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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Nursing education progression: associate degree nursing faculty perspective
Dale O'Neal1, Meg Zomorodi, Jennie Wagner
1Author Affiliations: Associate Professor (Ms O'Neal), Department of Nursing Education, Wake Technical Community College, Raleigh; and Clinical Associate Professor (Dr Zomorodi) and Clinical Assistant Professor (Dr Wagner), School of Nursing, University of North Carolina at Chapel Hill.
Abstract:
The purpose of this survey was to examine the attitudes, influences, and practices of associate degree nursing (ADN) faculty in relation to advising students about nursing education progression. The results indicated that ADN faculty have a sense of moral and personal role responsibility to encourage students to continue their education. Deficits in faculty knowledge of program details and multiple demands on their time are factors that influence advising practices.
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