dc.contributor.author	Cocchi, Cody M.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2021-04-07T15:17:13Z
dc.date.available	2021-04-07T15:17:13Z
dc.date.issued	2020-03
dc.identifier.other	051BFDB0-6355-D79B-4E84-5846565C50BC	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4713
dc.description.abstract	This exploratory, qualitative case study examined graduates’ experiences within a Bachelor of Science in Nursing program which included vertically aligned service-learning courses throughout the curriculum. Additionally, experiences related to ethical and professional nursing attitude development were investigated. The purpose of this study was to gain insight into graduates’ experiences and to determine whether nursing students believe service-learning is a viable learning method for ethical or professional nursing attitude development. Ethical growth was based on prompts related to the American Nursing Association’s Code of Ethics and professional nursing attitude development was based on Quality and Safety Education for Nurses’ Competencies. A series of semi-structured interviews with four nursing graduates provide rich data and context around student experiences. Findings for this study included benefits associated with service-learning, vertical alignment of service-learning, ethical growth, and professional nursing attitudes. Enhanced relationships with peers and others, better understanding patients, and learning the service-learning process are findings that build and expand upon the current literature base. The major finding from this study is that a vertically aligned service-learning program can enhance ethical and professional nursing attitudes of students. Keywords: Service-Learning; Vertically Aligned Service-Learning; Nursing; Professional Nursing Attitudes; Attitude Development; Service-Learning Course Series;	en_US
dc.description.tableofcontents	I.INTRODUCTION 1 -- Dissertation Structure 2 -- Overview of Problem 3 -- Problem Statement 5 -- Research Interest 7 -- Research Goal 8 -- Purpose 9 -- Research Questions 10 -- Scope 10 -- Theoretical Basis for the Study 11 -- Relevant Literature 13 -- Study Approach 13 -- Definition of Terms 14 -- Next Steps 15 -- II. LITERATURE REVIEW 17 -- Historical Basis 17 -- Major Issues Impacting the Study 18 -- Conceptual Framework 18 -- Philosophical framework 21 -- Theoretical framework 22 -- Review of Current Literature 26 -- Service-Learning and Experiential Learning 26 -- Mindful Experiential Learning 28 -- Service-Learning Programs 29 -- Service-Learning Instruction 30 -- Traditional Versus Critical Service-Learning 31 -- Critical Reflection 32 -- Student Perceptions of Community Impact 33 -- Student Participation in Service-Learning 33 -- Vertical Alignment of High Impact Practices 34 -- Vertically Aligned Service-Learning Student Engagement 36 -- Service-Learning in Nursing Education 40 -- Integrating Service-Learning in the Nursing Field: A Case Study 40 -- Student Benefits of Service-Learning Inclusion in Nursing Education 41 -- III. METHODOLOGY 48 -- Review of Research Questions 48 -- Connection to Research Goal 49 -- Connection to Research and Theory 49 -- Forming a Coherent Whole 50 -- Research Design 51 -- Population 52 -- Description of Setting 54 -- Protocol 55 -- Case Selection 55 -- Sampling Procedures 55 -- Participant Selection 56 -- Sample Size 57 -- Research Relationships 57 -- Measure for Data Collection 58 -- Data Collection Procedures 58 -- Instrumentation 60 -- Data Analysis Procedures and Code Selection 62 -- Ethical Considerations 63 -- Personal Experience 63 -- Standards for Rigor 65 -- Credibility 65 -- Transferability 66 -- Dependability 66 -- Confirmability 66 -- Proposal Summary 67 -- IV. RESULTS 69 -- Narrative for Washington 70 -- Background 70 -- Interest in Nursing 72 -- Interest in Service 72 -- Work History 73 -- Time at Case Institution 73 -- First Semester 74 -- Second Semester 75 -- Third Semester 76 -- Fourth Semester 78 -- After Case Institution 79 -- Narrative for Madison 80 -- Background 80 -- Interest in Nursing 81 -- Interest in Service 82 -- Work History 82 -- Time at Case Institution 83 -- First Semester 84 -- Second Semester 85 -- Third Semester 86 -- Fourth Semester 86 -- After Case Institution 87 -- Narrative for Roosevelt 88 -- Background 88 -- Interest in Nursing 89 -- Interest in Service 90 -- Work History 90 -- Time at Case Institution 91 -- Service-Learning Before Nursing 92 -- First Semester 93 -- Second Semester 93 -- Third Semester 95 -- Fourth Semester 96 -- After Case Institution 97 -- Narrative for Ford 98 -- Background 98 -- Interest in Nursing 99 -- Interest in Service 100 -- Work History 100 -- Time at Case Institution 101 -- First Semester 102 -- Second Semester 103 -- Third Semester 104 -- Fourth Semester 105 -- After Case Institution 106 -- V. CROSS CASE ANALYSIS AND FINDINGS 108 -- Findings of the Study 109 -- Service-Learning 111 -- Personal 112 -- Professional 114 -- Community 116 -- Vertically Aligned Service-Learning 117 -- Practice Makes Perfect 118 -- Creating More Well-Rounded Nurses 122 -- Ethical Growth 124 -- Relationships with Patients 125 -- Relationships with Colleagues and Others 126 -- Collaboration 127 -- Authority, Accountability, and Responsibility 127 -- Maintenance of Competence and Continuation of Professional Growth 129 -- Continuation of Personal Growth 129 -- Respect for Human Dignity 130 -- Protection of the Rights of Privacy and Confidentiality 130 -- Assignment and Delegation of Nursing Activities or Tasks 130 -- Preservation of Wholeness of Character and the Environment and Ethical Obligation 131 -- Integrity of the Profession 132 -- Professional Nursing Attitudes 132 -- Value Seeing Health Care Situations Through Patients’ Eyes 133 -- Acknowledge own Potential to Contribute to Effective Team Functioning 134 -- Appreciate Importance of Intra- and Inter-Professional Collaboration 135 -- Seek Learning Opportunities with Patients who Represent all Aspects of Human Diversity 136 -- Value Continuous Improvement of own Communication and Conflict Resolution Skills 137 -- Respect the Unique Attributes that Members Bring to a Team, Including Variations in Professional Orientations and Accountabilities 138 -- Value own and Others’ Contributions to Outcomes of Care in Local Care Settings 138 -- Limitations of Service-Learning 139 -- Conclusion 140 -- VI. DISCUSSION AND IMPLICATIONS 142 -- Summary of Findings 142 -- Meaning, Importance, and Implications of Findings 143 -- Service-Learning 144 -- Personal 144 -- Professional 147 -- Community 149 -- Vertical Alignment of Service-Learning 152 -- Practice makes Perfect 152 -- Creating More Well-Rounded Nurses 156 -- Ethical and Professional Nursing Attitudes 157 -- Ethical Growth 158 -- Professional Nursing Attitudes 160 -- Implications for Service-Learning Programs 162 -- Implications for Practice 162 -- Assumptions and Potential Biases 165 -- Limitations 166 -- Level of Generalizability of Results 167 -- Areas for Further Research and Future Studies 168 -- Recommendations 169 -- Conclusion 170 -- References 171 -- Conceptual Framework 184 -- Cocchi IRB-03863-2019 Protocol Exemption Report 186 -- Interview Protocol 188 -- ANA Code of Ethics for Nurses 195 -- QSEN Competencies 199 -- American Nursing Association: Code of Ethics for Nurses Prompt Response Chart 208 -- Quality and Safety Education for Nurses: Competencies and Related Attitudes Prompt Response Chart 211	en_US
dc.format.extent	1 electronic document, 225 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Service learning	en_US
dc.subject	Nursing	en_US
dc.subject	Nursing--Study and teaching	en_US
dc.subject	Nurses--Attitudes	en_US
dc.title	Case Study of Nursing Graduate Ethical and Attitude Development After Completing Vertically Aligned Service-Learning Coursework	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie L.
dc.description.committee	Ritter, Michelle
dc.description.committee	Hull, Karla
dc.description.degree	Ed.D.	en_US
dc.description.major	Doctor of Education in Leadership	en_US