Show simple item record

dc.contributor.supervisor Hagen, Brad F.
dc.contributor.author Wells, Karen
dc.date.accessioned 2014-02-10T22:32:02Z
dc.date.available 2014-02-10T22:32:02Z
dc.date.issued 2013
dc.identifier.uri https://hdl.handle.net/10133/3366
dc.description vii, 117 leaves ; 29 cm en_US
dc.description.abstract The purpose of this study was to explore the experiences of mental health nursing instructors and students regarding the one-to-one in mental health contexts. Using person-centered interviewing, nursing instructors and students were asked to share their views related to the one-to-one, the skills and techniques used to conduct the one-to-one, and the teaching and evaluation strategies used in clinical settings. Findings indicate ambiguity surrounding the one-to-one for both instructors and students. Students also feel anxious and uncertain without models to guide their one-to-ones, and instructors feel frustrated with how to teach and evaluate the one-to-one. Finally, findings indicate the need for further articulation of the one-to-one within nursing literature, and the development of guidelines to support student learning of the one-to-one in clinical settings. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2013 en_US
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Health Sciences) en_US
dc.subject Psychiatric nursing en_US
dc.subject Psychiatric nursing -- Alberta -- Study and teaching en_US
dc.subject Dissertations, Academic en_US
dc.title Exploring the one-to-one en_US
dc.type Thesis en_US
dc.publisher.faculty Health Sciences en_US
dc.degree.level Masters


Files in this item

This item appears in the following Collection(s)

Show simple item record