Title page for ETD etd-11032010-174223


Type of Document Dissertation
Author Bratton-Mullins, Lindsay
URN etd-11032010-174223
Title The Care Plan as an Indicator of Change in Nursing Science Instruction: A Textbook-Based Analysis
Degree Doctor of Philosophy (Ph.D.)
Department Educational Theory, Policy, & Practice
Advisory Committee
Advisor Name Title
Wandersee, James Committee Chair
Blanchard, Pamela Committee Member
Cheek, Earl Committee Member
MacGregor, Kim Committee Member
Kotrlik, Joe Dean's Representative
Keywords
  • learning objectives
  • Bloom's taxonomy
  • history
  • nursing care plan
Date of Defense 2010-10-18
Availability unrestricted
Abstract
Sciences are critical in nursing education to aid the nurse in understanding health and disease processes. Accrediting bodies for nursing education have emphasized that educators teach in ways that encourage critical thinking and, therefore, produce safe-practicing, competent nurse graduates. Nursing care plans best reflect nursing education’s central goals. Because of its longevity of use and familiarity, in this study, the nursing care plan was used as a proxy for nursing science’s learning objectives.

This research was a study of the nursing care plan as an indicator for change in nursing science education in the United States to determine if change has occurred, using historical research methods supplemented with phenomenological data analysis. Because historical nursing care plan archives were non-existent, historical nursing textbooks were used to track the care plan’s evolution. Key findings included: (a) there is a “disconnect” between care plan instructional goals and their application in real-world nursing; (b) care plans open a new window for science education research on the state of nursing instruction; (c) nursing care plans were shown to have emphasized higher order thinking skills for over 80 years; and (d) the nursing care plan has been expanded from one concentrated patient study to three with a subsequent loss of student focus.

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