Date of Award

11-2019

Rights

© 2019 Nikolaos S. Moraros

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Carey S. Clark

Second Advisor

Michelle Collay

Third Advisor

Ashwini R. Wagle

Fourth Advisor

William Boozang

Abstract

Traditional learning interventions or remediation processes provided to underperforming students are often reactionary and offered too late in a course or program to be effective. These students’ knowledge gaps or learning deficiencies are not adequately addressed to effectively change his or her academic performance or learning outcomes in a timely manner. This descriptive qualitative phenomenological research study explored the lived experiences of a nursing school administrator and nurse educators who used a fully-integrated learning intervention practice system that includes proactive strategic remediation approaches at all levels in a pre-licensure vocational educational nursing program.

Purposeful sampling was used to select six participants from a small, private, single-campus, vocational nursing education program in Texas. Interviews were conducted in-person, audio-recorded, using in-depth semi-structured, open-ended interview question format. Interview transcripts were transcribed verbatim manually. Data validation involved bracketing and intuiting, external auditing, member checking, and triangulation. The modified van Kaam data analysis model was used to analyze, identify recurring themes, and provide complex meaning to the data. The study’s findings revealed three main categories and the eleven central themes. Participants reported increased interactions between nursing school administrators, nurse educators, and nursing students that facilitates and supports collaborative working partnerships, and proactive actions to stay at the forefront of academic, communication, educational, instructional, and learning processes. Participants indicated that educators were provided with the necessary academic, educational, and technological resources and tools to maximize educational efficacy, educators’ teaching experiences, students’ learning experiences, academic performances, and learning outcomes to achieve success.

Participants recommended adequate faculty development support and training to enhance and maintain fluency and competencies with newly integrated policies, practices, systems, and approaches within the nursing program and curriculum that affect teaching and learning. Participants recommended administrators provide adequate academic resources and services to students that include counseling and stress management skills, support study habits, test-taking strategies, time management skills, and tutoring. Efforts should be made to help students manage school and other life stresses more effectively. Further research is required to deepen understanding of the effects of incorporating a fully-integrated learning intervention practice system with more proactive strategic remediation approaches at all levels of a nursing program. Studies must include the perspectives and lived experiences of nursing school administrators, nurse educators, and nursing students from associate degree, baccalaureate, diploma, and practical and vocational nursing programs.

Comments

Ed.D. Dissertation

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