{"id":{"repo_id":"lethbridge","oai_identifier":"oai:opus.uleth.ca:10133/3366"},"canonical_url":"https://search.dev.ndltd.org/etd/lethbridge/oai:opus.uleth.ca:10133/3366","repository":{"repo_id":"lethbridge","name":"University of Lethbridge","base_url":"https://opus.uleth.ca/server/oai/request"},"display":{"title":"Exploring the one-to-one","abstract":"The purpose of this study was to explore the experiences of mental health nursing instructors and students regarding the one-to-one in mental health contexts. Using person-centered interviewing, nursing instructors and students were asked to share their views related to the one-to-one, the skills and techniques used to conduct the one-to-one, and the teaching and evaluation strategies used in clinical settings. Findings indicate ambiguity surrounding the one-to-one for both instructors and students. Students also feel anxious and uncertain without models to guide their one-to-ones, and instructors feel frustrated with how to teach and evaluate the one-to-one. Finally, findings indicate the need for further articulation of the one-to-one within nursing literature, and the development of guidelines to support student learning of the one-to-one in clinical settings.","abstract_html":"The purpose of this study was to explore the experiences of mental health nursing instructors and students regarding the one-to-one in mental health contexts. Using person-centered interviewing, nursing instructors and students were asked to share their views related to the one-to-one, the skills and techniques used to conduct the one-to-one, and the teaching and evaluation strategies used in clinical settings. Findings indicate ambiguity surrounding the one-to-one for both instructors and students. Students also feel anxious and uncertain without models to guide their one-to-ones, and instructors feel frustrated with how to teach and evaluate the one-to-one. Finally, findings indicate the need for further articulation of the one-to-one within nursing literature, and the development of guidelines to support student learning of the one-to-one in clinical settings.","abstract_has_math":false,"creators":["Wells, Karen"],"institution":"Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2013","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Hagen, Brad F."],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-08-21T16:45:55Z","subjects":["Psychiatric nursing","Psychiatric nursing -- Alberta -- Study and teaching","Dissertations, Academic"],"languages":["en_CA"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/3366"],"render_values":[{"text":"hdl:10133/3366","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10133/3366","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://opus.uleth.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Aopus.uleth.ca%3A10133%2F3366","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.supervisor","label":"Supervisor","values":["Hagen, Brad F."]},{"key":"dc:creator","label":"Author","values":["Wells, Karen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-02-10T22:32:02Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-02-10T22:32:02Z"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:publisher","label":"Institution","values":["Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2013"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychiatric nursing","Psychiatric nursing -- Alberta -- Study and teaching","Dissertations, Academic"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_CA"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/3366"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10133/3366"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["vii, 117 leaves ; 29 cm"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to explore the experiences of mental health nursing instructors and students regarding the one-to-one in mental health contexts. Using person-centered interviewing, nursing instructors and students were asked to share their views related to the one-to-one, the skills and techniques used to conduct the one-to-one, and the teaching and evaluation strategies used in clinical settings. Findings indicate ambiguity surrounding the one-to-one for both instructors and students. Students also feel anxious and uncertain without models to guide their one-to-ones, and instructors feel frustrated with how to teach and evaluate the one-to-one. Finally, findings indicate the need for further articulation of the one-to-one within nursing literature, and the development of guidelines to support student learning of the one-to-one in clinical settings."]},{"key":"dc:description.other","label":"Dc Description Other","values":["The purpose of this study was to explore the experiences of mental health nursing instructors and students regarding the one-to-one in mental health contexts. Using person-centered interviewing, nursing instructors and students were asked to share their views related to the one-to-one, the skills and techniques used to conduct the one-to-one, and the teaching and evaluation strategies used in clinical settings. Findings indicate ambiguity surrounding the one-to-one for both instructors and students. Students also feel anxious and uncertain without models to guide their one-to-ones, and instructors feel frustrated with how to teach and evaluate the one-to-one. Finally, findings indicate the need for further articulation of the one-to-one within nursing literature, and the development of guidelines to support student learning of the one-to-one in clinical settings."]},{"key":"dc:title","label":"Title","values":["Exploring the one-to-one"]}]}],"canonical_facts":{"dc:contributor.supervisor":["Hagen, Brad F."],"dc:creator":["Wells, Karen"],"dc:date.accessioned":["2014-02-10T22:32:02Z"],"dc:date.available":["2014-02-10T22:32:02Z"],"dc:date.issued":["2013"],"dc:description":["vii, 117 leaves ; 29 cm"],"dc:description.abstract":["The purpose of this study was to explore the experiences of mental health nursing instructors and students regarding the one-to-one in mental health contexts. Using person-centered interviewing, nursing instructors and students were asked to share their views related to the one-to-one, the skills and techniques used to conduct the one-to-one, and the teaching and evaluation strategies used in clinical settings. Findings indicate ambiguity surrounding the one-to-one for both instructors and students. Students also feel anxious and uncertain without models to guide their one-to-ones, and instructors feel frustrated with how to teach and evaluate the one-to-one. Finally, findings indicate the need for further articulation of the one-to-one within nursing literature, and the development of guidelines to support student learning of the one-to-one in clinical settings."],"dc:description.other":["The purpose of this study was to explore the experiences of mental health nursing instructors and students regarding the one-to-one in mental health contexts. Using person-centered interviewing, nursing instructors and students were asked to share their views related to the one-to-one, the skills and techniques used to conduct the one-to-one, and the teaching and evaluation strategies used in clinical settings. Findings indicate ambiguity surrounding the one-to-one for both instructors and students. Students also feel anxious and uncertain without models to guide their one-to-ones, and instructors feel frustrated with how to teach and evaluate the one-to-one. Finally, findings indicate the need for further articulation of the one-to-one within nursing literature, and the development of guidelines to support student learning of the one-to-one in clinical settings."],"dc:identifier":["hdl:10133/3366"],"dc:identifier.uri":["https://hdl.handle.net/10133/3366"],"dc:language.iso":["en_CA"],"dc:publisher":["Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2013"],"dc:subject":["Psychiatric nursing","Psychiatric nursing -- Alberta -- Study and teaching","Dissertations, Academic"],"dc:title":["Exploring the one-to-one"],"dc:type":["Thesis"]},"updated_at":"2026-08-21T16:45:55Z"}