DOI
https://doi.org/10.25772/1DEW-A271
Defense Date
2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Robin Hurst
Second Advisor
Dr. Jesse Senechal
Third Advisor
Dr. Adrien DeLoach
Fourth Advisor
Dr. Kate Rolander
Abstract
The Covid-19 pandemic exacerbated Certified Nurse Aide (CNA) staffing shortages in Long Term Care (LTC) facilities. To address these shortages, the Centers for Medicare and Medicaid Services (CMS) authorized LTC facilities to employ Temporary Nurse Aides (TNA). The American Health Care Association (AHCA) and the National Center for Assisted Living (NCAL) developed free online training for individuals which is much shorter than traditional nurse aide training and does not require hands-on skill training or a clinical practicum. The Federal Public Health Emergency (PHE) ended in October 2022. As a result, TNAs are no longer authorized to work in LTC Facilities and were required to take and pass the National Nurse Aide Assessment Program (NNAAP) exam to become CNAs and remain employed. The skills demonstration portion of the NNAAP exam proves to be a barrier for individuals, with just a 75% average pass rate over the last 5 years. This qualitative single case study examines the TNA experience learning and developing nursing skills, working as a TNA, and demonstrating nurse aide skills on the NNAAP exam at an LTC facility in Richmond, VA. It also examines the characteristics of the LTC research site that contributed to TNAs successfully demonstrating skills on the NNAAP exam. Major findings suggest that sources of self-efficacy should be considered in the development of training and education programs. In addition, enactive mastery experiences can build positive self-efficacy and relieve test anxiety, and nested CoPs can provide contextual learning and knowledge as well as LPP to individuals new to the healthcare workforce. Knowledge gained from this case study can shape program design and exam preparation for traditional nurse aide education programs, as well as industry credentialing programs, as a whole. There are further implications for educational programs, including employer-provided education and training, on-the-job training, internships, clinicals, and apprenticeships.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-3-2024