Clinical Scholarship and Adult Learning Theory:<i>A Role for the DNP in Nursing Education</i>

Gatti-Petito, JoAnne; Lakatos, Barbara E.; Bradley, Holly B.; Cook, Linda L.; Haight, Irene E.; Karl, Cherry A.

doi:10.5480/1536-5026-34.4.273

Cited by 5 publications

(3 citation statements)

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“…38 This is a “Practice focused” doctorate degree and is considered as the terminal practice degree in nursing. 39 DNP curricula provide education in evidence-based practice and quality improvement.…”

Section: Discussionmentioning

confidence: 99%

Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study

Moghadam¹,

Atashzadeh‐Shoorideh²,

Abbaszadeh³

et al. 2017

J Caring Sci

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Introduction: Clinical education is the core component of nursing education. PhD graduated nurses who are faculty members can play a main role in clinical instruction. However, there is not clear understanding about the challenges which they may encounter for accepting their role as clinical educator. The aim of this study was to explore the challenges of role acceptance by PhD aduated nurses who are faculty members. Methods: In this qualitative exploratory study a total of 13 participants (8 PhD graduated in nursing, 3 head of departments of nursing, one educational vice chancellor of nursing school, and one nurse) were selected by purposive sampling method. Data were collected by semi-structured, face to face interview and analyzed by conventional content analysis approach developed by Graneheim and Lundman. Results: The main theme emerged from data analysis was "identity threat". This theme had five categories including expectations beyond ability, lack of staff’s rely on the performance of PhD graduated nurses, poor clinical competencies, doubtfulness, and obligation. Conclusion: PhD graduated nurses experienced some worries about their role as clinical educators and argued that they have not been prepared for their role. Therefore, policy makers and authorities of nursing schools should support PhD graduated nurses for accepting their new roles as clinical educators. Moreover, some changes in nursing PhD curriculum is needed to improve the clinical competencies of PhD graduated and prepare them for their role as a clinical educator.

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Section: Discussionmentioning

confidence: 99%

Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study

Moghadam¹,

Atashzadeh‐Shoorideh²,

Abbaszadeh³

et al. 2017

J Caring Sci

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show abstract

“…The Attention Relevance Confidence Satisfaction (ARCS) Motivation Theory is the conceptual model that guided the development of the online learning module in NI (see Appendix I for the theory-to-application diagram). The ARCS Motivation Theory, which was derived from the theory of motivation and instructional design, implies that attention, relevance, confidence, and satisfaction are required elements that contribute to the core concept of learner motivation (Gatti-Petito et al, 2013;Gormley et al, 2012;Keller, 2010). Motivation refers to the learner's ability to initiate and sustain a goal-directed activity, which can be influenced by the delivery method and execution of the learning materials (Schunk et al, 2014).…”

Section: Theorymentioning

confidence: 99%

“…The application of the ARCS Motivation Theory is not restricted to specific industries or learning environments. As the conceptual model has been used as a theoretical and practical framework in various education settings and professional development training (Gatti-Petito et al, 2013;Gormley et al, 2012;Keller, 2010), strategies for each component of the ARCS Motivation Theory are appropriate and applicable in the design and development of online learning materials for this project.…”

Section: Theorymentioning

confidence: 99%

Expanding the Informatics Competencies of Nurse Practitioners Through Online Learning

Galacio¹

2022

CIN: Computers, Informatics, Nursing

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Nurse practitioners' informatics competencies are not well-understood. Limited evidence alludes to the potential need to improve the informatics competencies of nurse practitioners. The primary purpose of this study was to analyze the informatics competencies of nurse practitioners, including nurses training to become nurse practitioners, before and after completing an online learning module in nursing informatics. Six topics were covered in the investigator-developed learning module. A pretest-posttest, one-group, quasi-experimental design was used in the study. The link to the study was emailed to members of a local nurse practitioners' association in California and graduate nursing students at a public university in Missouri. The study was also shared on a professional networking Web site, LinkedIn. Data were collected from 15 nurse practitioners and two nurse practitioner students, using a demographic questionnaire and an 18-item self-assessment of informatics competency scale. A related-samples Sign test was conducted to compare the pretest and posttest scores. Statistically significant median increases (P = .001 to <.001) were found in five areas. Findings suggest that the online learning module expanded the participants' competencies in specific areas of informatics. The results also provide an initial understanding of nurse practitioners' informatics competencies and inform future iterations of the study.

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AACN's DNP essential II prepares clinicians for academic leadership: Three DNP graduates share their leadership journey

Smith

Hallowell

Lloyd-Fitzgerald

2018

Journal of Professional Nursing

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Clinical Scholarship and Adult Learning Theory:A Role for the DNP in Nursing Education

Cited by 5 publications

References 4 publications

Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study

Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study

Expanding the Informatics Competencies of Nurse Practitioners Through Online Learning

AACN's DNP essential II prepares clinicians for academic leadership: Three DNP graduates share their leadership journey

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