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Permanent link (DOI): https://doi.org/10.7939/R3RN30C9N

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The Process Involved in International Preceptorship in Undergraduate Nursing Education Open Access

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Other title
Subject/Keyword
Preceptorship
Making a Cognitive Shift
Grounded Theory
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
McCullough, Karey D
Supervisor and department
Dr. Florence Myrick, Faculty of Nursing
Examining committee member and department
Dr. Katy Campbell, Dean Faculty of Extension
Dr. Yolanda Babenko-Mould, School of Nursing, Western University
Dr. Pauline Paul, Associate Dean Graduate Studies, Professor Faculty of Nursing
Dr. Sandra Davidson, Faculty of Nursing
Dr. Olive Yonge, Faculty of Nursing
Department
Faculty of Nursing
Specialization

Date accepted
2016-03-31T09:56:08Z
Graduation date
2016-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
In undergraduate education, nurse educators have embraced preceptorship as a teaching/learning approach in preparing nursing students for professional practice. As educational institutions broaden their international agenda to include borderless or global nursing placements, a thorough examination of international nursing preceptorship is not only wise but, necessary. The participation of students in an international preceptorship placement focuses on teaching and learning in a social clinical context. The purpose of this study was to examine the socialpsychological process involved in international preceptorship as an approach to teaching and learning and to develop a substantive theory to inform nurse educators in their approach to clinical teaching in the international context. The grounded theory method was used to conduct this study. Participants were drawn from a population of former undergraduate nursing students, faculty advisors, and preceptors who participated in an international preceptorship placement. Constant comparative analysis characteristic of grounded theory was used and the process of leveled coding generated a substantive theory that has the potential to enable educators to empower students in making a cognitive shift in the global learning context. Intrinsic to this process of making a cognitive shift in the global learning context were five major categories or ambient conditions. These categories are: being ready, viewing through a different lens, developing cultural competency, enriching personal growth, and enhancing a professional identity. This process found to be involved in international preceptorship can serve to inform students, faculty, and preceptors as they engage in teaching and learning in the global context. The implications of this study include that the findings can: contribute to the effective preparation of nursing professionals, enhance the educational quality of international preceptorship, generate knowledge that can to contribute to a greater understanding of and provision for international placements in professional disciplines, and foster a more facilitative learning environment in practice professions in the international context.
Language
English
DOI
doi:10.7939/R3RN30C9N
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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