISBN:	9780542039317

Nursing students' perceptions of obtained and desired levels of support and supervision in the medical-surgical clinical learning environment.
Fink, Margaret.

Nursing students' perceptions of obtained and desired levels of support and supervision in the medical-surgical clinical learning environment. - 137 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1392.

Thesis (Ed.D.)--University of San Francisco, 2005.

I many cases, the only previous nursing experience of an entry-level registered nurse is that brought forth from clinical practice during nursing school. Nursing students practice in various clinical settings where they encounter real-life experiences that cannot be mimicked in a classroom or laboratory setting. In order for the clinical learning experience to be a meaningful one with progression toward independence, nursing students require appropriate levels of support and supervision from their instructors.

ISBN: 9780542039317Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

Nursing students' perceptions of obtained and desired levels of support and supervision in the medical-surgical clinical learning environment.
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100 1 $a Fink, Margaret. $3 1916230
245 1 0 $a Nursing students' perceptions of obtained and desired levels of support and supervision in the medical-surgical clinical learning environment.
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1392.
500 $a Chair: Patricia Busk.
502 $a Thesis (Ed.D.)--University of San Francisco, 2005.
520 $a I many cases, the only previous nursing experience of an entry-level registered nurse is that brought forth from clinical practice during nursing school. Nursing students practice in various clinical settings where they encounter real-life experiences that cannot be mimicked in a classroom or laboratory setting. In order for the clinical learning experience to be a meaningful one with progression toward independence, nursing students require appropriate levels of support and supervision from their instructors.
520 $a Using a descriptive, cross-sectional design, nursing students' perceptions of support and supervision obtained were compared with perceptions of support and supervision desired. Based on the Instructional Scaffolding model, perceptions of support and supervision obtained and desired were compared for students from a fundamental to an advanced level in medical-surgical nursing courses. According to the Instructional Scaffolding model, learners initially require a great deal of support. With repeated exposure to the problem or practice with the task, the learner's capability increases, and instructor support can be removed gradually.
520 $a The researcher-designed Perceived Extent of Support and Supervision Survey (PESSS) was administered to 30 first-semester sophomores, 32 second-semester sophomores, and 29 junior medical-surgical nursing students at one university to assess the extent to which support and supervision was obtained and desired from instructors.
520 $a Ratings for support and supervision desired were statistically significantly higher than ratings for support and supervision obtained. There were no statistically significant differences in support and supervision obtained or desired when comparing the three levels of participants indicating that progression in the program did not influence the extent to which support and supervision was obtained or desired.
520 $a The findings suggest that the Instructional Scaffolding model did not apply to the clinical learning environment when comparing nursing students as they progressed from fundamental to advanced levels in medical-surgical nursing courses. Instructional Scaffolding was built into the curriculum in such a way that students continued to obtain and desire similar levels of support and supervision from instructors regardless of level in the program. Because of the impact clinical instructors have on the future careers of registered nurses and the people they serve, the topic warrants further research.
590 $a School code: 6019.
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Health Sciences, Education. $3 1017921
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710 2 0 $a University of San Francisco. $3 1017465
773 0 $t Dissertation Abstracts International $g 66-03B.
790 1 0 $a Busk, Patricia, $e advisor
790 $a 6019
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3167897