{"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":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-27T20:02:05Z","subjects":["Psychiatric nursing","Psychiatric nursing -- Alberta -- Study and teaching","Dissertations, Academic"],"languages":[],"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":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2013"]},{"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":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/3366"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"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:date.issued":["2013"],"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:subject":["Psychiatric nursing","Psychiatric nursing -- Alberta -- Study and teaching","Dissertations, Academic"],"dc:title":["Exploring the one-to-one"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:02:05Z"}