Carla Boomershine Sandra Kommit Emily McIntire Tamara Mohr

1. Diverse Discipline Theory Derivation and Application to Nurse Educator Role Carla Boomershine Sandra Kommit Emily McIntire Tamara Mohr

2. Introduction to Theory • Theory is as important to nursing as oxygen is to life! • Describes nursing phenomena • Guides nursing practice • Facilitates nursing research • Nursing incorporates theories from other disciplines when needed • Nursing Student Successincorporates self-transcendence, self-efficacy, and communities of practice

3. Retention of Knowledge • Ensures students are able to complete nursing coursework • Important for passing licensure exams • Makes competent, successful, safe nurses • Critical in nursing shortage • Roberta Spohn statement still true today: • “Although there are recurring reports of manpower shortages in many other professional fields, nursing seems to enjoy the dubious distinction of continually suffering from this condition” (Spohn, 1954, p. 865).

4. If the nurse educator fails to provide and implement successful teaching strategies, the student nurse will not retain necessary knowledge to succeed, and the threatening nursing shortage will continue to rise. (Chinn & Kramer, 2008)

5. Lecture is sooo boring…. I can’t stay awake!

6. Barriers to Learning • Must consider the diversity of student progress and underlying implications - Identifying at-risk students and recognizing barriers =nursing student success. • Cognitive style / cognitive processing needs of nursing students • Diversity / demographics – student age, race, culture, etc. • Must ensure above average competency in first medical-surgical class (diversity in student progress and implications of such)

7. Problems Encountered When Ensuring Success • Time Constraints - extreme amount of content covered in nursing curricula means no time for self evaluation or debriefing • Financial Constraints - simulation activities are costly • Nurse Educator Shortage - demand for nursing students = demand for competent academic nurse educators

8. Non-Nursing Theory #1 Self-Efficacy (Bandura, 1997)

9. Evaluation Grid

10. Evaluation Grid

11. Evaluation Grid

12. Evaluation Grid

13. Non-Nursing Theory #2 Communities of Practice (Lave & Wenger, 1991)

14. Evaluation Grid

15. Evaluation Grid

16. Evaluation Grid

17. Evaluation Grid

18. Nursing Theory Self-Transcendence (Reed, 1991)

19. Evaluation Grid

20. Evaluation Grid

21. Evaluation Grid

22. Evaluation Grid

23. Putting It All Together

24. Compiled Evaluation Grid Diverse Theory

25. Synthesis of Concepts • Self-transcendence, self-efficacy, and communities of practice combine to support nursing student success • Communities of Practice Theory: • Support groups • Mutual interest in nursing • Help decrease attrition rates (Rouse & Rooda, 2010) • Foster trust, motivation, and additional learning

26. Synthesis of Concepts • Self-efficacy Theory: • Social persuasion by encouraging peers with words and providing means for successful outcomes • Student gains confidence with watching, then doing, a skill • Students interprets physiological symptoms related to stress • Self-transcendence Theory: • Offers students explanation of vulnerability felt in nursing school • Helps find ways of coping and dealing with nursing school stress • Realizes the need for social support and emphasizes self-efficacy

27. Nursing students create their own communities of practice through shared interest in nursing education, learning from each other, acting as role models, mentoring, and supporting each other. Self-awareness of physiological feedback, combined with observation, verbal encouragement, and first time success are powerful tools for both nursing students and nurse educators. Recognition of vulnerability triggers, intervention points, and mediating factors that encourage student success facilitate the creation of an interventional framework that allows students to transcend educational challenges.

28. These three theories are excellent when used together in nursing education. Research has shown that attrition rates decrease when students find support in challenging situations (Rouse & Rooda, 2010). Combining these theories into one provides a way in which nurse educators can foster self-confidence, trust, motivation and additional learning in their students. These traits provide the basis for nursing student success.

29. References References Bandura, A. (1997). Insights, self-efficacy. Harvard Mental Health Letter, 3(4), 4-6. Chinn, P. L., & Kramer, M. K. (2008). Integrated theory and knowledge development in nursing (7th ed.) St. Louis, MO: Mosby Elsevier Coward, D. D. (2010). Pamela G. Reed: Self-transcendence theory. In: M. R. Alligood & A. M. Tomey (Eds.), Nursing Theorists and Their Works (7th ed., pp. 618-637). Maryland Heights, MO: Mosby Elsevier Communities of Practice (Lave and Wenger) (n.d.) Learning-Theories.com. Retrieved from http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html#more-36 Jeffreys, M. (2007). Tracking students through program entry, progression, graduation, and licensure: Assessing undergraduate nursing student retention and success. Nurse Educator Today, 27(5), 406-419. Noble, K., Miller, S., & Heckman, J. (2008). The cognitive style of nursing students: Educational implications for teaching and learning. Journal of Nursing Education, 47(6), 245-253. Peterson, S. J., & Bredow, T. S. (2009). Middle range theories: Application to nursing research (2nd ed.). St. Paul, MN: Wolters Kluwer / Lippincott Williams & Wilkins

30. References Reed, P. G. (2008). Theory of self-transcendence. In: M. J. Smith & P. R. Liehr (Eds.), Middle range theory for nursing (2nd ed., pp. 105-129). New York: Springer Publishing Reed, P. G. (1991). Toward a nursing theory of self-transcendence: Deductive reformulation using developmental theories. Advances in Nursing Science, 13(4), 64-77 Rouse, S. & Rooda, L. (2010). Factors for attrition in an accelerated baccalaureate nursing program. Journal of Nursing Education, 49(6), 359-362. doi:10.3928/01484834-20100217005 Schoening, A. M. (2009). The journey from bedside to classroom: Making the transition from nurse to nurse educator. Retrieved from http://http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1006&context=cehsedaddiss Smith, M. K. (2009). Communities of practice: The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/communities_of_practice.htm Spohn, R. R. (1954). Some facts about the nursing shortage. American Journal of Nursing, 54(7), 865-867. Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from www.vpit.alberta.ca/cop/doc/wenger.doc

31. The End!