American Journal of Nursing Research

This study has the objective of analyzing the faculty training provided by the Nursing Degree with a Teaching Diploma through the perspective of students and alumni. The participants of the research were students and graduates of the Bachelor’s Degree with a Teaching Diploma in Nursing Course of the Ribeirão Preto campus of the University of São Paulo – EERP/USP. Data obtained through portfolios, reports and interviews – with a theoretical basis – allowed the construction of the following thematic units: Opting for a Teaching Diploma, Reframing of faculty training, Construction of teaching knowledge, Balancing health care and education, Derivations of faculty training, Faculty professional practice, Clashes in faculty practice. The meaning attributed to the course by the students and the professional practice of a professor nurse suffers constant confrontation with the proposals the Course offers for the training of these students. The web presented in the reports allows for a student training in two areas: nurse training and faculty training, in a more articulated manner, since the very beginning of the course. The course brings about the training and the possibility of new performance as faculty. However, this is not automatic. The two aspects of healthcare and of education are present during the Course in question. The participants point out the importance of a faculty training that goes beyond activities related to the act of teaching, such as, for example, social relations, establishment of bonds or, in the case of these graduates, the way they will lead the nursing team. People interviewed in this study pointed out the limitations of the jobs in technical schools, which use methodologies that are not always compatible with those they learned in their courses. There are difficulties in being professors, due to fatigue, the feeling that classes are not generating results, and frustrations regarding expectations related to being a faculty.

American Journal of Nursing Research. 2015, 3(2), 41-47. DOI: 10.12691/ajnr-3-2-3
Pub. Date: November 05, 2015

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The Relationship between Healthy Lifestyle Behaviors and Health Locus of Control among Nursing and Midwifery Students

by Ayse Sonay Kurt

Original Research

Aim: To determine the healthy lifestyle behaviors of students in the nursing and midwifery department and their relationship with health locus of control. Methods: This descriptive cross-sectional study was conducted in 870 students. The personal information form developed by the researchers, Healthy Lifestyle Behaviors Scale, and Health Locus of Control Scale were utilized as data collection instruments. Appropriate statistical analyses were conducted. Results: Students’ mean total score on the Healthy Lifestyle Behaviors Scale was 123.12±16.51 and on the Health Locus of Control was 64.09±11.63; scores were positively related (r=.152; p=.029). Furthermore, the mean score on Healthy Lifestyle Behaviors Scale was higher for the students placing a high emphasis on their health than for other students (p<.001). Conclusions: We found that students’ mean total scores on the Healthy Lifestyle Behaviors Scale were at a medium level and showed a significant positive relationship with health locus of control.

American Journal of Nursing Research. 2015, 3(2), 36-40. DOI: 10.12691/ajnr-3-2-2
Pub. Date: October 28, 2015

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Looking Back: The Reflections of Registered Nurses on the Experience of Returning for the Baccalaureate Degree

by Katrina Einhellig

Original Research

The purpose of this phenomenological research study was to understand the educational experiences of RN-BSN (Registered Nurse to Bachelor of Science in Nursing) graduates in order to more fully understand the future role of nursing curriculum in developing competent, confident healthcare professionals. Ten nurses who graduated from an online RN-BSN program in the prior two to three years agreed to participate and were interviewed. Six themes emerged from the data concerning associate degree nurses that return to academia for a baccalaureate degree: Connecting the Dots between Theory and Practice, Emotional Evolution, Seeing the “Big Picture”, Opening Doors to New Opportunities, The Workplace Push, and Perceptions of Professionalism. The findings of the study provide a glimpse into the perspectives of nurses that have returned to academia for their BSN. This research adds to the body of literature regarding RN-BSN education and how specific experiences within these particular programs impact the professional growth of nurses working in healthcare today.

American Journal of Nursing Research. 2015, 3(2), 29-35. DOI: 10.12691/ajnr-3-2-1
Pub. Date: October 28, 2015

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