A developmental education program model for high-risk minority baccalaureate nursing students.
The purpose of this study was to define and describe a Developmental Education Program Model for high-risk minority baccalaureate nursing students based upon perceived needs determined by nursing students and nursing faculty. The research examined differences between Black and Non-Black nursing stud...
| Publicado en: | Developmental Education Program Model for High-risk Minority Baccalaureate Nursing Students pp. 214 p - 215 |
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| Autor principal: | |
| Formato: | research Doctoral Dissertation |
| Publicado: |
FLORIDA INTERNATIONAL UNIVERSITY
1994
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109872115&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109872115 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: disstl: A developmental education program model for high-risk minority baccalaureate nursing students. dissinst: FLORIDA INTERNATIONAL UNIVERSITY jinfo: jid: IGOH jtl: Developmental Education Program Model for High-risk Minority Baccalaureate Nursing Students maglogo: N pubinfo: dt: 1994 pub: FLORIDA INTERNATIONAL UNIVERSITY artinfo: ui: 109872115 109872115 1998026054 UMI Order PUZ9424034 109872115 ppf: 214 p ppct: 1 formats: tig: atl: A developmental education program model for high-risk minority baccalaureate nursing students. aug: au: Browne KVA sug: subj: Students, Nursing, Baccalaureate Faculty, Nursing Perception Evaluation Black Persons Information Needs Evaluation Faculty Attitudes Evaluation Student Attitudes Evaluation Education, Nursing, Baccalaureate Program Development Descriptive Research Questionnaires Interviews Human ab: The purpose of this study was to define and describe a Developmental Education Program Model for high-risk minority baccalaureate nursing students based upon perceived needs determined by nursing students and nursing faculty. The research examined differences between Black and Non-Black nursing students in level of importance of concerns and issues related to academic, financial, psycho-social and personal areas of student life; faculty perceptions of the differences between Black and Non-Black nursing students in the level of importance of concerns and issues related to academic, financial, psycho-social and personal areas of student life; and the difference between Black and Non-Black nursing faculty perceptions of level of importance of issues and concerns of academic, financial, psycho-social, and personal areas for Black nursing students. In this study two data collection methods were used, questionnaire and interview. The questionnaire was completed by all students and faculty. Black baccalaureate nursing students and nursing faculty were interviewed. The most significant differences were seen in the category of Personal Issues. Student identified concerns and issues related to both academic and health problems. Faculty identified the greatest differences in Academic Issues. The framework for the model which evolved out of the data uses needs from: (1) a whole person perspective (outcome oriented needs); (2) a programmatic perspective (input oriented needs); and (3) learning domain perspective (process oriented needs). pubtype: Dissertation doctype: research Doctoral Dissertation ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
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