The development of personal empowerment : a qualitative study of the experience of master’s nursing student
Bibliographic record
Abstract
The development of personal empowerment in nursing students is thought to be a critical element not only in the promotion of a positive personal and professional self-image among graduate nurses, but also in the advancement of the nursing profession. This study was designed to explore and describe the experiences of master's nursing students with the aim of adding to the knowledge and understanding of the development of personal empowerment in graduate level nursing education. The qualitative method of ethnography was used to conduct this study. Data were collected through formal interviews, informal interviews, and observations of master's nursing students within the settings related to teaching/learning experiences. The majority of the data were collected through 27 semi-structured interviews that were conducted with 13 informants. Ten of these informants were full-time, currently-enrolled students, and three of the informants were full-time students who had graduated from the program with the past year. Data collection and analysis were conducted simultaneously. The process of data analysis gave rise to themes that were clarified and validated by the informants and gave direction to the construction of the informants' accounts of their experiences. All of the students described themselves as having been personally empowered, to varying degrees, as a result of their experiences in the master's nursing program. They perceived that they had acquired knowledge and skills that would contribute to the achievement of their professional goals. Further, by being successful in the program, they had developed a positive self-concept that was associated with a sense of being able to take control under difficult circumstances and overcome adversity. However, most of the informant also perceived that the level to which they had been empowered was limited by the excessive pain of some of their experiences in the program. Often, these negative experiences tended to overshadow the more positive experiences and to color the students' perceptions of their experiences as master's nursing students in a negative way. The data revealed that the development of personal empowerment is, ultimately, the result of a collaborative effort between and among master's nursing students and nursing faculty. First, students, themselves, have the capacity to promote their own sense of personal empowerment through constructive adaptive strategies directed toward acquiring knowledge and skills and toward coping with adversity. These strategies often necessitate reflection on personal beliefs, values, and assumptions; they often require a shift in students' perceptions of self in relation to the experience of being a master's nursing student. Second, supportive peer relationships, build on mutual trust and respect, are important in promoting both professional and personal growth. And third, the nursing faculty play a critical role instructuring learning experiences and fostering collegial, caring relationships that nurture the students' development of personal empowerment. The research findings have implications for nursing education and nursing research such that the development of personal empowerment in nursing education will be enhanced.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.010 |
| Scholarly communication | 0.004 | 0.005 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".