4 results match your criteria: "University of West Georgia. For more information[Affiliation]"
Contributors to Second-Degree Accelerated Student Success During the COVID-19 Pandemic as Perceived by Administrators, Directors, and Faculty: A Qualitative Descriptive Study.
Nurs Educ Perspect
February 2024
About the Author Bonnie J. Fellows, EdD, RN, CNE, is a faculty person and coordinator of the second-degree accelerated program at Ursuline College, Pepper Pike, Ohio. This research was conducted during her doctoral education at the University of West Georgia. For more information, contact Dr. Fellows at .
Aim: This qualitative descriptive study explored the contributors to second-degree accelerated program (SDAP) student success during COVID-19 as described by SDAP administrators, directors, and faculty.
Background: SDAPs are fast, rigorous, and stressful. Understanding how SDAP students remain successful, despite their challenges and stressors, during the disorder of a global pandemic could provide insight for administrators, directors, and faculty on how to facilitate success in SDAP students in the future.
Clinical Evaluation in Prelicensure Baccalaureate Nursing Programs: A Qualitative Descriptive Study.
Nurs Educ Perspect
December 2021
About the Author Patsy J. Butts, EdD, RN, CNE, is an associate professor, Middle Georgia State University Department of Nursing, Macon, Georgia. This article is a component of her doctoral dissertation at the Tanner Health System of Nursing, University of West Georgia. For more information, contact Dr. Butts at
Aim: The aim of the study was to understand and describe how clinical nurse educators evaluate prelicensure baccalaureate nursing students in clinical practicums.
Background: Clinical evaluation is used to determine nursing students' competency. There is no consensus about how competency is defined, which may lead to inconsistent clinical evaluation of students.
Resurrecting Philosophers in an Online Doctoral Philosophy Course in Nursing.
Nurs Educ Perspect
October 2021
About the Authors Delene Volkert, PhD, RN, CNE, is EdD director and assistant professor, University of West Georgia Department of Nursing, Carrollton, Georgia. Jennifer Castleberry, MSN, RN, CNL, is an instructor and assistant program director, Clinical Nurse Leader Program, Augusta University College of Nursing, Athens, Georgia, and a doctoral student, University of West Georgia. Bonnie J. Fellows, MSN, RN, CNE, is an assistant professor, Ursuline College Department of Nursing, Pepper Pike, Ohio, and a doctoral student, University of West Georgia. Meredythe Goodreau, MSN-Ed, RN, is an assistant professor of nursing at South University, Columbia, South Carolina. Lisa Hesser, MSN, RN, OCN, is an assistant professor and doctoral student, University of West Georgia. Catherine Whitley, MSN, RN, CNE, CHPN, is an assistant professor and doctoral student, University of West Georgia. For more information, contact Dr. Volkert at
Philosophy courses are hallmarks for research-focused doctoral nursing programs. They help students develop inductive reasoning to build critical thinking skills, but students often find them dry and boring and have difficulty developing enthusiasm for the material. Students in an online EdD in Nursing Education program were able to engage with philosophical topics meaningfully by designing and facilitating creative peer-learning activities.
View Article and Find Full Text PDFUncovering the Process of Reasonable Academic Accommodations for Prelicensure Nursing Students With Learning Disabilities.
Nurs Educ Perspect
December 2020
About the Authors Amy E. Yarbrough, EdD, RN, RNC-MNN, is an assistant professor, Tanner Health System, School of Nursing, University of West Georgia, Carrollton, Georgia. Susan R. Welch, EdD, RN, CCRN, CNE, is associate dean of graduate programs, Tanner Health System, School of Nursing, University of West Georgia. For more information, contact Dr. Yarbrough at
Aim: The purpose of the study was to explore the process by which nursing faculty make reasonable academic accommodations in the classroom setting for students with learning disabilities.
Background: Nursing students with identified learning disabilities require academic accommodations. The process of reasonable academic accommodations for nursing students with learning disabilities has not been examined within nursing education literature and clarification is needed.