Susan Mcniesh
Biographic Data
| ID | 101253 |
|---|---|
| NAME | Susan Mcniesh |
| GIVEN NAMES | Susan |
| FAMILY NAME | Mcniesh |
| SIGNATURE | MCNIESH S |
| AFFILIATIONS | San Jose State University |
| ORCID | 0000-0002-2611-2356 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Learning Nursing Skills of Practice Virtually: The Rough Ground of Engagement
Background: In spring 2020, nursing education programs abruptly transitioned the teaching and learning of nursing practice skills to virtual environments as the result of the coronavirus disease 2019 (COVID-19) pandemic. Method: This study sought to describe ethnographically how faculty and students formed and integrated clinical judgment and other nursing practice skills within this quickly formed virtual subculture. Thirty-seven associate-degre…
Cultural Norms of Clinical Simulation in Undergraduate Nursing Education
Simulated practice of clinical skills has occurred in skills laboratories for generations, and there is strong evidence to support high-fidelity clinical simulation as an effective tool for learning performance-based skills. What are less known are the processes within clinical simulation environments that facilitate the learning of socially bound and integrated components of nursing practice. Our purpose in this study was to ethnographically des…
Learning Formative Skills of Nursing Practice in an Accelerated Program
The purpose of this qualitative research study was to describe how students in an accelerated master's degree entry program experientially learned the practice of nursing. One research question examined in this study was: What formative experiences did students identify as helping them develop and differentiate their clinical practice? Data from clinical observations and a combination of small group and individual interviews were collected and an…
No prominent works on this page.
Learning Formative Skills of Nursing Practice in an Accelerated Program
The purpose of this qualitative research study was to describe how students in an accelerated master's degree entry program experientially learned the practice of nursing. One research question examined in this study was: What formative experiences did students identify as helping them develop and differentiate their clinical practice? Data from clinical observations and a combination of small group and individual interviews were collected and an…
Cultural Norms of Clinical Simulation in Undergraduate Nursing Education
Simulated practice of clinical skills has occurred in skills laboratories for generations, and there is strong evidence to support high-fidelity clinical simulation as an effective tool for learning performance-based skills. What are less known are the processes within clinical simulation environments that facilitate the learning of socially bound and integrated components of nursing practice. Our purpose in this study was to ethnographically des…
Learning Nursing Skills of Practice Virtually: The Rough Ground of Engagement
Background: In spring 2020, nursing education programs abruptly transitioned the teaching and learning of nursing practice skills to virtual environments as the result of the coronavirus disease 2019 (COVID-19) pandemic. Method: This study sought to describe ethnographically how faculty and students formed and integrated clinical judgment and other nursing practice skills within this quickly formed virtual subculture. Thirty-seven associate-degre…
Medical education (3 works) · Medicine (3 works) · Nursing (3 works) · Nursing education and management (3 works) · Psychology (3 works) · Clinical Practice (2 works) · Nurse education (2 works) · Pedagogy (2 works) · Simulation-Based Education in Healthcare (2 works) · Action research (1 works)