How Associate Degree Nursing Faculty Use Learning Partnerships to Promote Self-Authorship in Clinical Students

This qualitative case study explored how associate degree nursing faculty used learning partnerships to promote self-authorship in clinical students at 2 community colleges in the Midwest. Four female full-time faculty members with 4 to 43 years of nursing education experience and 4 clinical students, 3 female and 1 male, ranging in age from 29 to 43 participated. Semi-structured interviews were conducted along with document review of students' self-reflective journals after faculty feedback. The nursing faculty routinely used supportive constructive-developmental pedagogical strategies in clinical instruction however balance of those strategies with the challenging dynamics of the Learning Partnership Model was not as evident. Clinical nursing students did not discuss self-authorship but perceived nursing faculty members were addressing cognitive, intrapersonal, and interpersonal development.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Miller, H. Catherine

Contributors dc:contributor

• Bragg, Debra D.

• Health Sciences, Education

Language dc:language

eng

Identifier

(MiAaPQ)AAI3363037

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80100