How Associate Degree Nursing Faculty Use Learning Partnerships to Promote Self-Authorship in Clinical Students
Miller, H. Catherine
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Permalink
https://hdl.handle.net/2142/80100
Description
Title
How Associate Degree Nursing Faculty Use Learning Partnerships to Promote Self-Authorship in Clinical Students
Author(s)
Miller, H. Catherine
Issue Date
2009
Doctoral Committee Chair(s)
Bragg, Debra D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Health Sciences, Education
Language
eng
Abstract
This qualitative case study explored how associate degree nursing faculty used learning partnerships to promote self-authorship in clinical students at 2 community colleges in the Midwest. Four female full-time faculty members with 4 to 43 years of nursing education experience and 4 clinical students, 3 female and 1 male, ranging in age from 29 to 43 participated. Semi-structured interviews were conducted along with document review of students' self-reflective journals after faculty feedback. The nursing faculty routinely used supportive constructive-developmental pedagogical strategies in clinical instruction however balance of those strategies with the challenging dynamics of the Learning Partnership Model was not as evident. Clinical nursing students did not discuss self-authorship but perceived nursing faculty members were addressing cognitive, intrapersonal, and interpersonal development.
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