Becoming a nurse role formation among accelerated baccalaureate students

Tanya L. Ostrogorsky, Anjanette M. Raber, Claire McKinley Yoder, Ann Nielsen, Kristin Lutz, Peggy Wros

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

To understand nursing role formation for students enrolled in an accelerated baccalaureate nursing program, end-of-term narrative reflections from 34 students were analyzed over the course of the 15-month program. Using thematic analysis, 4 major themes were identified: evolving role perception, extending nursing student-patient interaction, engaging with health care team and systems of care, and expanding clinical thinking.

Original languageEnglish (US)
Pages (from-to)26-30
Number of pages5
JournalNurse Educator
Volume40
Issue number1
DOIs
StatePublished - Dec 12 2015

Fingerprint

Nurse's Role
Nursing
nursing
nurse
Students
Patient Care Team
Nursing Students
student
Delivery of Health Care
health care
narrative
interaction
Thinking

Keywords

  • Accelerated nursing program
  • Nursing students
  • Role formation
  • Social development
  • Social identity

ASJC Scopus subject areas

  • Education
  • Fundamentals and skills
  • LPN and LVN
  • Review and Exam Preparation
  • Medicine(all)

Cite this

Becoming a nurse role formation among accelerated baccalaureate students. / Ostrogorsky, Tanya L.; Raber, Anjanette M.; Yoder, Claire McKinley; Nielsen, Ann; Lutz, Kristin; Wros, Peggy.

In: Nurse Educator, Vol. 40, No. 1, 12.12.2015, p. 26-30.

Research output: Contribution to journalArticle

Ostrogorsky, Tanya L. ; Raber, Anjanette M. ; Yoder, Claire McKinley ; Nielsen, Ann ; Lutz, Kristin ; Wros, Peggy. / Becoming a nurse role formation among accelerated baccalaureate students. In: Nurse Educator. 2015 ; Vol. 40, No. 1. pp. 26-30.
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