bluuebunny/crossref_metadata_2025 huggingface dataset:
Stem Modularity: Rarely Necessary in Primary Total Hip Arthroplasty
Authors: Lombardi Adolph V , Mallory Thomas H , Fada Robert A , Adams Joanne B
Published: April 2021

Abstract

A retrospective review of two consecutive series of cementless primary THA performed simultaneously from November 1987 to February 1994 within a single orthopedic practice by three surgeons was conducted. A series using non-modular Mallory-Head Porous (Biomet Inc, Warsaw, Ind) femoral components was compared to a series using modular Sivash Range of Motion (DePuy, Warsaw, Ind) femoral components to evaluate whether modularity of the femoral stem body is necessary in cementless primary THA.

Clinically and radiographically, both components performed at comparable levels with equally satisfactory results. Both series demonstrated effective femoral fixation as evidenced by excellent Engh fixation scores. However, this study has shown the importance of circumferential proximal porous-coating to form an effective seal, preventing the propagation of particulate debris. Modular systems were associated with a higher degree of technical difficulty, operative time, and blood loss.
The Effectiveness of a Pain Wrap Compared to a Standard Dressing on the Reduction of Postoperative Morbidity Following Routine Knee Arthroscopy: A Prospective Randomized Single-Blind Study
Authors: Hayden Jennifer K , Cole Brian J
Published: April 2021

Abstract

A pain wrap dressing in patients undergoing routine knee arthroscopy was evaluated to determine its ability to decrease postoperative pain and swelling. Bilateral knee examinations were performed pre- and postoperatively. Patients recorded narcotic usage and pain levels for 10 postoperative days. Twenty-four patients completed the study. The pain wrap group had lower pain ratings (2.2 versus 4.6 [P=.03]) and demonstrated lower skin temperatures (1.1 °F versus 3.9°F [P=.02]). Less postoperative swelling was noted in the treatment patients, whereas postoperative arc of motion and narcotic usage was similar in both groups.
The Risk of Venous Thromboembolism in Non-Large-Joint Surgeries
Authors: Muntz James E
Published: April 2021

Abstract

The risk of venous thromboembolism, particularly deep venous thrombosis, after knee arthroscopy, surgically assisted arthroscopy, or treatment of lower extremity fracture may be substantial in patients with factors known to increase the risk of postoperative thromboembolism. Few prospective studies have examined the effect of prophylaxis in these patient populations. However, results suggest that routine administration of a low-molecular-weight heparin reduces the rate of deep venous thrombosis in such patients. Additional clinical studies are necessary to determine whether the benefits of prophylaxis outweigh its risks and whether it is cost-effective. Until such data are available, risk for deep venous thrombosis must be assessed in all patients undergoing an orthopedic procedure. Thromboprophylaxis with pharmacologic agents may be considered in those at high risk.
Total Knee or Uni? Benefits and Limitations of the Unicondylar Knee Prosthesis
Authors: Repicci John A
Published: April 2021

Dr John A. Repicci, creator of the Repicci II Unicondylar Program, discusses the benefits and limitations of the unicompartmental prosthesis versus total knee replacement
Technical Aspects of Medial Versus Lateral Minimally Invasive Unicondylar Arthroplasty
Authors: Romanowski Marcus R , Repicci John A
Published: April 2021

Unicondylar knee arthroplasty, a minimally invasive option for treating isolated medial or lateral compartment osteoarthritis, is an alternative to total knee arthroplasty that results in a more physiologic knee postoperatively with retained cruciates and less bone loss.
ACL Tibial Spine Avulsion: Mid-Term Outcomes and Rehabilitation
Authors: May Jedediah H. , Levy Bruce A. , Guse Darlene , Shah Jay , Stuart Michael J. , Dahm Diane L.
Published: April 2021

Tibial spine fractures are characterized by fractures at the insertion site of the anterior cruciate ligament (ACL) on the tibia and were first classified into 3 types. For displaced (type II/III) fractures, surgical treatment has included fixation with screws, sutures, or wires performed through either open or arthroscopic approaches. Optimal treatment methods remain controversial and are varied by classification type, surgeon preference, and patient age.

We retrospectively studied the outcome of 22 surgically treated patients with tibial spine fractures. We analyzed factors such as age, skeletal maturity, fixation device, surgical approach, presence of comminution, loss of reduction, and rehabilitation protocol against the development of arthrofibrosis and clinical and functional outcomes. We found that age older than 18 years was a statistically significant factor for lower outcome scores. Two factors trended toward significance including; those with comminution had lower Tegner scores, and those with early range of motion returned to previous activity level more frequently. Factors found to be insignificant included surgical approach, fixation device, weight bearing, skeletal maturity, postoperative immobilization, and loss of reduction. Those with screw fixation had a higher reoperation rate due to symptomatic hardware removal. Age was the only factor that negatively impacted final functional scores.
The Role of Increased Frequency of Treg Cells in Patients with Chronic Osteomyelitis
Authors: Wu Yanfeng , Tang Yong , Liang Xinjun , Lin Yongping , Yang Wei , Ma Yuanchen , Huang Lin , Yang Rui , Ye Jichao , Chen Keng , Shen Huiyong
Published: April 2021

The aim of this study is to determine whether regulatory T cells (Treg cells) are increased in patients with chronic osteomyelitis and whether they suppress cellular immune responses to the bacteria. The frequency of circulating CD4
+
CD25
+
and CD4
+
CD25
+
FoxP3
+
T cells in 30 chronic osteomyelitis patients were compared with 30 healthy donors. Treg-depleted PBMCs from the patients were cultured together with autologous antigen, unfractioned PBMCs used as the control. The cell proliferation and production of IL-10 and IFN-γ were compared with those of the control. The results demonstrated that frequencies of CD4
+
CD25
+
(10.85±2.82% vs 6.08±1.62%,
P
<.001) and CD4
+
CD25
+
FoxP3
+
T cells (2.06±0.83% vs 1.43%±0.51%,
P
<.001) in blood from chronic osteomyelitis patients were significantly higher than in healthy donors. The level of IL-10 (117±91 pg/ml vs 323±189 pg/ml,
P
<.001) in supernatants of Treg-depleted PBMCs was decreased. Cell proliferation (4489±11876 cpm vs 3547±1517 cpm,
P
<.05) and IFN-γ (875±203 pg/ml vs 405±129 pg/ml,
P
<.001) production by CD4
+
CD25
+
T cell in response to antigen was significantly inhibited by CD4
+
CD25
+
T cells. These results indicate that specific Tregs can depress the T cell mediated immune responses to bacteria in chronic osteomyelitis, and may play an important role in the persistence of bacteria.
Bilateral, Atraumatic, Proximal Tibiofibular Joint Instability
Authors: Morrison Troy D. , Shaer James A. , Little Jill E.
Published: April 2021

Dislocation of the tibiofibular joint is rare and usually results from a traumatic event. Only 1 case of atraumatic proximal tibiofibular joint instability in a 14-year-old girl has been reported in the literature, however this condition might occur more frequently than once thought. A wide range of treatment options exist for tibiofibular dislocations. Currently, the first choice is a conservative approach, and when this fails, surgical means such as resection of the fibula head, arthrodesis, and reconstruction are considered. However, no consensus exists on the most effective treatment.

This article reports a unique case of bilateral, atraumatic, proximal tibia and fibular joint instability involving a 30-year-old man with a 20-year history of pain and laxity in the right knee. The patient had no trauma to his knees; he reported 2 immediate family members with similar complaints, which suggests that this case is likely congenital. After conservative approaches proved to be ineffective, the patient underwent capsular reconstruction using free autologous gracilis tendon. At 6-month postoperative follow-up, the patient was pain free with no locking and instability. He then underwent surgery on the left knee. At 1-year follow-up after the second surgery, the patient had no symptoms or restrictions in mobility. We provide an alternative surgical approach to arthrodesis and resection for the treatment of chronic proximal tibiofibular instability. In the treatment of chronic tibiofibular instability, we believe that reconstruction of the tibiofibular joint is a safe and effective choice.
Innovation in Orientation: A Community Health Learning Package
Authors: Seigel Harriet
Published: April 2021

Abstract

In order to stimulate learning in the orientation of new staff nurses to community health concepts as well as increase the efficiency and effectiveness of the staff responsible for teaching the orientation, a self-learning module was developed. Learning theory postulated by Gagne, Skinner, and Bevis have been incorporated into a slide-tape presentation for use in a large medical center. Suggestions which can reduce the waste of time and money during production are put forth.
Independent Study As A Learning Experience in Baccalaureate Nursing Programs: Perceptions and Practices
Authors: Dear Margaret R , Bartol Genevieve
Published: April 2021

ABSTRACT

While nursing education recognizes the need for independent study in baccalaureate nursing education, the literature suggests that nursing educators hold diverse views on the meaning, purpose, and conduct of independent study. This study reports the findings of a survey of nursing faculty designed to learn more about the perceptions and practices of independent study in baccalaureate nursing education. A mailed questionnaire was used to gather information from a random sample of nursing faculty at 40 baccalaureate nursing programs in the South. Fifty-one percent of the 441 faculty members responded. Of the 219 respondents, 95% reported independent study in their schools; however, wide variation in practices and faculty perceptions was evident. Limitations in curriculum design, available resources and time were influential factors in provision of opportunities for independent study. The lack of consensus suggests that faculty examine independent study options so that efforts may be better coordinated.
Collective Bargaining in the Service Setting: A Survey of Faculty Attitudes
Authors: Tilbury Mary S
Published: April 2021

ABSTRACT

Collective bargaining activity by nurses is a fairly recent event in the health care industry and labor-management relations. This article reports the findings of an exploratory study designed to identify the attitudes of baccalaureate nursing faculty toward collective bargaining in the service setting. The project is based on the premise that faculty attitudes are a fundamental factor in shaping the views of future practitioners. The attitude of faculty was found, at best, conditional. Consensus is lacking in such areas as professionalization vs. unionization and in feelings about the use of the strike.
A Study of the Effects of Personal and Academic Exposures on Attitudes of Nursing Students Toward Death
Authors: Coolbeth Lucie A Cook , Sullivan Lorelei I
Published: April 2021

ABSTRACT

A study of attitudes toward death was conducted utilizing a modified version of Hopping's Death Attitude Indicator. Seventy-two senior and 43 sophomore nursing students from the University of Connecticut were compared for the effects of academic exposure and personal exposure to death. Scores were analyzed using an analysis of variance at the 0.05 alpha level. Results revealed no significant changes due to personal exposure or to the interaction of personal and academic exposure. There was found to be a significant change in attitude due to academic exposure.
Communicating Leveled Clinical Expectations to Nursing Students
Authors: Carlson Dorothy Stano , Lubiejewski Mary Ann , Polaski Arlene Lacey
Published: April 2021

ABSTRACT

Nurse educators agree on thé need for objectives in the classroom situation and frequently communicate them in a written form. Written expectations for clinical, however, are rarely given to student nurses prior to their clinical experience. Clinical expectations are understood by instructors, but communicating them to students result in mixed interpretations. The article describes the development of a written method of communicating clinical expectations to solve this problem. This method correlates clinical expectations with classroom content and course objectives and levels the expectations in increasing complexity by using the nursing process as a framework. The written leveled expectations are distributed to student nurses on a weekly basis. Clinical experiences are enhanced for students and faculty who use this method.
Role-Taking Skills and Perceived Similarity in Baccalaureate Nursing Students
Authors: Moser Rosemarie Scolaro
Published: April 2021

ABSTRACT

The importance of exercising effective role-taking skills as a nursing care provider is described. Twenty-six baccalaureate nursing students provided role-taking responses to four real life events. Students also reported whether or not they had ever experienced similar events and to what degree they perceived themselves as similar to the individuals in the events on a number of personal characteristics. Role taking was compared across the situations. Having experienced a similar life event or perceiving similarity to the main character did not appear to enhance role-taking responses. The results suggest that it may not be necessary to have had a life experience or background similar to that of the clients in order to be perceived as a nurse who is caring and understanding. Implications for nursing students are discussed.
The Relationship Between Educational Preparation and Performance on Nursing Certification Examinations
Authors: Raymond Mark R
Published: April 2021

ABSTRACT

The purpose of this study was to investigate the empirical relationship between level of educational preparation and performance on certification examinations. Data from 12 different examinations administered by ANA in 1985 were available for a total sample of 12,308 RNs. Standardized effect sizes were computed for the following comparisons: baccalaureate vs. prebaccalaureate (associate degree and diploma), master's vs. baccalaureate, and master's vs. prebaccalaureate. Results were cumulated, averaged, and compared using meta-analytic procedures. The major finding was that effect sizes were consistently positive and statistically significant, indicating that nurses with more education generally obtain higher scores than those with less education. The present findings are discussed in the context of the widely known finding that baccalaureate candidates for RN licensure generally score lower than associate degree and diploma-prepared candidates on the RN licensure examination. It is suggested that the disparity in findings is not necessarily anomalous, given that licensure and certification serve very different functions.
Developing Teaching Strategies Based on New Knowledge
Authors: Davis Ada R
Published: April 2021

ABSTRACT

New research in the areas of cognition, learning, memory, and motivation indicates that people can team more and at a faster rate, than was previously thought, by means of improved teaching strategies aimed specifically at enhancing memory storage and retrieval, cognition, and learning (Estes, 1983; Kirby & Biggs, 1980; Murphy & Smith, 1982). Other research in psychology, educational psychology, biochemistry, and neurology shows that human intelligence can be more fully developed or modified (Machado, 1980). One of the means to achieve these ends is teaching strategies developed specifically to enhance the brain's natural capacities.
The Registered Nurse Student: A Role Congruence Perspective
Authors: Rendon Diane
Published: April 2021

ABSTRACT

This correlational study examined the degree of congruence between the interpersonal orientation of the RN student seeking a BS degree in nursing, and her perceptions of the student role. Role congruence was defined as enjoyment, involvement and commitment to the student role. The Cohen CAD Scale, based on Horneys psychoanalytic theory, measured compliant, aggressive and detached interpersonal orientations.

Findings indicated that RN students with relatively high compliant interpersonal orientations experienced congruence in the student role. Students with high aggressive or detached orientations experienced incongruence in the student role. The majority of students evidenced strong commitment and determination but almost half did not feel respected by faculty. Recommendations include: implementation of anticipatory guidance sessions prior to entering the nursing major; utilization of adult education principles by faculty; and research to explore faculty attitudes toward this learner group.
Suggestions for Graduate Education in Nursing Service Administration
Authors: Wagner Leslie , Henry Beverly , Giovinco Gina , Blanks Celia
Published: April 2021

ABSTRACT

The study was prompted by a long-standing concern how best to educate nurse administrators for work in health service organizations. In the last decade, has been increasingly widespread agreement in that advanced education for clinical specialization may be insufficient. To improve understanding of for nursing administration (NA), the suggestions 3? publications printed between 1976 and 1985 were Inferences were made from these publications curriculum content, program structure, instrucplacement, and practicum experiences. Content most often pertained to health systems, nursing research, and policy. Reference was least often to perspectives in organization theory, ethics, and studies. Suggestions for international NA were in only one publication. Administration majors with clinical nursing emphasis in multidisciplinary programs by schools of nursing were widely recommended, as were administrative practicums of variable length. Few suggestions were made about the epistemological considerations needed to guide the development of interdisciplinnursing administration. In the future, consideration of the overlap - from nursing and management science - of concepts, research problems, and modes of inquiry, will be important for the education of nurse administrators.

In the 1960s and early 1970s, clinical specialization was the central focus of graduate nursing education. During this period of time, emphasis on nursing administration (NA) declined, as did the number of NA programs, resulting in a critical shortage of nurse administrators academically prepared to manage health services (Blair, 1976a-b). By 1977, it was estimated that as few as 24% of the nations nurse administrators had master's degrees and that the portion with doctorates was barely .6% (American Nurses' Association [ANA], 1980; Fine, 1983). Knudson (1968), Kramer (1968), Leininger (1974), and Miller (1968) warned the profession of an impending leadership crisis.

Responding to the shortage, the threat of non-nurses managing nursing services (Jordan, 1979; Rotkovitch, 1979a), and to nurses being educated for management in disciplines other than nursing (Cleland, 1984), the number of NA programs more than doubled between the mid 1970s and 1982, increasing from 24 to 51. The ascendancy of NA had begun.

Recognizing the problem of too few well-educated nurses to manage nursing services, and the need for sound academic programs in NA, the Institute of Medicine (1983) recommended that federal funding be allocated for improvements in NA education. By 1985, an administration component was an element of over 65 nursing programs (National League for Nursing [NLN], 1985). Considerable concern has been expressed, however, about the curriculums and structures of these programs, which in some cases have been developed hurriedly - in a brief period of time - and with relatively few resources (Cleland, 1984; Poulin, 1984; Stevens, 1977a).
Self-Evaluation and Its Relationship to Clinical Evaluation
Authors: Abbott S Darlene , Carswell Ron , McGuire Marion , Best Maureen
Published: April 2021

ABSTRACT

An exploratory study was undertaken in a three-year nursing diploma program to determine instructor and student perceptions of self-evaluation (SE) and its relationship to clinical evaluation. A cross-section of instructors (n=9) participated in three rounds of a Delphi survey. From this validated data base a questionnaire was developed and distributed to a stratified sample of 145 students. Combined results were then analyzed and compared. Results indicated that both students and instructors perceive self-evaluation more positively than negatively and they see the main purpose as providing direction for learning. Contrary to the literature and perceptions of surveyed instructors, students did not perceive self-evaluation as a factor in promotion of professional growth. Although students value a participatory role in clinical evaluation, the process of self-evaluation generates anxiety and underrating of performance. The authors conclude that self-evaluation is a developmental skill requiring guidelines and practice, and offer recommendations for its use.
Survey of Stress Management Content in Baccalaureate Nursing Curricula
Authors: Manderino Mary A , Ganong Lawrence H , Darnell Katherine Frazier
Published: April 2021

ABSTRACT

A survey of 276 National League for Nursing baccalaureate programs was conducted to assess the nature and extent of stress management content incorporated into baccalaureate nursing curricula. Roughly 10% of the sample indicated that they offer a separate course in general stress management techniques. In most programs, stress management content was incorporated throughout the curriculum in discreet instructional units. Respondents identified a variety of stress management methods taught in relationship to specific sources of work stress. The most instructional time was devoted to teaching students how to cope with interpersonal stressors; communication skills, group process skills, assertion skills, and conflict management were offered by most programs. Other content areas mentioned by at least 80% of the respondents included: death awareness, crisis intervention, change strategies, values clarification, recognizing stress, organizational skills, time management, and problem solving. The findings of this study are discussed in relationship to the literature on sources of stress in nursing. In addition, suggestions for future research are offered.
Sexuality of the Aged and the Attitudes and Knowledge of Nursing Students
Authors: Quinn-Krach Peg , Van Hoozer Helen
Published: April 2021

ABSTRACT

Sexuality of the aged is one area of particular concern to nurse educators, because students' lack of knowledge and negative attitude can have far-reaching effects on nursing care of the elderly. This study examined the relationship of the dependent variables, attitude and knowledge, to the independent variables of ethnicity, age, experience in health care, family income, religious affiliation, religiosity, living arrangements, and level of education. One hundred fifty-eight female nursing students completed White's Aging Sexuality Attitude and Knowledge Scale. The study found that higher knowledge was related to more positive attitude scores (r = .25, P<.004). Age was also significantly related to both positive attitude (r = .44, P<.001) and higher knowledge (r=.54, P<.001).

Older students had a more positive attitude toward the elderly and were more knowledgeable about aged sexuality than younger students in the sample. One-way analysis of variance was used to test the significance between means of the dependent and independent variables. A statistically significant difference was found between ethnicity and attitude (f=33.09, P<.001) and ethnicity and knowledge if= 18.36, P<.001). Asian students in this study had a more negative attitude and were less knowledgeable about aged sexuality than Caucasian students. The study suggests that nurse educators need to pay special attention to the age and ethnicity of students when planning gerontological learning experiences designed not only to facilitate knowledge acquisition, but to promote positive attitudes toward the elderly.

It has been projected that when today's nursing students reach the prime of their careers, they will spend 75% of their practice time with the elderly (Butler, 1980). Negative attitudes and stereotypical beliefs about the aged have been rampant, and college students have not been immune (Grassi-Russo & Morris, 1981; Miko, 1987).

The area of aged sexuality is of particular concern to nurse educators, because perpetuation of myths and lack of knowledge regarding elderly human sexuality can have far-reaching effects on elderly nursing care. Negative attitudes toward sexuality of the elderly may even be detrimental to the health of older persons by leading them, their care givers, and significant others to believe aged sexual feelings and actions are abnormal (Falk, 1980).

It is also conceivable that interest in caring for the elderly and quality of nursing care provided to this population may be adversely affected by stereotypical beliefs, negative attitudes, and inadequate knowledge. Therefore, educating nursing students to effectively care for older clients includes uncovering and changing negative attitudes and misinformation about aged sexuality.
Professional Autonomy and Ethical Decision Making Among Graduate and Undergraduate Nursing Majors
Authors: Cassidy Virginia A , Oddi Lorys F
Published: April 2021

ABSTRACT

The purpose of this study was to determine differences in perceptions of ethical dilemmas and attitudes toward autonomy among four groups of nursing students. A randomly selected sample (n=130) of students enrolled in associate degree, generic baccalaureate, degree completion, and master's study completed the Judgments About Nursing Decisions (JAND), the Nursing Autonomy and Patient's Rights Scale (NAPRS), and a demographic data sheet. Using one-way analysis of variance procedures, significant differences were found among groups on autonomy, patients' rights, and rejection of traditional role limitations. No significant differences were found on perceptions of idealistic and realistic moral behavior. Additional analysis produced significant findings when student groups were compared by age, RN status, and participation in ethics courses and seminars. Lack of significant differences on perceptions of ethical dilemmas may have resulted from the relatively low level of reliability of the JAND with the groups studied. Differences in attitudes are attributed to experience as a registered nurse, participation in an educational offering, and exposure to the bureaucratic environment of the health-care system.
Computer Simulations as a Measure of Nursing Students' Decision-Making Skills
Authors: Lowdermilk Deitra Leonard , Fishel Anne Hopkins
Published: April 2021

ABSTRACT

Use of computer simulations was studied as a strategy to evaluate clinical decision-making skills of 64 senior baccalaureate nursing students who were randomly assigned to experimental and control groups. All students completed Kolb's learning Style Inventory, a pre- and posttest that was a computer assisted instruction (CAI) clinical simulation specific to the student's clinical placement, and a 36 item attitudinal and evaluative questionnaire developed for the study. The experimental group completed three additional simulations over a 7 week period. Change scores from pre- and posttests were analyzed to determine: 1) if students completing a CAI series demonstrated higher achievement on informationgathering and decision-making skills than students who did not complete the series; 2) if there was a correlation between achievement and clinical grades; and 3) if there was a relationship between achievement and a particular learning style. Although all students demonstrated that significant learning had occurred during the semester, there was no difference between the students completing the full CAI series and those who did not. Students who made significant improvements in decision-making scores also earned higher clinical grades. Success on the CAI series was found to be independent of learning style. Most students expressed positive attitudes about CAI.
An Examination of Role Strain for University Nurse Faculty and its Relation to Socialization Experiences and Personal Characteristics
Authors: Mobily Paula R
Published: April 2021

ABSTRACT

The purpose of this study is to describe the degree of perceived role strain and the major sources of role strain in nurse faculty employed in major universities; and to explore the relationship between selected socialization experiences and personal characteristics and the degree of role strain experienced. The sample (N= 102) was comprised of full-time tenure track nurse faculty employed in major universities that offered National League for Nursing-accredited undergraduate and graduate programs in nursing, and were located in institutions classified as Research Universities I by the Carnegie Council on Policy Studies in Higher Education (1987). The majority of faculty were experiencing some degree of role strain, with a substantial number experiencing moderate to high degrees of role strain. The major sources of role strain were role overload and both intrasender and interrole conflict. Analysis of the relationship between socialization experiences and personal characteristics and the degree of role strain experienced revealed nine statistically significant relationships. Implications for administrators and faculty are discussed.
Perceptions of the Organization's Climate: Influenced by the Organization's Structure?
Authors: Grigsby Karen A
Published: April 2021

ABSTRACT

Currently, little is known about organizational climates in schools of nursing, and what structural factors are associated with climate variations. The purpose of this study is to describe the organizational structure and climate, and the interrelationship between these factors, in two schools of nursing. Results indicated that the sample organizations exhibited characteristics of both the bureaucratic and professional models of organizational structure, although one school was more closely aligned to the professional model. Organizational climates differed in the two schools, and the school that structurally resembled the professional model had a more facultative climate. Organizational structure was significantly (p<.01) related to the climate dimensions of autonomy (r= - .35), work pressure (r = .49), and control (r = .59). The schools differed significantly (p<.01) on the climate dimensions of administrative support (t = 3.31, df= 54), autonomy (t = 3.30, df= 56), work pressure (t = - 4.36, df= 60), and control (t = - 6.74, df= 55). Administrative support and autonomy were higher in the school structurally resembling the professional model, and work pressure and control were higher in the school structurally resembling the bureaucratic model.
Teaching Nursing Research Through Collaboration: Costs and Benefits
Authors: Pennebaker Duane F
Published: April 2021

ABSTRACT

The purpose of this study was to present findings about the costs and benefits derived from a collaborative approach in teaching undergraduate nursing research. Data were collected from students who completed 38 collaborative research projects. The greatest costs were related to time for meetings and maintaining involvement. The greatest benefits reported were enhancement of intellectual stimulation and support received from student peers. Overall the mean for the benefit items (M = 2.82) was greater than the mean for the cost items (M = 2.08). A number of significant differences for costs, benefits, satisfaction, and marks were found related to student group size and type of project. The degree to which the benefits of collaboration were subscribed to by students reflect in part the value students perceived in working together and the advantages of collaboration in learning nursing research. The chief advantages were promotion of a context for research which was congruent with the realities of nursing practice, the complexity and difficulty of clinically oriented research, and the knowledge that nursing research often requires cooperation if findings are to be meaningful and possess implications that can be translated into practice.
Needs Assessment as a Marketing Strategy: An Experience for Baccalaureate Nursing Students
Authors: Colangelo Rosanna , Goldrick Barbara
Published: April 2021

ABSTRACT

A marketing needs assessment was undertaken as a community health project for baccalaureate nursing students. The objectives of the project were: (1) to conduct a needs assessment utilizing the concepts of marketing in health planning, and (2) to identify health needs of a community based on active participation by members of the community. Through a collaborative effort with a community health agency, students were able to integrate the principles of marketing and participative decisionmaking into a learning experience. The results of the needs assessment provided the agency with valuable information for strategic planning.
Potential Outcomes of Clinical Experience
Authors: Monahan Rita Short
Published: April 2021

ABSTRACT

This exploratory study examined potential outcomes of clinical experience. Sixteen baccalaureate nursing students completed data collection instruments. The eight students in the control group completed the clinical course as prescribed in the curriculum; the eight students in the experimental group received no assigned clinical experience. The first hypothesis, that there would be an increase in the identification of accurate clinical nursing judgments as a result of clinical experience, was not supported. The second hypothesis, that there would be progress in the development of professional identity as a result of clinical experience, was not supported. Analysis of demographic and secondary data supports a conclusion that the learning outcomes of clinical experience have yet to be identified.
Nursing Proficiency Tests: Characteristics of Examinees Who Succeed
Authors: Hendryx Michael S
Published: April 2021

ABSTRACT

Proficiency examinations used for course credit or exemption allow nurses and nursing students to complete educational objectives economically and quickly. Understanding the work and educational experience of examinees who pass these tests can assist other examinees in deciding whether to take such a test and in preparing for one. Analyses of eight commonly used proficiency examinations in nursing revealed demographic, work, and education variables related to successful performance. For many of the tests, current work experience or an RN certification predicted better performance. The results are useful for educational planning and counseling, and also support the content validity of the tests.
The Effectiveness of an Intervention to Promote Successful Performance on NCLEX-RN for Baccalaureate Students at Risk for Failure
Authors: Ashley Jane , O'Neil Jean
Published: April 2021

ABSTRACT

This study evaluated the effectiveness of an intervention designed to enhance the performance of high-risk baccalaureate students on the National Council Licensure Examination for Registered Nurses (NCLEX-RN).

Thirty senior nursing students met risk criteria drawn from the NCLEX-RN prediction literature: a nursing grade point average (GPA) of 2.40 or below, a ranking on the Mosby Assesstest at or below the 20th percentile, and/or a diagnosed learning disability. Fourteen students in this nonrandomized, posttest-only study received the intervention. Sixteen students served as a control group. The groups were equivalent on 12 academic variables prior to treatment. Concepts of test-wiseness and testcoaching served as the basis for the intervention.

The NCLEX-RN passing rate for the group participating in the intervention was 92.9% compared to 50% for the control group. The findings of this study provide preliminary evidence that a long-term intervention can assist high-risk students in passing the NCLEX-RN.
Students' Academic Performance in Nursing as a Function of Student and Faculty Learning Style Congruency
Authors: Joyce-Nagata Barbara
Published: April 2021

ABSTRACT

The purposes of this study were to identify learning styles of traditional baccalaureate nursing students, registered nurse baccalaureate students, baccalaureate nursing students holding a previous non-nursing degree, and nursing educators and to determine the effects of teacher/student learning style congruency on academic performance, when controlled for students' previous academic achievement. Kolb's Learning Style Inventory and a Descriptive Data Questionnaire were administered to 334 nursing students and their respective nurse educators from two nursing schools in Mississippi. Learning style scores were computed and faculty and student learning style congruency was described as: 1) matched on both abstract-concrete and active-reflective dimensions; 2) matched on only the abstract-concrete dimension; 3) matched on only the active-reflective dimension; or 4) not matched on either dimension. There were no significant differences in learning style among the three groups of nursing students, and learning style congruency between student and faculty did not appear to significantly affect academic performance of students.
The Practice Role in the Academic Nursing Community
Authors: Broussard Anne B , Delahoussaye Carolyn P , Poirrier Gail P
Published: April 2021

ABSTRACT

The practice role of nurse educators has emerged as a mechanism to unite practice, research, and education. The long-term outcome of such a synthesis should be an improvement in the quality of nursing care delivered to clients. Clinically focused nursing research designed by nurse educators who maintain a practice role or nurse clinicians who maintain a teaching role has the potential to unify and thus advance the profession. The authors discuss the historical background from which the practice role evolved, and efforts of recent nursing leaders to facilitate the incorporation of the nursing practice role by educators. Models for faculty practice are identified, and advantages of faculty practice are reviewed. The authors also describe barriers to the establishment of faculty practice, contemporary developments impacting faculty practice, and research needed to advance faculty practice.

Nurse educators in many academic communities in the 1990s are discovering that not only must they produce scholarly work in addition to their teaching and service to the university and community, but that they may also be under growing pressure to be engaged in clinical practice. This pressure may be self-imposed or may be an expectation of their colleagues in nursing education or the administrators of their nursing programs. The focus of this research brief will be to describe the historical background from which this "new" role evolved, to discuss strategies or models developed to facilitate the faculty practice role, and to identify faculty practice issues that have emerged with the adoption of this role in academia. An additional focus will be to critically review faculty practice-related research performed since Chicadonz' (1987) review.
Student Perceptions of Changing Answers on Multiple Choice Examinations
Authors: Gaskins Susan , Dunn Linda , Forte Linda , Wood Felecia , Riley Patsy
Published: April 2021

ABSTRACT

The belief that changing answers on examinations is detrimental persists in spite of empirical research which does not support that belief. While the research in education has consistently shown that changing answers is beneficial, few studies have been done on the behavior and psychological process of changing answers. This qualitative study found that students prefer not to change answers and do not believe it is advantageous to do so. Most students took tests in such a manner that at least a portion of the questions were re-read. Reasons given for changing answers included reconsidering the answers after re-reading the question, mismarking the answer sheet, re-guessing, and receiving a clue later in the test. The students who changed answers often found they had misread the questions initially when they re-read it. Re-reading the question was most likely to result in a change from wrong to right. Re-guessing was not found to be as beneficial to the student scores.
The RN-BSN Student: Developing a Model of Empowerment
Authors: Worrell Judith D , McGinn Ann , Black Elizabeth , Holloway Nona , Ney Patricia
Published: April 2021

ABSTRACT

Nursing practice is being redefined. Today's graduating nurse is practicing in a tomorrow full of unknowns. The relevancy of traditional nursing education is being questioned in today's health care climate of crisis. In an attempt to prepare the graduating RN-BSN student to cope with these changes, nurse educators developed a process of empowerment. The framework for this effort was derived from the curriculum revolution, adult learning theory and empowerment research. The faculty defined empowerment as both an interpersonal process and an outcome. A graphic model has been created consisting of the four elements of empowerment: collegiality, communication, autonomy and accountability. Learning experiences are selected based upon these four elements. Teaching strategies axe identified. Positive changes in student behavior have been reported anecdotally. The faculty are beginning the next phase: designing a research project to investigate behavior changes related to this empowerment model.
Essential Elements in a Qualitative Dissertation Proposal
Authors: Swenson Melinda M
Published: April 2021

ABSTRACT

This article clarifies the requirements of a qualitative research proposal, specifically a qualitative doctoral dissertation. The recommendations will be useful to graduate students and faculty members who are writing a qualitative proposal for the first time or who are critiquing one. A summary of assumptions of non-traditional research paradigms as they apply to inquiry design, a suggestion of the contents of the first three chapters of a qualitative dissertation (usually included in a dissertation proposal), and suggestione for ensuring rigor in the design and conduct of the dissertation research are included.
Using the Telephone Interview for Evaluation of Baccalaureate Nursing Programs
Authors: Stetson Betsy , Romeo Roberta H
Published: April 2021

ABSTRACT

Efficient use of the telephone is certainly relevant in the 20th century telecommunication age. A 20- to 30-minute phone call allows for interactive communication between the nurse educators and those who hire their graduates. Important information can be quickly obtained for assessing the outcomes of curriculum related to the perceived quality of nurse graduates practicing in various health care settings. This interview method was found to be efficient, convenient, and facilitated dynamic interchange. Feedback from respondents varied in their familiarity with the graduates and programs.
Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students
Authors: Hesser Al , Pond Elizabeth , Lewis Lloyd , Abbott Bernie
Published: April 2021

ABSTRACT

This study evaluated the Minority Academic Advising Program (MAAP), a supplementary retention program established for African-American students enrolled in a southern state health sciences university's baccalaureate nursing program. The evaluation method merged a quasi-experimental with a time-series design. A group of 114 black students were included in the study. A comparison group consisting of 608 nursing student cohorts who were predominantly white was incorporated for control purposes. Although the students who were MAAP participants had significantly lower SAT scores, reduced PreAdmission GPAs, and included a contingent of 11 students at high risk of failing, the following enhancements were identified: their retention-to-graduation rate increased 5.3 percentage points to 97.1%, their nursing program GPA increased nearly one-quarter letter grade, their time-per8isted-in-program increased 0.7 months, and their nursing board examination pass rate increased 15 percentage points.
A Confirmatory Factor Analysis of the Structure of Tacit Knowledge in Nursing
Authors: Fox Christine
Published: April 2021

ABSTRACT

The purpose of this study was to examine the structure of tacit knowledge in the nursing profession. Using research in implicit learning and practical intelligence as a theoretical framework, a paper-and-pencil measure of tacit knowledge for nurses was developed and refined. Five models, each representing an established theory of traditional intelligence, were compared in terms of fit to the data. The results of the confirmatory factor analysis suggest that Model 3, a hierarchical model of intelligence, was the most plausible representation of tacit knowledge in nursing. The results indicate that the portion of managerial decision making learned implicitly on the job is mainly accounted for by managing tasks and others. Suggestions for nursing education include teaching effective strategies for managing tasks, such as handling increased workloads, establishing priorities, and delegating responsibility.
Severe Visual Loss Resulting From Occlusion Therapy for Amblyopia
Authors: Simon John W , Parks Marshall M , Price Elaine C
Published: April 2021

ABSTRACT

Two children developed profound visual loss in the eye being patched full time because of strabismic amblyopia in the fellow eye. The first had been patched for 13 days at age 18 months. Complete resolution was noted on the 40th day of reverse occlusion. The second had been patched for 1 month at age 9 months. After 3 months without treatment, reverse occlusion was instituted and was continued for 3 years. Mild amblyopia persists in both eyes of the second child. Although rare, occlusion amblyopia can occur in young children being patched full time. We usually avoid full-time occlusion and monitor patients at intervals at least as frequent as 1 week per year of age.
Stargardt's Disease: The Evolution of a Diagnosis
Authors: Smith Barry F , Smith Jean B , Low Joanne
Published: April 2021

ABSTRACT

In Stargardt's disease, a gradual loss of vision may precede both the appearance of paracentral or peripheral retinal flecks as well as funduscopically obvious macular changes. This latency delayed a diagnosis of Stargardt's disease in a young girl who underwent neurologic testing for what eventually turned out to be a retinal problem. At one stage in evolution, when retinal flecks and only subtle changes in the maculae were present, a diagnosis of a pure form of fundus flavimaculatus was considered likely. When severe granularity and atrophy of the maculae later developed in the presence of the retinal flecks, a more appropriate diagnosis of Stargardt's disease was made. As the degenerative and atrophic changes in the maculae became more pronounced in early adulthood, the flavimacular retinal flecks had all but disappeared.
Ocular Motor Apraxia Associated With Intracranial Lipoma
Authors: Summers C Gail , MacDonald John T , Wirtschafter Jonathan D
Published: April 2021

ABSTRACT

Congenital ocular motor apraxia is rarely associated with brain tumors. A 10-month-old girl with normal vertical eye movements and head thrusting to initiate horizontal saccades is presented. CT brain scan revealed a midline posterior fossa mass and histopathology confirmed the clinical diagnosis of lipoma. Unlike previously described cases of posterior fossa brain tumors associated with congenital ocular motor apraxia, this patient showed persistent ocular motor apraxia despite complete resection of the tumor.