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dc.contributor.advisorBassendowski, Sandraen_US
dc.creatorDavies, Shauna Leighen_US
dc.date.accessioned2008-08-06T12:35:53Zen_US
dc.date.accessioned2013-01-04T04:51:10Z
dc.date.available2009-08-14T08:00:00Zen_US
dc.date.available2013-01-04T04:51:10Z
dc.date.created2008en_US
dc.date.issued2008en_US
dc.date.submitted2008en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-08062008-123553en_US
dc.description.abstractThe trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbin’s (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.en_US
dc.language.isoen_USen_US
dc.subjectnursing educationen_US
dc.subjectunderstanding of selfen_US
dc.subjectteacher-centred instructional strategiesen_US
dc.subjectstudent-centred instructional strategiesen_US
dc.subjectbarriers to the student-centred approachen_US
dc.subjectstudent factorsen_US
dc.subjectmarket factor demandsen_US
dc.subjectclassroom factorsen_US
dc.subjectpeer supporten_US
dc.subjecteducational professional developmenten_US
dc.titleInstructional strategies chosen for the classroom in a process-oriented curriculum : a grounded theory studyen_US
thesis.degree.departmentCollege of Nursingen_US
thesis.degree.disciplineCollege of Nursingen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Nursing (M.N.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberFerguson, Lindaen_US
dc.contributor.committeeMemberDonnelly, Glennen_US
dc.contributor.committeeMemberMulholland, Valen_US


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