The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis/dissertation entitled:Unsafe Student Nurse Behaviours: The Perspectives Of Expert Clinical Nurse Educators.submitted by Monique Roxanne Karlstrom in partial fulfillment of the requirements of the degree of Master of Science in Nursing.

At most colleges and universities, students are invited to complete Student Evaluation of Teaching (SETs), which have both formative and summative purposes. In this convergent mixed methods study we evaluated if we could influence (a) students’ numerical responses and nature of their comments and (b) instructors’ physical and emotional responses to SET results, their perceptions of their results, and perceptions of SETs overall. Students who received an in-class intervention submitted more qualified comments, addressed specific issues, and made more recommendations for improvements compared to students who did not receive the intervention. Instructors reported reduced physical symptoms related to SETs after they received the intervention. Instructors reported that the intervention helped them let go of feelings of frustration and isolation and that they had acquired new strategies for opening, reading, and interpreting SET results. They continued, however, to report feeling apprehensive, uneasy, and uncertain about impending SET results.

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Although many nurse scholars agree that biosciences are lacking in nursing curricula, it is difficult to determine exactly which bioscience concepts, topics, and skills are most important and relevant for undergraduate nursing students. The aim of this study was to gain expert consensus on pharmacologic and microbiologic concepts, topics, and skills necessary to prepare nurse graduates who are able to practice in a safe and professional manner. Five experienced clinical nurse educators familiar with undergraduate nursing programs and knowledgeable about undergraduate nursing students were invited to participate as expert panelists in a three-round electronic Delphi process. Two panelists were external to the university, and three were internal. The opinions of the expert panelists converged on the necessity of 20 pharmacological concepts and/or lecture topics, 18 microbiological concepts and/or lecture topics, seven pharmacological and 16 microbiological procedural skills. Top ranking pharmacology lecture topics included applied pharmacology as well as disease and symptom management (cardiovascular disease, respiratory disease, and diabetes most prominent). Top ranking microbiology lecture topics included hepatitis A, B, and C, as well as tuberculosis and nosocomial infections. The results of this study are relevant to Schools of Nursing who wish to offer core bioscience courses in order to improve curriculum quality and meet the needs of industry partners and accreditation bodies.