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The Meaning of the Lived Experience of Nursing Faculty PDF

182 Pages·2016·1.46 MB·English
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UNLV Theses, Dissertations, Professional Papers, and Capstones 12-1-2012 The Meaning of the Lived Experience of Nursing Faculty on a Dedicated Education Unit Deborah Ann Demeester University of Nevada, Las Vegas, THE MEANING OF THE LIVED EXPERIENCE OF NURSING FACULTY ON A DEDICATED EDUCATION UNIT By Deborah Ann DeMeester Bachelor of Science in Nursing Indiana University 1979 Master of Science in Nursing Indiana University 1990 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy in Nursing School of Nursing Division of Health Sciences The Graduate College University of Nevada, Las Vegas December 2012 Copyright by Deborah Ann DeMeester, 2012 All Rights Reserved THE GRADUATE COLLEGE We recommend the dissertation prepared under our supervision by Deborah Ann DeMeester entitled The Meaning of the Lived Experience of Nursing Faculty on a Dedicated Education Unit be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Nursing School of Nursing Tish Smyer, D.N.Sc. Committee Chair Lori Candela Ed.D. Committee Member Michele Clark, Ph.D. Committee Member LeAnn Putney, Ph.D. Graduate College Representative Tom Piechota, Ph.D., Interim Vice President for Research & Dean of the Graduate College December 2012 ii ABSTRACT The Meaning of the Lived Experience of Nursing Faculty on a Dedicated Education Unit by Deborah Ann DeMeester Dr. Tish Smyer, Examination Committee Chair Professor of Nursing and Associate Dean for Academic Affairs University of Nevada, Las Vegas In 2011, 58,327 qualified applicants were denied admission to U.S. baccalaureate programs due to an inadequate number of qualified faculty, insufficient clinical placement sites, and resource constraints. Nursing faculty leaders are being challenged to increase enrollment to address a projected worsening nursing shortage and to transform prelicensure nursing education to ensure that program graduates have the nursing skills and competencies to meet the health care needs of the population. Collaborative educational partnerships offer promising strategies to diminish the nursing faculty shortage, educate more students, and provide stable, rich learning environments. The Dedicated Education Unit (DEU) model is one of these newly developed educational partnerships between a university and a hospital. As part of this model, baccalaureate nursing students are immersed in real-life experiences under the direct supervision of staff nurses who have been trained to be clinical instructors. The university faculty mentor the staff nurse instructors. The faculty role in a DEU differs from their role in the traditional faculty-supervised clinical model; therefore, it is anticipated that faculty may experience a shift in thinking and a period of adaptation to this new clinical model and learning environment. Studies of transition experiences in nursing education have revealed that a period of adjustment can be expected for faculty iii who are either new to teaching or new to a different learning platform. The meanings of the experiences of faculty who teach in the DEU model have not previously been studied. The purpose of this study was to describe, interpret, and offer insight into the meanings of the lived experiences of nursing faculty in DEUs across several prelicensure baccalaureate programs. The phenomenological approach of Max van Manen guided the inquiry, and Colaizzi’s seven-step method was used to systematically analyze and interpret the meanings of the hermeneutic faculty interviews. The research question that guided the study was: What is the meaning and significance of the lived experience of being a faculty member on a Dedicated Education Unit used for prelicensure baccalaureate nursing education? Eight nursing faculty members from seven schools of nursing participated in the study. The findings gleaned from the interview data analysis led to the development of a model depicting the fundamental structures of the overall essence of “The DEU as a New Synergy of Learning: Becoming a Guardian” which includes the three major themes and a total of nine subthemes. The information gathered in this study will be useful for faculty members who are preparing to engage in teaching on a DEU and for nursing education leaders who will be supporting faculty development. iv ACKNOWLEDGEMENTS First and foremost, I must acknowledge the support of my wonderful family. My husband, Gary, has been my rock and my soul mate. He has given me love and encouragement throughout the 32 years of our marriage. My daughters, Stephanie and Kimberly, inspired me daily with their intelligence, wit, and passion for life. The three of us shared a “lived experience” in 2009 as students in our respective doctoral, graduate, and undergraduate programs. We did it, girls. I did not know what the future held when I embarked on this journey three years ago. I knew that I would be challenged intellectually, but the personal challenges were unanticipated. To all who rallied around me, thank you for helping me find my inner fierceness to be successful in doctoral studies while enduring chemotherapy, surgery, and radiation during my first year and the death of my father the second year. I will never forget the day my IU students all came to class dressed in pink. Thank you to my parents, Leo and Rita, for giving me life. Thank you to my family, friends, professors, colleagues, doctoral student peers, and students for enriching my life. Thank you to Dr. Denman, Dr. Miller, and Dr. Goulet for saving my life. To my dissertation committee chair, Dr. Tish Smyer, I express my deepest gratitude. She kept me afloat when life’s challenges caused my faith to waver. She renewed my confidence and helped me stay on track. I am also grateful for the opportunity to learn from my committee members: Dr. Clark, Dr. Candela, and Dr. Putney. Their collective wisdom was invaluable and their guidance greatly enhanced my study. I could not have done this without the support of my Indiana University colleagues. Dean Marion Broome and Dr. Judith Halstead paved the way for me to achieve my goal of earning a doctorate. Dr. Janet Welch, Dr. Jan Buelow, Dr. Susan Hendricks, and v administrative staff members Linda Wright and Nikki Benbow, all went above and beyond to support me and I am forever indebted to them. Dr. Phyllis Dexter’s copy editing feedback will serve me well in future professional writing endeavors. I appreciate all my IU faculty and staff colleagues who kept cheering me on to the finish line. It is an honor and a privilege to work with them. This acknowledgement would not be complete without expressing my thanks to my participants. I found their commitment to their students’ success, their willingness to be risk-takers in trying a new clinical model, and their love for teaching to be truly remarkable and reaffirming. Finally, to all women who have joined the ranks of cancer survivors: never underestimate the power of pink. vi TABLE OF CONTENTS ABSTRACT ……………………………….………………………………………... iii ACKNOWLEDGEMENTS ………………………………………………………… v CHAPTER 1 INTRODUCTION …………………………….………………….. 1 Background and Significance …………………………………………………. 1 Definitions of Clinical Education Models .……….…………………………… 5 Definitions of Participants in the DEU Model ………………………………… 6 Problem Statement ……………………………….……………………………. 6 Purpose of the Study ……………………………….………………………….. 8 Research Question ………………………………….…………………………. 9 Chapter Summary …………………………………….……………………….. 9 CHAPTER II REVIEW OF RELATED LITERATURE …….…………………… 10 Dedicated Education Unit Clinical Model ……………………….……………. 10 Preceptorship Clinical Model …….……………………………………..…….. 16 Traditional Faculty-Supervised Clinical Model …………………....………..... 20 Faculty Transitions …………………………..………..………………………. 30 Chapter Summary ……………..…………………………………….………… 40 CHAPTER III METHOD OF INQUIRY: GENERAL .……..……….…………… 42 Historical Foundations of Phenomenology ………..…………………………... 42 Max van Manen’s Approach to Researching Lived Experience ……..………... 44 Phenomenological Activities Related to this Study …………………..……….. 46 Research Plan .………………………………………………..………………... 48 Ensuring Trustworthiness ……………………………..……………………….. 52 Chapter Summary ………………………………………..…………………….. 54 CHAPTER IV METHOD OF INQUIRY: APPLIED ….……........….…………… 56 Participant Recruitment and Selection ……….……….………………………... 56 Gaining Access ……………………………………..…….……………………. 58 Privacy and Confidentiality …………….………………….…..………………. 61 Informed Consent ……………….……………………….…………………….. 63 Data Generation and Analysis Procedures …………………………………….. 63 Ensuring Trustworthiness and Authenticity ………….………………………... 67 Chapter Summary …………………………………………..………………….. 69 CHAPTER V FINDINGS …………………………………………………………. 70 Description of Participants ……………………………………………..……… 70 Data Collection …………………………………..…………………………….. 73 Data Analysis …………………………………………………………..………. 75 Overall Essence, Themes, and Subthemes ……………………………………... 77 Essence of the DEU as a New Synergy of Learning: Becoming the Guardian ... 78 Chapter Summary ……………………………………………………….……... 117 vii CHAPTER VI DISCUSSION AND INTERPRETATION ……………………….. 118 Findings Related to the Current Literature …………………………………..... 118 Implications for Nursing Education ……………..……………………………. 129 Limitations …………………………………………………………………….. 131 Recommendations for Further Research ……………………………..………... 132 Chapter Summary ……………………………………………………………… 134 Conclusion……….………………..…………………………………………… 135 APPENDICES ………..…………………………………….……………………….. 137 Appendix A: Literature Review Table ……………………..…...……………... 137 Appendix B: UNLV Institutional Review Board Approval ..………………….. 148 Appendix C: Recruitment Flyer…………………………….…………….......... 149 Appendix D: Approved Informed Consent ……………………………………. 150 Appendix E: Demographic Questionnaire .….…..…….………………………. 153 Appendix F: Interview Questions …………..………………………….……… 155 Appendix G: Participant Profiles ……………………………………………… 156 Appendix H: Demographic Questionnaire Results ……………….................... 157 REFERENCES ……………………………………………………………………… 160 CURRICULUM VITA ……………………………………………………………… 171 viii

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