| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. Education Bibliography: leaves 156-177 The purpose of this study was to explore female nursing students' experiences of autonomy during their nursing education programs. The methodology was a critical feminist approach using qualitative methods. The participants were ten female nurses who had graduated from an undergraduate nursing program within the past two years. Results indicated that although the participants could describe experiences that both enhanced their autonomy and deprived them of autonomy, they described an overall lack of autonomy during their nursing education and they appeared to be an oppressed group. Autonomy, they found, was difficult to attain when the learning environment was controlling, inflexible, intimidating, and posed unrealistic expectations. Factors that enhanced their ability to be autonomous included collegial relationships, trust and independence, clinical competence, and constructive feedback. They revealed that a result of oppression was powerlessness, passiveness and an acceptance of oppression.
|
|---|