The Resource From faculty development to the classroom : a qualitative study of how nurse educators turn faculty development into action, by Kim Zuschek Rock

From faculty development to the classroom : a qualitative study of how nurse educators turn faculty development into action, by Kim Zuschek Rock

Label
From faculty development to the classroom : a qualitative study of how nurse educators turn faculty development into action
Title
From faculty development to the classroom
Title remainder
a qualitative study of how nurse educators turn faculty development into action
Statement of responsibility
by Kim Zuschek Rock
Creator
Subject
Language
eng
Summary
The purpose of this qualitative study was to better understand the transfer of learning by uncovering how various factors supported the integration of knowledge and skills gleaned from the Faculty Development: Integrated Technology into Nursing Education and Practice Initiative (ITNEP) programs into nursing education curricula. Through interviews with 20 participants from four ITNEP programs, this study confirmed the importance of learner characteristics, program design elements, and factors in the work environment for supporting successful transfer of learning and supports a variety of other transfer of learning research findings. New or seldom discussed supportive individual characteristics were found, including: leadership abilities, lifelong learning, ability to recognize limitations, persistence, creativity, and risk-taking. Study findings suggest that proactive personality may support transfer of learning. Participants maintained motivation from pre-training through post-training at a high enough level to successfully transfer learning. The importance of networking opportunities, a diversity of perspectives, post conference support, and teams in programs designs were found to positively influence transfer and were discussed in relation to social influence. The variety of supportive factors in the participants' work environments, including strategic alignment, strengthens the assertions that transfer may be individually context dependent. Barriers to transfer efforts in the work environment were also addressed. Additionally, while patterns of specific characteristics emerged, interacting findings were found threaded throughout
Cataloging source
MUU
http://library.link/vocab/creatorName
Rock, Kim Zuschek
Degree
Ph. D.
Dissertation year
2012.
Granting institution
University of Kansas
Index
no index present
Literary form
non fiction
Nature of contents
  • bibliography
  • theses
http://library.link/vocab/subjectName
  • Nursing
  • Transfer of training
  • Medicine
  • Universities and colleges
Target audience
specialized
Label
From faculty development to the classroom : a qualitative study of how nurse educators turn faculty development into action, by Kim Zuschek Rock
Instantiates
Publication
Note
Typescript
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
814293198
Dimensions
cm.
Extent
vi, 185 leaves
Form of item
regular print reproduction
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Reproduction note
Photocopy.
System control number
(OCoLC)814293198
Label
From faculty development to the classroom : a qualitative study of how nurse educators turn faculty development into action, by Kim Zuschek Rock
Publication
Note
Typescript
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
814293198
Dimensions
cm.
Extent
vi, 185 leaves
Form of item
regular print reproduction
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Reproduction note
Photocopy.
System control number
(OCoLC)814293198

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