東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A narrative inquiry of licensed prac...

Prindle, Regina Miller.

Linked to FindBook

Google Book

Amazon

博客來

A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum./
Author:	Prindle, Regina Miller.
Description:	198 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2068.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178910
ISBN:	0542192365

A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum.
Prindle, Regina Miller.

A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum. - 198 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2068.

Thesis (Ph.D.)--University of Idaho, 2005.

Licensed Practical Nurses (LPNs) are returning to school to complete requirements to attain a Registered Nurse (RN) credential in increasing numbers. Nurse educators are faced with various issues influencing the implementation of curricula to meet the needs of this group of students. This study utilized the framework of narrative inquiry to perform in-depth interviews of six LPN returning students. Through the interpreted words of the research participants, the focus of this study was to understand the individual experiences in the field of nursing that LPN students brought to the RN program, and use the lived experience of these students to inform proposed changes in curricular strategies employed in nursing education. These students were interviewed at three different times during their program, including a focus group of all student participants. The data are presented in the words of the participants as well as in poetic form. The narratives conveyed common themes including: (1) adult development paralleled career development; (2) transformational learning began to occur within the first semester of study; (3) personal challenges were encountered by all participants; and (4) support systems aided students in reaching their personal and professional goals. Interviews with program graduates as well as nurse educators revealed implications and application of study findings. The approaches suggested by the study results support (1) a separate clinical group for LPN returning students; (2) implementation of learner-centered curriculum and pedagogy; and (3) development of resources for student support.

ISBN: 0542192365Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum.
LDR:02594nmm 2200289 4500 001 1818657
005 20060908113635.5
008 130610s2005 eng d
020 $a 0542192365
035 $a (UnM)AAI3178910
035 $a AAI3178910
040 $a UnM $c UnM
100 1 $a Prindle, Regina Miller. $3 1907973
245 1 2 $a A narrative inquiry of licensed practical nurse (LPN) returning students: Implications for transformative pedagogy and curriculum.
300 $a 198 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2068.
500 $a Major Professor: Karen Guilfoyle.
502 $a Thesis (Ph.D.)--University of Idaho, 2005.
520 $a Licensed Practical Nurses (LPNs) are returning to school to complete requirements to attain a Registered Nurse (RN) credential in increasing numbers. Nurse educators are faced with various issues influencing the implementation of curricula to meet the needs of this group of students. This study utilized the framework of narrative inquiry to perform in-depth interviews of six LPN returning students. Through the interpreted words of the research participants, the focus of this study was to understand the individual experiences in the field of nursing that LPN students brought to the RN program, and use the lived experience of these students to inform proposed changes in curricular strategies employed in nursing education. These students were interviewed at three different times during their program, including a focus group of all student participants. The data are presented in the words of the participants as well as in poetic form. The narratives conveyed common themes including: (1) adult development paralleled career development; (2) transformational learning began to occur within the first semester of study; (3) personal challenges were encountered by all participants; and (4) support systems aided students in reaching their personal and professional goals. Interviews with program graduates as well as nurse educators revealed implications and application of study findings. The approaches suggested by the study results support (1) a separate clinical group for LPN returning students; (2) implementation of learner-centered curriculum and pedagogy; and (3) development of resources for student support.
590 $a School code: 0089.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Health Sciences, Education. $3 1017921
690 $a 0516
690 $a 0569
690 $a 0350
710 2 0 $a University of Idaho. $3 718915
773 0 $t Dissertation Abstracts International $g 66-06A.
790 1 0 $a Guilfoyle, Karen, $e advisor
790 $a 0089
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178910