Utilizing narrative inquiry to evaluate a nursing doctorate program professional residency

摘要: Because the University of Colorado (CU) School Nursing Doctorate (ND) Program initiated an innovative nursing educational reform, emerging program evaluation challenges were addressed to ensure successful implementation and quality. The study's purpose was evaluate effectiveness ND professional clinical residency (fourth final year) from students' perspectives. Therefore, this exploratory inductive focus on primary questions: "How does one become nurse during residency?" (process) "What is nurse?" (outcome). Additionally, explanation how interactive processes affected experiences addressed. narrative inquiry framework made available a special access human time, order, change process. Ten students in first CU participated. Narrative data for qualitative analysis obtained monthly written vignettes verbal sharing their conferences. Vignette formats directed describe significant share reflections events. One finding suggested that formative progression through occurred four phases similar cognitive development theories. Additional findings confirmed growth toward summative attainment outcome behaviors, including holistic proficiency, client advocacy, promotion colleagues.