Publication Date

2020

Document Type

Dissertation/Thesis

First Advisor

Johnson, Laura R.

Second Advisor

Roth, Gene

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling and Higher Education (CAHE)

Abstract

Since the groundbreaking report To Err is Human, there has been an increased focus on outcomes and quality improvement (QI) in healthcare. This focus has resulted in a change in nursing education. Nursing programs and nurse educators have been directed to integrate QI into nursing curriculum using innovative teaching methods. However, the voices of Associate Degree Nurse (ADN) educators are absent from the literature. This qualitative research study used a phenomenological approach to ascertain ADN educators’ perspectives about integrating QI into their curriculum. The central questions of this research were: what are ADN faculty views on the integration of QI concepts into nursing curriculum; what do participants identify as barriers to integration of QI concepts into nursing curriculum; and what have participants come to believe about innovative teaching methods, curriculum design, and teaching QI? Fourteen ADN educators from community colleges in the Midwest were interviewed using semistructured interviews. Data were analyzed using first- and second-cycle coding. Also, college catalogs and nursing program handbooks were reviewed using content analysis. Findings and recommendations from this study will provide ADN faculty the tools needed to integrate QI into curriculum and allow students to be more prepared for transition to practice in the current healthcare environment.

Extent

173 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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