bluuebunny/crossref_metadata_2025 huggingface dataset:
Platelet-Rich Plasma Injection Reduces Pain in Patients with Recalcitrant Epicondylitis
Authors: Hechtman Keith S. , Uribe John W. , Botto-vanDemden Angie , Kiebzak Gary M.
Published: April 2021

Thirty patients (31 elbows) with epicondylitis unresponsive to nonsurgical treatment (including steroid injection) for >6 months received a single treatment of platelet-rich plasma injected with a peppering technique. Patients were followed using a 5-subcategory visual analog scale (VAS) for pain (0, no pain; 10, worst possible pain), modified American Shoulder and Elbow Surgeons assessment survey, and VAS for patient satisfaction (0, not at all satisfied; 10, very satisfied). Successful treatment was defined as a 25% decrease in worst pain at follow-up with no intervention after 1 year.

Two patients (2 elbows) elected for surgery 1 month postinjection. Of the remaining 29 elbows followed, 28 had a 25% reduction in worst pain at ≥1 follow-up visits, for an overall success rate of 90% (28 of 31 elbows). Mean scores for worst pain at baseline, 3 months, and last follow-up (patients with at least 6 months of follow-up; 25±14 months) were 7.2±1.6 (n=30 elbows), 4.0±2.2 (n=23), and 1.1±1.7 (n=26), respectively (
P
<.01 or less comparing follow-up scores to baseline using each patient as his or her own control). Patient satisfaction scores improved from 5.1±2.5 at 1 month to 9.1±1.9 at last follow-up (
P
<.01). Only 1 patient reported no improvement after 6 months. Results suggest that a single platelet-rich plasma injection can improve pain and function scores, thus avoiding surgery.
Evaluation of Scarf Osteotomy for Management of Hallux Valgus Deformity
Authors: Aly Tarek A. , Mousa Weam , Elsallakh Sameh
Published: April 2021

Hallux valgus is a complex progressive deformity affecting the forefoot. The main pathologic anatomy concerns the first metatarsophalangeal joint, including a varus or medial deviation of the first metatarsal and pronation deformity in the longitudinal axis. The goal of this study was to evaluate a series of consecutive patients over a 2-year period after a scarf osteotomy of the first metatarsal.

A scarf osteotomy was performed on 31 consecutive patients with moderate to severe hallux valgus deformity (intermetatarsal angle, 13–22°; hallux valgus angle, 20–44°). Twenty-nine women and 2 men had an average age of 57 years (range, 21–71 years) at the time of surgery. Preoperative and postoperative evaluations included standing anteroposterior and lateral radiographs, American Orthopaedic Foot and Ankle Score (AOFAS) score, physical examination, and foot pressure analysis by weight-bearing ink prints. Patients were evaluated radiographically and clinically in the initial postoperative period (≤1 month), intermediate postoperative period (2–6 months), and final follow-up (12–36 months). Twenty-eight feet were available for analysis. Five of the 28 feet had concurrent surgeries on the lesser toes for hammer-toe correction or preoperative metatarsalgia. Paired Student
t
test on the 28 feet showed a statistically significant improvement (
P
<.0001) between pre- and postoperative intermetatarsal angle, hallux valgus angle, and AOFAS score. One foot had recurrence of the hallux valgus deformity. Paired analysis of variance of the 27 feet without recurrence showed a statistically significant improvement in the pre- and postoperative parameters (
P
<.0001). From this subset, the multiple-comparison Student-Newman-Keuis post hoc test showed a statistically significant (
P
<.0001) preservation of the correction in the intermediate follow-up period to final follow-up at an average 28 months.
Intra-Articular Morphine Enhances Analgesic Efficacy of Ropivacaine for Knee Arthroscopy in Ambulatory Patients
Authors: Lykoudi Irini , Kottis George , Nikolaou Vassilios S. , Setaki Pandora , Fassoulaki Argyro , Efstathopoulos Nicolas
Published: April 2021

The aim of this double-blind, randomized control trial was to compare the effectiveness of intra-articular ropivacaine alone or with morphine or ketoprofen for controlling pain after arthroscopic knee surgery. One hundred fifty-six patients scheduled for elective knee arthroscopy were recruited. All patients received general anesthesia and were randomly assigned to 4 groups to receive intra-articular ropivacaine 40 mg (group R), ropivacaine 24 mg plus morphine 8 mg (group R+M), ropivacaine 36 mg plus ketoprofen 100 mg (group R+K), or normal saline (group N/S). Pain, sedation, orientation, nausea, vomiting, and urine retention were recorded at 0, 1, 2, 4, 8, 12, and 24 hours postoperatively. Pain was evaluated by a 10-cm visual analog scale (VAS). When the pain was >2, a suppository of 400 mg paracetamol plus 10 mg codeine plus 50 mg caffeine was given. Results showed that at 4 hours postoperatively, pain differed significantly among the 4 groups (
P
<.001), with less pain recorded in the R+M group. Similarly, the number of suppositories administered postoperatively to the R+M group was significantly less (
P
<.001) vs the other groups. Patients who received ropivacaine and morphine or normal saline had a higher incidence of nausea and vomiting vs the other groups (
P
=.001 and
P
=.036, respectively).

The combination of intra-articular ropivacaine and morphine is associated with less pain after knee arthroscopy during early recovery but with a higher incidence of nausea and vomiting. However, the addition of ketoprofen to ropivacaine provides relatively satisfactory pain relief, but with fewer side effects compared to morphine.
Torsional Stability of Uncemented Femoral Stems in Oncologic Reconstructions
Authors: Scharschmidt Tom , Cohen Amy , Thomas Noelle , Ching Randal , Conrad Ernest
Published: April 2021

Modular oncology implants using uncemented fixation represent a popular reconstruction technique for limb salvage patients. Initial stability is critical to facilitate bony ingrowth of host bone into the stem of a press-fit oncologic modular rotating-hinge total knee arthroplasty (TKA). The impact of stem design on initial stability has not been defined. The goal of this study was to evaluate the initial stability of 3 different stem designs as defined by torsional load to failure. An analysis of imaging was also performed.

The pilot study consisted of 5 femora in each of 3 groups based on stem design. The specimen was mounted on a multi-axis biomechanical test frame equipped with a Vicon 3D motion analysis 4-camera system (Vicon Motion Systems, Lake Forest, California) to track the relative motion between the implant and the femur. Torsional force was applied until failure. The straight-fluted stem design had the highest average torsional stiffness (18.3±8.2 Nm/deg) and average torque at 150 μm of implant micromotion (23.2±10.6 Nm) of the 3 stem types tested.

The results of this study will help to guide surgical decision making in limb salvage cases. Further investigation is warranted.
Recurrent Shoulder Instability and Arthritis Treated with Graft Jacket Resurfacing, Hemiarthroplasty, and Bone Grafting
Authors: Anakwenze Oke A. , Huffman G. Russell
Published: April 2021

The treatment of recurrent shoulder instability in the presence of large bony defects of the glenoid and/or the humeral head is evolving. The young patient with significant glenohumeral arthrosis presents unique challenges in terms of management. In the presence of large glenohumeral bony defects, several authors have reported poor outcomes with attempted soft tissue stabilization only. Therefore, some type of bony reconstruction is generally recommended. Glenohumeral arthrosis is a known complication of recurrent shoulder dislocation. The role of arthroplasty and glenoid resurfacing options in young patients is controversial given the demands in this group.

This article presents a case of a 35-year-old patient who presented with coexisting bony defects—an engaging Hill-Sachs defect and a bony Bankart defect causing recurrent shoulder instability—and post-dislocation glenohumeral arthritis with resultant pain. He underwent a humeral hemiarthroplasty, glenoid structural bone grafting, and a glenoid graft jacket. At 2-year follow-up, he reported a favorable outcome.

This case represents an encouraging treatment approach for a young patient with recurrent instability caused by coexisting bony defects and significant arthrosis.
Rupture of Small Finger Flexor Tendons Secondary to Asymptomatic Nonunion of the Hamate Hook
Authors: Pajares-López Miguel , Hernández-Cortés Pedro , Robles-Molina María José
Published: April 2021

The incidence of fractures of the hamate hook (hamulus) has been reported to be between 2% and 4% of all carpal fractures. Untreated hamulus nonunion can cause attritional rupture of the ulnar digits’ flexor digitorum profundum tendons. Rupture of flexor tendons due to nonunion of the hook of the hamate is an uncommon injury. Most surgeons treat the tendon lesion by a graft, transfer of the superficial flexor of the ring finger, or terminolateral suture of the distal stump of the deep flexor tendon of the little finger to the deep flexor tendon of the ring finger.

This article reports a case of a 52-year-old right-handed man who presented with weakness of grip and loss of active flexion of both distal and proximal interphalangeal joints of the right small finger lasting 2 weeks due to grip strength while working. The clinical history and the physical examination were dissonant, and a computed tomography scan revealed a nonunion of the hamulus. Intraoperatively, the nonunion of the hamate hook was identified and the bony ossicle excised. The flexor digitorum profundus and superficialis to the small finger were both ruptured. The flexor digitorum profundus tendon was repaired with a termino-terminal suture.

The patient returned to work within 3 months without restriction. Six months postoperatively, the patient had no pain and achieved full active flexion of the small finger.
Use of Extraneous Conversation in the Teaching of Nursing Skills
Authors: Benjamin Gail , Benson Ruth , Crim Betty , Edgar Christine , Kautsch Cathy , Langland Rose Mary , Flynt Terry D , Raithel Julia Ann
Published: April 2021

ABSTRACT

The purpose of this study was to explore the use of extraneous conversation as a distractor while assessing students' level of skill acquisition in the laboratory. The sample consisted of 50 nursing students enrolled in Introduction to Nursing Methods at a large Midwestern university. Subjects were assigned randomly to experimental and control groups. Extraneous conversation was used as a distractor during skill demonstration of intramuscular injections by the 25 students in the experimental group. The 25 students in the control group were not verbally distracted during skill demonstration. These skill demonstrations were videotaped.

Data were collected from three evaluations: during the skill demonstration, a rating was based on the inclusion of critical elements; later on viewing the video tapes, faculty assigned a score to the performance based on the number of elements included; students were re-evaluated in the clinical setting based on guidance given by the instructor, performance of critical and noncritical elements, and the smoothness of the performance. Analysis of data from the ratings of students in the laboratory and from the ratings of students from the video tapes with the Wilcoxon rank-sum test revealed no significant differences (a = .05) in performance for the experimental and control groups. Chi-square analysis of data from the evaluation in the clinical setting indicated that students in the experimental group performed at a higher level than students in the control group.
Continuing Education Program Evaluation for Course Improvement, Participant Effect and Utilization in Clinical Practice
Authors: Faulk Lynne G
Published: April 2021

ABSTRACT

An evaluation of a single continuing education (CE) program was conducted by the presenter to assess impact of the offering and gather information for course improvement. The purpose of this evaluation was to document if and to what extent the learners attained the program's objectives and also to systematically examine the program to see how it might be improved. The third purpose was to document if participants' interest was stimulated by the program and if they actually used the information in clinical practice or at least found it helpful. Fifty-five nurses participated in completing a pretest and posttest, reactionnaire at the conclusion of the program and follow-up questionnaire.

Participants made significantly (p < .05) better scores on the posttests as compared to the pretest. On the evaluation form, 98% of the nurses responded that they had learned new facts, and 75% indicated that information was moderately new. In addition, a slight majority (58%) responded that they changed their beliefs about asserti veness. Of returned follow-up questionnaires, 95% told others about the program, and 59% read articles. All nurses indicated they had found the information useful, and 87% had actually used the information in clinical practice.

This study documents a method for CE administrators and educators to evaluate the impact of CE and provide information for course improvement. The evaluation supports the program's worth. Participants benefited in terms of knowledge and interest. In addition, program strengths/ weaknesses were identified.
Predictors of Success in Nursing School and on State Board Examinations in a Predominantly Black Baccalaureate Nursing Program
Authors: Dell Mary Ann , Halpin Gerald
Published: April 2021

ABSTRACT

High school grade point averages, Scholastic Aptitude Test verbal and quantitative scores, and National League for Nursing Pre-Nursing Examination scores were obtained for 456 black students enrolled in a private baccalaureate school of nursing. Discriminant analysis showed that these measures significantly differentiated between dropouts and graduates. For 181 graduates, these same predictors plus college grade point average also significantly differentiated between passers and failers on the State Board Examination.
Baccalaureate Nursing Education: Students' Perceptions of Roles, Effort, and Performance
Authors: Swanson Marcia J
Published: April 2021

ABSTRACT

This study analyzed differences in the perceptions of three groups of nursing students regarding their total role investment, quality of effort, and nursing performance. One hundred ninety-four senior baccalaureate nursing students enrolled in generic or RN completion programs responded to a questionnaire containing three measurements: The Total Role Investment Scale, Pace's College Questionnaire, and Lubno's modified version of Schwirian's Six-Dimension Scale of Nursing Performance. Significant differences were found among the three groups of students in biographical data, total role involvement, quality of effort, and nursing performance. Quality of effort and total role investment were the best predictors of nursing performance. The type of baccalaureate nursing program was not a significant predictor of nursing performance.
Learning From Experience: Differences in How Novice vs. Expert Nurses Diagnose Why an Infant is Crying
Authors: Holden George W , Klingner Ann M
Published: April 2021

ABSTRACT

Diagnosing client health problems is a well -recognized task for nurses. This study examined the effects of nursing education and experience on that problem-solving process by comparing the performance of four groups of nurses. Junior and senior nursing students, nursing students who were parents, and pediatrie nurses solved two computerpresented problems. The task involved acquiring information in order to evaluate competing causal hypotheses. One problem concerned why an infant was crying and the other was a control problem. A number of group differences were identified. The experienced groups of pediatrie nurses and parents differed from the student nurses by using less information and selecting different information units, such as information about the infants age, earlier in the problems. Parents were the most accurate; they did not select any incorrect hypotheses. The dual roles of education and experience are discussed and it is proposed that computerpresented simulations can be an important tool for understanding problem-solving processes, as well as for promoting clinical skill development.
Knowledge, Retention, and Attitude Effects of Computer-Assisted Instruction
Authors: Gaston Susan
Published: April 2021

ABSTRACT

The effects of computer-assisted instruction (CAI) and lecture upon knowledge, retention, and attitudes of baccalaureate nursing students were compared in this research study. Retention was of particular interest, since few nursing CAI studies have investigated this concept. A two-group posttest design with a second posttest eight months later was used. Lesson content for both the CAI and lecture groups was the nursing research problem. The CAI group used an interactive tutorial written in BASIC. The lecture group was presented the same content using transparencies. There were no significant differences in knowledge, retention, or attitudes between the CAI and lecture group. Attitudes toward CAI were positive. CAI is as effective as lecture for learning knowledge and retention.
A Review and Synthesis of the Research on Role Conflict and Its Impact on Nurses Involved in Faculty Practice Programs
Authors: Lambert Clinton E , Lambert Vickie A
Published: April 2021

ABSTRACT

A review of the literature is presented that offers an overview of state-of-the-art research on role conflict and its impact on nurses involved in faculty practice programs. The literature is described in terms of: 1) where the research has been reported; 2) who the researchers have been and from what discipline they have come; 3) the major theoretical perspectives used; 4) the unit of analysis studied; and 5) the research methods used.
Ethnicity, Academic Skills and Nursing Student Achievement
Authors: Safian-Rush Donna , Belock Shirley
Published: April 2021

ABSTRACT

In 1982, Florida legislation mandated the use of the College Level Academic Skills Test (CLAST) to measure student achievement in college-level communication and computation skills. The exam is currently used in Florida's schools of higher education as a requirement for admittance to the junior year.

This article addresses the CLAST as a predictor variable of academic success for students (N= 55) seeking a baccalaureate degree in nursing and for their ability to pass the examination for registered nurse licensure on their first attempt. The study also looks at other factors such as student grade point averages, ethnicity, foreign birth, and age to determine their importance, if any, in the success rate of nursing students and graduates.

Results of the Pearson Product Moment Correlation Coefficient Index showed that CLAST scores do correlate positively with licensure exam scores, as does age. Ethnicity and sex did not reveal any correlations, which may have been due to the small sample size.
Nursing Role Orientation of Three Groups: From the Naive to the Realistic
Authors: Brotherton Sarah E
Published: April 2021

ABSTRACT

A comparison was made of the responses of nursing students, non-nursing students, and nurses to an instrument designed to measure nursing-role orientations. In addition, the nursing students were evaluated on this instrument before and after taking a professional role development course.

Factor analyses indicated that, in general, this instrument did not measure the orientations as planned; however, it did reveal a "nursing awareness" continuum. The factors generated by the responses of the non-nursing students reflected naivete regarding nursing, while the nurses were realistic. The nursing students were similar to the nonnursing students before taking the professional role development course and similar to the nurses after the course. Although there were no significant pretest-posttest differences, the nursing students' factors indicated greater knowledge of nursing professionalism after completing the course. Nursing role orientations should not be considered fixed entities, but conceptions affected by nursing experience. The failure of the instrument to measure nursing role orientations as intended supports suggestions that nursing role orientations have changed in recent years. More "modern" orientations may be appropriate at this time.
A Comparison of RN Students in Two Types of Baccalaureate Completion Programs
Authors: Thurber Frances W
Published: April 2021

ABSTRACT

The purpose of this study was to compare perceptions of nursing programs and attitudes toward professional nursing behaviors in entering and exiting registered nurse students enrolled in generic and second step baccalaureate degree completion programs. The convenience sample of 233 registered nurse students was drawn from eight baccalaureate nursing programs in a metropolitan area. Data included a student profile, perceptions of program in which enrolled, a professional attitude scale, and demographics. Data were factor analyzed to cluster items into distinct empirical groups and then examined by analysis of variance using program type and entry/exit status as covariates.

Factor analysis of program perception data delineated six principal factors. On two of the factors, overall nursing role attainment and communication ability, entering second step students held significantly higher expectations. However, responses of exiting students as to how well expectations had been met were similar between the two program types. Similar analysis of the professional attitude scale differentiated five factors. Results showed that among students entering both program types, second step entrants had significantly more professional attitudes (p < .01). Differences between the exiting groups were not significant. This study suggests that professional attitude formation is not dependent upon type of baccalaureate completion program in which enrolled but may relate to type of prior nursing education.
Guided Design: Evaluation of a Model for Teaching Nursing Research
Authors: Selby Maija L , Tuttle Dorothy M
Published: April 2021

ABSTRACT

Evaluation of strategies for teaching research is a major priority in nursing education. This quasiexperimental evaluation of the Guided Design model for teaching nursing research showed highly significant (p *s .0001) improvements in knowledge of research and attitudes toward research among three classes of graduate nursing students. In this model, a hypothetical professional, created by the instructor, guides students through the development of a research proposal to address a problem in a reality-based clinical situation. The instructor structures the class so that at each research step, students receive instructions, apply new learning to closed problems, and then engage in group decision-making, regarding the appropriate research step in their proposal; upon completion of each step, they receive feedback regarding the hypothetical professional's decisions. The consistent improvement in our students' research performance and attitudes suggests that Guided Design is a useful model for teaching nursing research.
RNs' Perceptions of Their Baccalaureate Programs: Meeting Their Adult Learning Needs
Authors: Beeman Pamela
Published: April 2021

ABSTRACT

The American Nurses' Association's (ANA) 1985 resolutions have resulted in an influx of registered nurses into a variety of baccalaureate programs. The purpose of this study was to compare ways in which 12 baccalaureate programs in nursing were perceived by RN students and to note significant differences among programs in meeting adult learning needs.

Data were gathered using the Beeman Educational Environment Measure for Adult Nurses instrument, which contains statements related to adult learning principles. Findings revealed significant differences among three groups of students on three scales: RNs in RN-only programs (BRNs; n = 129); RNs in basic BSN programs (n = 59); and non-RNs (n = 96). RNs in basic programs indicated that facets of their programs often inhibited learning while BRNs found that their programs better promoted an orientation to learning, met their practical concerns, and more often fostered adult characteristics such as self-direction and independence. All students found their educational environments offered them some support.
Nursing Image as Reflected in Sex Role Preferences
Authors: Van Cleve Lois
Published: April 2021

ABSTRACT

This study examined the relationships between sex role preference and image of nursing among 43 female freshman students of nursing. Student nurses who envisioned themselves as fulfilling a more traditional female role saw nursing differently from those who envisioned themselves as more liberal. The Dreyer Sex Role Preference Profile delineated two groups. A two-tailed test of proportions was used to analyze the data with significance determined at the .05 level. The groups differed significantly on nine of the 19 attributes of nursing, and differed in the importance to self on eight of the 19 items. Interestingly, however, none saw themselves as strongly traditional.
Attitudes About Faculty Practice, Perceptions of Role, and Role Strain
Authors: Steele Ruby L
Published: April 2021

ABSTRACT

This study examined the opinions and beliefs of 292 faculty and 53 deans regarding clinical practice of nursing faculty and their perceptions of role and role strain. Research hypotheses were formulated to test for statistically significant differences between practicing and nonpracticing faculty. Respondents ranked their perceptions of the importance of various faculty responsibilities and indicated the degree of difficulty they experienced in fulfilling those obligations. Significant differences appeared. Practicing faculty ranked practice higher in importance than did nonpracticing faculty or deans. They (practicing faculty) believed that being actively involved in the clinical area increased their teaching effectiveness and scholarly productivity. Although the practicing faculty did not rank research as high a priority as did nonpracticing faculty or deans, they reported less role strain and felt more confident in other aspects of the faculty role.
Professional Autonomy and Ethical Decision-Making Among Graduate and Undergraduate Nursing Majors: A Replication
Authors: Cassidy Virginia R , Oddi Lorys F
Published: April 2021

ABSTRACT

The purpose of this study was to validate the findings of a previous investigation of differences in perceptions of idealistic and realistic moral behavior and attitudes toward autonomy, patients' rights, and traditional role limitations among four groups of nursing students. A sample of 147 associate, generic baccalaureate, degree completion, and master's students anonymously completed the Judgments About Nursing Decisions (JAND) and the Nursing Autonomy and Patient Rights Scale (NAPRS). Only three findings from the original study were validated: that both age and ethics education have effects on attitudes toward autonomy as measured by the NAPRS and that, overall, there is a consistent lack of significant findings on JAND scores among groups studied.
Clinical Structure and Evaluation in Baccalaureate Schools of Nursing
Authors: Karns Phyllis , Nowotny Mary
Published: April 2021

ABSTRACT

A descriptive survey method was used to study clinical structure and evaluation in NLN-accredited baccalaureate degree schools of nursing. A 68% response rate of 198 mailed questionnaires elicited responses from deans, directors, associate deans or curriculum committee chairpersons regarding the schools' clinical structure and evaluation methods. Structure of the clinical courses was almost equally divided; 69 programs had an integrated focus and 60 had a specialty focus. The majority of schools (59%) used the pass-fail method for grading clinical performance and 41% used numerical or letter grades (A-F). Most of the programs used faculty-developed evaluation tools that varied between clinical courses. Study results showed a significant difference at the .001 level in faculty satisfaction. Faculty who graded pass-fail were more satisfied than those who used numerical or letter grades.
Preceptorial Students' View of their Clinical Experience
Authors: Peirce Anne Griswold
Published: April 2021

ABSTRACT

A preceptorial is a one-on-one reality-based clinical experience in which the staff nurse supervises the learning experience. Many schools of nursing use preceptor clinicals for the last clinical experience, but no studies were found that examined how students viewed that experience. This qualitative study was undertaken to ascertain how undergraduate preceptorial students view their clinical experience. In addition, since the program studied also uses preceptorials for its students' first clinical experience, the study examined differences in perception about the preceptorial between first- and second-level students.

The students were asked to complete an anonymous open-ended questionnaire about their clinical experience. Content analysis was performed on the answers using the whole response to the question as the unit of analysis. Indicators of reliability and validity were established.

Two themes emerged from the analysis: what students desire from their clinical experience and the factors that influence the preceptorial clinical experience. In addition, differences were found between perceptions of students in the first and last preceptorial clinical experiences. The results were discussed in terms of clinical experiences and possible differences in perception of clinical between those who have preceptorial and traditional faculty-led clinical experiences.
Validation of Prior Nursing Knowledge and Performance in BSN Education by RN Students
Authors: Kearney Rose T
Published: April 2021

ABSTRACT

This ex post facto study was designed to investigate the use of validation testing of prior nursing knowledge by registered nurse (RN) students for possible correlates usable in baccalaureate nursing education. Record reviews were used with a convenience sample of 182 registered nurses enrolled in a baccalaureate nursing program. Criteria for selection of records included documentation of performance on a standardized validation exam and achievement in two required junior-level clinical courses. The four null hypotheses were rejected with the validation exam as the dependent measure. Significant positive relationships were found with mean scoring on the validation measure and achievement in prerequisite and required upper-division course work. Findings also indicated significantly higher scores on the validation exam after a longer time since graduation from the basic nursing program. Implications of practice experience and academic achievement in the basic nursing program need to be considered in the case of RN students who wish to pursue a baccalaureate in nursing.
Competence to Provide Health Education: Perception of Nursing Students and Faculty
Authors: Milde Frances K , Heim Carol L
Published: April 2021

ABSTRACT

A survey study was conducted to examine perceptions about health education competence. Faculty and students from two baccalaureate nursing programs completed a 41-item questionnaire rating both present and desired competence to provide health education. The results indicated that: (1) students had a higher expectation of performance for the role of health educator than did the faculty, (2) the present performance level for all groups was at a lower level than the desired performance for the future, (3) faculty and students perceived less competence for application of the teaching process with groups than with individuals, (4) students currently perceive themselves at the same level that faculty identifies as the desired level of competence, and (5) the desired performance level for graduates was defined as ability to perform without supervision and with reasonable efficiency.
A Phenomenological Study of Faculty-Student Caring Interactions
Authors: Dillon Rosemary Shyne , Stines Pauline Wright
Published: April 2021

ABSTRACT

Caring is an essential component in nursing that must be affirmed and nurtured. A National League for Nursing resolution in 1990 called for the incorporation of caring in nursing curriculum. Kelle/s (1992) study of the major influences on senior nursing students' professional selfconcept concluded that faculty were the dominant role models of caring. Nurse educators must determine effective ways of demonstrating caring. This study explored the perceptions of faculty caring behaviors as experienced by students at the practical nurse and nurses' aide levels. The research replicated a phenomenological study of baccalaureate nursing students (Beck, 1991). The results indicate that the participants perceived caring as recognition of their unique individuality and the sharing and giving of self and time by the faculty. Some unusual responses, deemed to be "positive-negatives" by the authors, are apparently unique to students at this entry level. The knowledge acquired in this study could be utilized by nursing faculty in order to reinforce or enrich caring interactions with students.
Critical Reflections About Professional Ethical Stances: Have We Lost Sight of the Major Objectives?
Authors: McAlpine Heather
Published: April 2021

ABSTRACT

Increasingly, the professional literature reflects a call for the adoption of a (feminist) "ethic of caring" as a model for moral education in nursing. But what is not clear is the relationship between "care" and "ethics," or between an "ethic of caring" and "moral education." Has ethics, and the issue of ethics education for nurses, become entangled with what may be a separate issue of an "ethic of caring" for the nursing profession?

This article presents an overview of evolving ethical stances of three professions, and shows how the dichotomous views within philosophy and psychology have strongly influenced ethical thought in nursing. Major questions concerning the stances are raised. Nurse educators need to have a critical awareness of the scope and complexity of the discussion, and the ability to closely scrutinize conclusions reached by each profession's theorists. Viewpoints concerning what should comprise ethics education in nursing will depend on the particular ethical stance adopted. Ethics education for nurses will continue in its present confused state until there is focused and directed critical reflection about what is currently known regarding moral development, ethical thought, and the role of education in both.
Literary Works as Case Studies for Teaching Human Experimentation Ethics
Authors: Cassidy Virginia R
Published: April 2021

ABSTRACT

Case studies are widely used as a teaching strategy for a variety of topics in various disciplines. They are particularly valued as a teaching strategy in the teaching of ethics because they provide a context for understanding the complexities of situations involving ethical dilemmas. This article describee the successful use of two literary works as case studies in teaching master's students about the ethical issues in human experimentation. Pygmalion and Flowers for Algernon were selected to exemplify the ethical considerations important in the conduct of research with human subjects. Students found the assignment both personally and professionally stimulating and recommended continued use of the assignment in the course.
A Special Pathway for Registered Nurses with Baccalaureate Degrees in Fields Other than Nursing
Authors: Frik Seigina M , Speed Denise J , Pollock Susan E
Published: April 2021

ABSTRACT

In response to the need for nurses with advanced degrees, Lehman College of The City University of New York instituted a special pathway to graduate education for registered nurses with baccalaureate degrees in other disciplines. More commonly referred to as the non-BSN program, this alternative pathway has provided the opportunity for approximately 65 registered nurses to obtain the masters degree in nursing during the past six years. The purpose of this study is to evaluate the effectiveness of the bridge course in preparing registered nurses with baccalaureate degrees in fields other than nursing for graduate nursing education.
Intervention to Promote Safer Sexual Behaviors and Educate Peers About HIV/AIDS
Authors: Nokes Kathleen M
Published: April 2021

ABSTRACT

Sexually active college students are at risk for infection with the Human Immunodeficiency Virus (HIV). Nursing students can learn a variety of desirable professional skills and provide an important service to their college peers by participating in an ongoing intervention to promote safer sexual behaviors. Since 1989, nursing students at a publicly supported urban college have been providing a HIV Primary Prevention intervention on a sustained basis. During each semester, at least 1,000 college students complete a quiz that tests their knowledge about condoms and engage in discourse with a nursing student about HIV/AIDS. Content analysis of the evaluations submitted by the nursing students (N=43) identifies how this independent study enhances both professional and personal growth.
Academic Outcomes and Stress in Full-Time Day and Part-Time Evening Baccalaureate Nursing Students
Authors: O'Connor Priscilla C , Bevil Catherine A
Published: April 2021

ABSTRACT

This study examined differences in stress and academic outcomes in generic baccalaureate nursing students enrolled in a full-time day program and those enrolled in a part-time evening program. The study also sought to identify the relationship between stress and academic outcomes and between selected demographic variables and stress in these two groups of nursing students. Day and evening students did not differ on trait or state anxiety scores measured at the beginning of the semester; by mid-semester, state anxiety scores increased in evening students only. Nevertheless, no relationship between stress and academic outcomes was found in either group. Of the demographic variables examined, age and number of dependents were related to stress. There was no relationship between hours employed and stress scores. Students enrolled in an evening nursing program were able to achieve academic outcomes comparable to their day counterparts despite reporting greater stress and more hours spent in employment each week. The high stress reported by both day and evening students has implications for the development of support programs and stress reduction interventions in nursing schools.
Instructional Responses to Ethnically Diverse Nursing Students
Authors: Yoder Marian K
Published: April 2021

ABSTRACT

The purpose of this study was to identify the processes by which nurse educators teach ethnically diverse nursing students and to formulate a substantive theory that explains the processes of responding and the potential consequences of educators' actions for students. Data were obtained by in-depth interviews with two groups of informants: 26 nurse educators teaching in California nursing programs and 17 ethnic minority nurses representing three population groups: Asian-Americans, African- Americans, and Mexican-Americans. Strategies from Grounded Theory Methodology were used for data analysis and theory development. The findings describe the process of responding and the five patterns of variation in faculty responses to ethnically diverse nursing students. Issues faculty might examine when interacting with ethnically diverse students and the positive and negative consequences of different patterns of interactions are described.
Violence-Related Content in the Nursing Curriculum: A National Study
Authors: Woodtli M Anne , Breslin Eileen
Published: April 2021

ABSTRACT

Educational preparation of nurses is key to their effective participation in prevention, assessment, treatment and care of victims and survivors of violence. This exploratory study examined the extent, placement, and faculty responsible for curricular content on abuse and violence against women, children, and elders. The national study, grounded within an ecological framework, used a 35-item mailed questionnaire that included demographic, course content and curriculum development items. Completed questionnaires were returned from 298 (48%) of programs surveyed. Findings showed that most programs included content related to women, child and elder abuse; each content area was presented in two hours or less; and clinical practice opportunities were primarily coincidental. Fifty-three percent of respondents believed content was adequately addressed; 68% recommended curriculum development workshops to address curricular issues related to violence. The significance of the study is related to the relevancy of current nursing education to social problems of increasing violence and abuse.
Relationship Between Selected Discourse Strategies and Student Critical Thinking
Authors: Rossignol Marycarol
Published: April 2021

ABSTRACT

This study investigated the relationship between use of selected discourse strategies and level of student critical thinking in nursing clinical post-conferences. Selected discourse strategies included: (a) teacher high-levei questions, (b) teacher elaboration of student ideas, (c) teacher probing questions, (d) student participation, and (e) student-to-student participation. The level of student critical thinking was defined as the quartile ranking of students (N=57) on the Watson-Glaser Critical Thinking Appraisal summative measure. It was hypothesized that greater use of discourse strategies would be associated with high-levels of student critical thinking.

All discourse strategies were significantly associated (p < .0001) to student quartile ranking for one taping session Conference II). Further analysis, however, revealed ambiguous patterns of two-way associations. The more consistent findings suggested a conceptual relationship between less student talk and student-to-student talk and high-levels of student critical thinking.
Computer-Assisted Diagnosis of Strabismus
Authors: Albicka Krystyna , Metz Henry S , Albicki Alexander , Cohen Gerald
Published: April 2021

ABSTRACT

A program for use on a microcomputer was developed to assist in the diagnosis of strabismus. The matrix consists of 41 separate disorders and 59 facts (history and examination findings). The facts are answered in a yes/no format. The relationship between the fact and the disorder is weighted as to whether the fact is always present, usually present, sometimes present, not related, unlikely to be present, not usually present, or never present.

The computer makes the diagnosis (or diagnoses) indicating the most likely disorder when several are possible from the information given. Over 300 patient files were tested with the program. Of the last 50 records reviewed (70 disorders), the computer diagnosis agreed with the clinical diagnosis in 91% of the cases. Continued refinement of the program should be able to improve this accuracy.
Prolonged Survival of a Child With Metastatic Retinoblastoma
Authors: Petersen Robert A , Friend Stephen H , Albert Daniel M
Published: April 2021

ABSTRACT

A boy was discovered to have retinoblastoma in his right eye at age 29 months. The eye was enucleated and showed invasion of the choroid and optic nerve on examination. Bone marrow aspiration was negative in January 1981. Orbital recurrence was noted 1 month later and bone marrow aspiration was positive 2 months later. MAD-DOC* chemotherapy and radiation therapy to the right orbit and brain were initiated immediately. The tumor has remained in remission since completion of the chemotherapy 18 months later. A preleukemic syndrome occurred in July 1984, and a successful bone marrow transplantation was performed in November 1984. He resumed normal growth and has remained well. Metastatic retinoblastoma should no longer be thought of as invariably fatal.
Eyelid Depigmentation Following Corticosteroid Injection for Infantile Ocular Adnexal Hemangioma
Authors: Cogen Martin S , Elsas Frederick J
Published: April 2021

ABSTRACT

We report an unusual case of development of upper eyelid depigmentation in a child 4 months following corticosteroid injection of a periocular capillary hemangioma. Depigmentation has been described with local steroid injections for other dermatologie conditions, but has not been reported previously with treatment of infantile ocular adnexal hemangiomas.
Optic Disc Drusen and Primary Megalencephaly in Children
Authors: Hoover Darren L , Robb Richard M , Petersen Robert A
Published: April 2021

ABSTRACT

Three patients with primary megalencephaly were identified among 40 children seen in our clinic with pseudopapilledema due to optic disc drusen. These patients were genetically unrelated and did not have cutaneous hemangiomas, distinguishing their condition from the Riley-Smith syndrome. Although the nature of the relationship between optic disc drusen and primary megalencephaly is not clear, we feel that the two conditions have more than a chance association. A clinically important consideration is that the concomitant occurrence of pseudopapilledema due to optic disc drusen and a large head due to primary megalencephaly may lead to an erroneous diagnosis of increased Intracranial pressure in children.
Long-Term Results: Botulinum for Sixth Nerve Palsy
Authors: Wagner Rudolph S , Frohman Larry P
Published: April 2021

ABSTRACT

Eight patients with intracranial malignancies or vascular lesions and sixth nerve palsies were treated with botulinum toxin chemodenervation of the antagonist medial rectus muscle. Primary deviation ranged from 20 to 75 prism diopters (pd) of esotropia. Six were treated acutely (within 3 months of onset) and two, which demonstrated partial recovery of lateral rectus function but with residual esotropia and diplopia, were treated after 6 months. After a mean follow-up of 20.6 months, seven were diplopia-free with excellent rotations. Five had complete resolution ot the esotropia and diplopia, with near complete recovery of abduction. One had 6 pd residual esotropia, while another, whose sixth nerve had been resected, required a modified Jensen procedure, resulting in full rotations. The single case of bilateral sixth nerve palsy had a functional improvement but was lost to follow-up. One patient had a vertical strabismus induced with the injection and had a gradual return of the esotropia.
Regional Uveal Response to Increased Nutritional Needs in the Retinal Zone of the Developing Eye Demonstrated in an Eye With Retinoblastoma
Authors: Wolter J Reimer
Published: April 2021

ABSTRACT

The outer layers of the normal retina depend on indirect nutrition originating in the choriocapillaris and supplied to the retina by way of the pigment epithelium. An eye with exophytic retinoblastoma is used to demonstrate increased vascularity and tissue substance in the adjacent choroid believed to be indirectly induced by a regional increase in nutritional requirements in the retinal zone of a developing eye.
Exercise Induced Esotropia
Authors: Oesterle Carolyn S
Published: April 2021

ABSTRACT

A case of unusual intermittent esotropia and diplopia is reported. A 13-year-old boy experienced diplopia during vigorous exercise that resolved within 30 minutes after stopping the exercise. The symptoms had been present unchanged since age 6. Examination revealed orthophoria- After vigorous exercise an esotropia of 14 prism diopters in the distance developed, which gradually resolved over 30 minutes. Neurologic evaluation, CT scan, and magnetic resonance imaging scan have been normal. The symptoms have continued unchanged for 11 years. To my knowledge, no other similar case of exercise induced esotropia has been reported.