Self-authorship developing within the Sinclair School of Nursing students /
Abstract
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] There has been increasing interest in transforming education to ensure that graduates are appropriately trained to meet the complex health care needs of the 21st century (Sandars & Jackson, 2015). Faculty and administrators have sought ways to improve their educational programs to better prepare health care professionals (Blue, Mitcham, Smith, Raymond, & Greenberg, 2010; Gillett, 2010; Johnson, 2013). The theoretical framework used throughout this study was Baxter Magolda's (2008) self-authorship theory, which was used to examine the experiences and key influencers of students in the Sinclair School of Nursing. The current research sought to understand the students' experiences and if students have gone through the selfauthorship stages while attending the Sinclair School of Nursing at the University of Missouri. Six student participants and two faculty participants were recruited through purposeful sampling and participated in a semi-structured interview (Merriam, 2009). Through the students' experiences, self-authorship development did occur and five themes emerged. These themes were preceptor, learning, expectations, friendship, and outside activities.
Degree
Ph. D.
Thesis Department
Rights
Access to files is limited to the University of Missouri--Columbia.