Browsing by Author "Oliver, Joann S."

Now showing 1 - 5 of 5
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    Exploring the Effects of an Incivility-Based Virtual Simulation on Undergraduate Nursing Students' Self-Efficacy
    (University of Alabama Libraries, 2022) Barrow, Mahalia Gray; Carter, Melondie; University of Alabama Tuscaloosa
    Incivility is prevalent in nursing, with nursing students and newly graduated nurses its most vulnerable victims. Incivility-based virtual simulation is used with the belief that nursing students and newly graduated nurses will have increased self-efficacy and confidence in their abilities when identifying and addressing incivility. This mixed-methods study examined the effects of an incivility-based virtual simulation on undergraduate nursing students' self-efficacy. The sample (N = 95) consisted of undergraduate bachelor's degree nursing students at a university in the southeast United States. The findings demonstrated that participation in an incivility-based virtual simulation had a positive effect on students' perceived self-efficacy.
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    Neophyte nurses and lateral violence: the lived experience
    (University of Alabama Libraries, 2020) Thrasher, Susan Sewell; March, Alice L.; University of Alabama Tuscaloosa
    The aim of this qualitative phenomenological study was to gain an understanding of the lived experience of neophyte nurses who encountered lateral violence (LV) during their first year of nursing practice. Ten neophyte nurses were interviewed to ascertain their description of the LV experience, how they defined LV, and what they perceived nurse educators could do to better prepare nursing students for this phenomenon. Phenomenology framed the conceptual foundation and the presence of oppression within nursing provided a theoretical framework. Data analyses implemented Colaizzi’s Method. Emergent themes were identified as follows: (1) lack of empathy from more experienced nurses toward neophyte nurses, (2) personal expectations of nursing related to cognitive dissonance, (3) inability of neophyte nurses to practice professional autonomy, and (4) presence of cognitive dissonance related to oppression in the nursing profession. The importance of the results included implications for nurse educators to include LV as part of the nursing curriculum. The importance for nursing practice included the need for empowerment of the nursing population in order to promote healthy relationships among the nursing profession.
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    Nurse residency program use in Alabama hospitals: exploring the decision-making strategies of hospital administrators
    (University of Alabama Libraries, 2021) Smith, Miranda Michelle; Oliver, Joann S.; University of Alabama Tuscaloosa
    Current literature supports the creation and implementation of nurse residency programs to support new graduate nurses as they transition into nursing practice. Additionally, nurse residency programs have been shown to increase nurse satisfaction and retention (Crimlisk et al., 2017; Olson-Sitki et al., 2012). Currently, there are only three nurse residency programs in the state of Alabama. The lack of this important post-licensure resource poses a problem for new graduate nurses who are seeking additional assistance and guidance during the transition to professional practice. This qualitative study examined the decision-making process of hospital leaders in the implementation of the nurse residency program at their facility. This study also explored factors that impacted hospital leaders’ decision to implement a nurse residency program. This study found a relationship between the decision to implement a nurse residency program and the desire to increase nursing development in the facilities. The benefits that were identified included building a solid foundation, recruitment and retention, and building relationships. Other factors that influenced the hospital leaders’ decision to implement the nurse residency programs were demand and excessive turnover of staff. In addition, multiple barriers such as logistics, manager buy-in, and curriculum development were identified by the hospital leaders as potential barriers to implementation. This study will also be able to help hospital leaders who are struggling with the decision to implement nurse residency programs in their facilities.
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    A pilot study of prostate cancer knowledge among African American men and their health care advocates: implications for screening decisions
    (Springer, 2018) Oliver, Joann S.; Allen, Rebecca S.; Eichorst, Morgan K.; Mieskowski, Lisa; Ewell, Patrick J.; Payne-Foster, Pamela; Ragin, Camille; University of Alabama Tuscaloosa; US Department of Veterans Affairs; Veterans Health Administration (VHA); Salem Veterans Affairs Medical Center; Kenyon College
    Prostate cancer (PCa) is the second leading cause of cancer death in U.S. men [American Cancer Society (ACS)], most often affecting men age 50 and older. The study provides information about factors that influence rural AA men in their decision to undergo screening for PCa with a specific focus on PCa knowledge among AA men and their health care advocates. A longitudinal quantitative study included AA males and their health care advocates. Participants were from three Alabama rural counties. Measures included demographics, PCa knowledge, decisional conflict, and health literacy scales. Thirty-three men with a mean age of 54.61 and 35 health care advocates were included in the study. PROCASE Knowledge Index measure results indicate a lack of PCa knowledge among both male primary participants and their advocates. The knowledge of AA men in the study was somewhat low, with individuals correctly answering approximately six questions out of ten at multiple time points (baseline total M = 6.42, SD = 1.52). Decisional conflict responses at 12 months (38.64) were lower than at baseline (M = 62.88) and at 6 months (M = 58.33), p < .005. Health care advocates of the 33 male participants were usually women, spouses, or significant others, supporting the vital role women play in men's health specifically in rural underserved communities. Low overall PCa knowledge, including their risk for PCa, among these participants indicates a need for PCa and screening educational interventions and dialogue that include males and their significant others.
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    Senior Nursing Students' Reality of Clinical Judgment Through Guided Self-Reflective Journaling
    (University of Alabama Libraries, 2025) Dillard, Marilyn; Oliver, Joann S.
    Registered nurses lacking sound clinical judgment may jeopardize patient safety. Critical thinking and reasoning skills are foundational for clinical judgment in nursing. However, studies have shown that novice nurses lack clinical judgment and are unprepared to practice entry-level nursing (Muntean, 2012; Herron, 2018; Sommer et al., 2021; Hensel & Billings, 2020). The Tanner 2006 clinical judgment model may help nursing students improve clinical judgment before graduating.Proposing a qualitative narrative research design is most appropriate to address the research aims of how senior nursing students describe their self-reflective clinical judgment during clinical experiences. This study proposes guided questions from the Tanner 2006 guide for journaling. Providing nursing students with opportunities to self-reflect on their clinical experiences may offer insight into areas for improvement and teaching strategies.Guided reflection provides a structured means to help students focus on their critical thinking abilities, promote changes in future performances and behaviors, and foster learning (Nielsen et al., 2007). Using the Tanner guide for reflection may focus nursing students’ abilities to demonstrate what they notice, interpret, respond, and reflect on in clinical practice, propelling readiness to practice nursing before graduating. A nurse’s inability to use clinical judgment can lead to adverse patient outcomes (Benner, 1984; Institute of Medicine, 2010; Herron, 2018). The results from this study will contribute to nursing knowledge by analyzing how guided self-reflection learning strategies may impact what students notice, interpret, respond to, and reflect on while in clinical practices, subsequently linking nursing clinical judgment theory to practice.