Biomedical subjects

Carroll Iwasiw

Publications and source records attributed to Carroll Iwasiw.

5 recordsLinked to original sources

PubMed2005

The effect of classroom simulation on nursing students' self-efficacy related to health teaching.

The purpose of this descriptive study was to investigate the effect of classroom simulation on third-year baccalaureate nursing students' self-efficacy in health teaching. Bandura's self-efficacy model provided the conceptual framework. A nonprobability, convenience sample of 22 students completed the self-efficacy questionnaire before and after the simulation workshop sessions. Students' overall self-efficacy scores increased significantly (p = 0.001) following the two sessions of role-playing case studies, suggesting more perceived confidence in performing health teaching. Recommendations include continuing the use of simulation as a teaching-learning method, applying simulation as a strategy to enhance other learner behaviors, and cultivating faculty's use of simulation in their teaching.

Adult↗

PubMed2005

Codman Award Paper: self-efficacy of staff nurses for health promotion counselling of patients at risk for stroke.

The effect of nurses' confidence to counsel patients at risk of stroke in selected health promotion areas: smoking cessation, exercise and nutrition was examined. Bandura's (1986) self-efficacy and Knowles' adult learning theories provided the theoretical underpinnings for the study. This was a quasi-experimental design in which neuroscience nurses (N = 23) from a quaternary hospital completed questionnaires prior to, immediately after, and 2 months post completion of a self-directed learning manual (SDL). The researcher-designed manual was designed to enhance learning about the risk factors for stroke and the importance of stroke prevention. Along with reflective activities and pre-post test, strategies for counseling high-risk, stroke-prone individuals in the areas of smoking cessation, exercise, and nutrition were also integrated. The Health Promotion Counseling Self-Efficacy Scale (Tresolini, Saluja, and Stritter, 1995), consisting of 10 self-efficacy subscales relating to self-confidence in knowledge and ability to counsel in health promotion areas, was used to capture the nurses' self-report of self-efficacy. Using a 5-point Likert Scale, nurses also rated their amount of agreement or disagreement about health promotion counseling in practice. Overall, self-efficacy levels for both knowledge and counseling increased significantly (p < .01) from pre-to immediately post completion of the manual, and decreased slightly at two-month follow-up. This pattern was evident in all health promotion areas measured except for knowledge in exercise (p = .015). Nurses' attitudes about aspects of health promotion practices correlated significantly (p < 05) at two-month follow-up with all health promotion areas. Results of this study support the usefulness of a self-directed learning manual as a teaching strategy for health promotion counseling of individuals at risk of stroke.

Adult↗

PubMed2004

Nurse educators' workplace empowerment, burnout, and job satisfaction: testing Kanter's theory.

BACKGROUND: Empowerment has become an increasingly important factor in determining college nurse educator burnout, work satisfaction and performance in current restructured college nursing programmes in Canada. AIM: This paper reports a study to test a theoretical model specifying relationships among structural empowerment, burnout and work satisfaction. METHOD: A descriptive correlational survey design was used to test the model in a sample of 89 Canadian full-time college nurse educators employed in Canadian community colleges. The instruments used were the Conditions of Work Effectiveness Questionnaire, Job Activities Scale, Organizational Relationship Scale, Maslach Burnout Inventory Educator Survey and Global Job Satisfaction Questionnaire. RESULTS: College nurse educators reported moderate levels of empowerment in their workplaces as well as moderate levels of burnout and job satisfaction. Empowerment was significantly related to all burnout dimensions, most strongly to emotional exhaustion (r = -0.50) and depersonalization (r = -0.41). Emotional exhaustion was strongly negatively related to access to resources (r = -0.481, P = 0.0001) and support (r = -0.439, P = 0.0001). Multiple regression analysis revealed that 60% of the variance in perceptions of job satisfaction was explained by high levels of empowerment and low levels of emotional exhaustion [R(2) = 0.596, F (1, 86) = 25.01, P = 0.0001]. While both were significant predictors of perceived job satisfaction, empowerment was the stronger of the two (beta = 0.49). CONCLUSIONS: The results provide support for Kanter's organizational empowerment theory in the Canadian college nurse educator population. Higher levels of empowerment were associated with lower levels of burnout and greater work satisfaction. These findings have important implications for nurse education administrators.

Burnout, Professional↗

PubMed2004

A facilitative approach to learning about curriculum development.

Graduate students have high ambitions and desire excellence in their work. Creating learning opportunities that capture this drive and help them achieve and exceed their goals is a challenge for educators. This article describes two teaching approaches, group process and an adaptation of Bensusan's escalator model, which were used in a graduate nursing course to help students learn about curriculum development. Students participated as a faculty group, submitting successive iterations of their work as they developed hypothetical curricula. Benefits students identified from course faculty's critiques of their submissions included experiencing enhanced self-direction, self-esteem, and mutual respect among students and between students and course faculty, as well as authentic curriculum development in a safe, caring, and supportive context. This article discusses the strengths and limitations of this pragmatic and productive learning approach to preparing future nurse educators for their role as curriculum developers.

Attitude of Health Personnel↗

PubMed2003

Resident and family perspectives. The first year in a long-term care facility.

The purpose of this longitudinal study was to explore perspectives, needs, and expectations of residents (N = 6) and family members (N = 3) of the resident's first year in a long-term care facility. The narrative method and a semi-structured interview guide were used to obtain participants' views at 2 and 6 weeks, and 3, 6, 9, and 12 months after admission. During data analysis, six themes emerged, which suggest implications for gerontological nursing education and practice. The authors conclude that by listening to residents and family members, nurses can use this information to improve life for residents and dignify them as individuals.

Adaptation, Psychological↗