Abstract
There exists a critical need to boost the overall number of baccalaureate-prepared registered nurses to accomplish goals for providing high-quality healthcare for all United States citizens (Institute of Medicine, 2011). Given the limited number of sites needed to facilitate clinical learning experiences for pre-licensure baccalaureate nursing students, using simulation as a technologically modern innovation in nursing instruction is an approach to help overcome the lack of traditional clinical opportunities. The purpose of this study was to examine the nurse educators' concerns about using simulation by determining 1) the intensity of nurse educators' stages of concern about using simulation as clinical instruction; 2) if there are differences in nurse educators' stages of concern by their demographics; 3) if nurse educators' demographics predict their intensity of concern in each stage of concern dimension.
Sigma Membership
Delta Theta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Concerns-Based Adoption Model, Stages of Concern, Simulation, Nursing Education, Nurse Educators
Advisor
Mirah Dow
Second Advisor
Neal Luo
Third Advisor
Sarah Sutton
Fourth Advisor
Bernadette Fetterolf
Degree
PhD
Degree Grantor
Emporia State University
Degree Year
2020
Recommended Citation
Schreiner, Lynnette Marie, "Examining nurse educators' stages of concern about the teaching innovation of simulation as clinical experience" (2022). Dissertations. 83.
https://www.sigmarepository.org/dissertations/83
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-03-04
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28314430; ProQuest document ID: 2485468567. The author still retains copyright.