Publication Date

2006

Document Type

Dissertation/Thesis

First Advisor

Ilsley, Paul J.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Counseling, Adult and Higher Education

LCSH

St. Anthony College of Nursing--Students||Nursing students--Illinois--Rockford

Abstract

This dissertation examines the effects of critical life events on nurse learners in academia and the workplace. Using a phenomenological approach the author collected data from student surveys, student focus group discussions, and the nurse educator’s own experiences to determine what interventions students have used that have been most effective in helping them to remain productive and be successful. The following were explored: causes and outcomes of critical life events that may result in relationship deficits; review of a holistic (whole person) approach as it applies to self and professional practice; examination of combined impact of stress from critical life events with that of the learning or work environment; and defining the importance of awareness as a process of intervention. Systematic Method Implementation Strategies (SMIS) were devised to help nurse educators and practitioners provide a means of prevention and support to individuals experiencing a critical event during their academic or work endeavors. Intervention methods include personal care, awareness orientation, education, and communal strategies. Each of these is discussed individually. Basic principles were presented with action plans directed at whole person approach and treatment of students. The researcher concludes with a discussion of implications for future study and final remarks.

Comments

Includes bibliographical references (pages [237]-248).

Extent

xiv, 271 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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