bluuebunny/crossref_metadata_2025 huggingface dataset:
Hematogenous Septic Arthritis of the Adult Hip
Authors: Yeargan S Austin , Perry John J , Kane Thomas J , Richardson Allen B
Published: April 2021

Abstract

A retrospective review of 10 patients admitted to 4 regional hospitals between 1987 and 1997 in whom acute septic hip arthritis was diagnosed was performed to compare presentation, laboratory and radiographic findings, treatment, and outcome. Patients presented with fever, hip or groin pain, and an inability to bear weight. Most patients manifested a leukocytosis, and all patients had an elevated erythrocyte sedimentation rate. Hematogenous septic hip arthritis is rare. The consequences of a missed diagnosis are serious and include death. Clinical examination combined with appropriate laboratory and radiographic studies leads to prompt diagnosis and treatment.
Administration of the Short Musculoskeletal Function Assessment: Impact on Office Routine and Physician-Patient Interaction
Authors: Agel Julie , Obremsky William , Kregor Philip , Keeve Jonathan , Abbott Paul , Buss Daniel , Swiontkowski Marc
Published: April 2021

Abstract

Outcome instrument use is becoming widespread. They must fit smoothly into the office flow and show the physician and patient value. Five practices incorporated the Short Musculoskeletal Functional Assessment (SMFA) into their office. Existing staff scored the SMFA. At the conclusion of the visit, the patient and physician assessed the impact of the SMFA on their interaction. Five hundred ten patients completed the SMFA. Physicians believed the verbal interaction had some effect with their patients 44% of the time. Physicians reported the SMFA had some effect on their management decisions 36% of the time. Physicians reported that the total score was helpful 43% of the time and the category scores were helpful 65% of the time. On completing the SMFA, patients reported no effect on their physician interaction 74% of the time and 88% believed it was worthwhile to complete. This validated musculoskeletal questionnaire adds value to the physician-patient interaction in approximately 30%-40% of encounters.
Innovations in the Management of Hip Fractures
Authors: Teasdall Robert D , Webb Lawrence X
Published: April 2021

Abstract

Hip fractures include fractures of the head, neck, intertrochanteric, and subtrochanteric regions. Head fractures commonly accompany dislocations. Neck fractures and intertrochanteric fractures occur with greatest frequency in elderly patients with a low bone mineral density and are produced by low-energy : mechanisms. Subtrochanteric fractures occur in a pre' dominantly strong cortical osseous region that is exposed to large compressive stresses. Implants used to address these fractures must accommodate significant loads while the fractures consolidate. Complications secondary to hip fractures produce significant morbidity and include infection, nonunion, malunion, decubitus ulcers, fat emboli, deep venous thrombosis, pulmonary embolus, pneumonia, myocardial infarction, stroke, and death.
Improvements in the Prevention of Postoperative Venous Thromboembolism in Hip Fracture Patients
Authors: Eriksson Bengt I
Published: April 2021

Abstract

Hip fracture surgery carries a high risk of venous thromboembolism and, until recently, was poorly investigated. The efficacy and safety of fondaparinux, a new synthetic antithrombotic, were investigated in two large, thromboprophylaxis studies. Results of the Penthifra study, which was a randomized, double-blind phase III trial, showed that 1 week of fondaparinux, compared with enoxaparin, significantly reduced venous thromboembolic events from 19.1% to 8.3% (relative risk reduction: 56.4%; P<.001) without increasing bleeding risk. Penthifra Plus results showed that extending fondaparinux prophylaxis from 1 to 4 weeks was well tolerated and, compared to placebo, significantly reduced delayed venous thromboembolism events from 35% to 1 .4% (relative risk reduction: 95.9%; P<.001). Based on these findings, 4-week fondaparinux treatment may become the standard thromboprophylaxis after hip fracture surgery.
Advancements in Minimally Invasive Total Knee Arthroplasty
Authors: Tria Alfred J
Published: April 2021

Abstract

Total knee arthroplasty (TKA) has been in development since the early 1970s. Insali and others established the principles of ligament balance and overall alignment for implant success. Repicci introduced the concept of minimally invasive surgery in the early 1990s using the unicondylar prosthesis. As the outcomes of minimally invasive surgeries continued to improve when using a unicondylar prosthesis, it was logical to attempt a minimally invasive TKA. The author and his team have performed 1 20 minimally invasive TKAs over the past 2 years. Early results show that a minimally invasive approach produces better early motion, less blood loss, less pain, and a shorter hospital stay than the standard TKA with no compromise in accuracy.
Stability Advantages of a Modular Total Hip System
Authors: Dennis Douglas A , Lynch Christopher B
Published: April 2021

abstract

Hip instability continues to be an infrequent, yet frustrating complication of total hip arthroplasty (THA). Restoration of normal hip anatomy and biomechanics at the time of THA is critical to reduce the risk of dislocation. This can be difficult in some patients due to distorted hip anatomy and wide variations in "normal" hip anatomy reported in numerous studies. Modular femoral components offer a large array of femoral offset, length, and version options which can be used independently or in combination to recreate normal osseous anatomy and a well-tensioned soft tissue envelope, which should enhance hip stability following THA.
The S-ROM Stem and Its Use With Alternative Bearings
Authors: Politi Joel
Published: April 2021

abstract

Many long-term studies of total hip arthroplasty (THA) show excellent results. This long-term success depends on many factors, including implant fixation and bearing surface wear. As THA is commonly performed on patients w'rth a steadily increasing life span and activity level, the issue of wear has become critical. Advances in the wear properties of polyethylene have been significant, but, in the search for low long-term wear rates, hard bearing surfaces are frequently used.
Periprosthetic Fractures in Total Hip Arthroplasty
Authors: Van Flandern Geoffrey J
Published: April 2021

abstract

Periprosthetic fractures can be discussed in many formats. In this article, epidemiology, classification, and treatment are divided into the following three categories of periprosthetic fracture: intraoperative fractures detected at the time of surgery; intraoperative fractures undetected at the time of surgery, but detected postoperatively; and postoperative fractures occurring late after the arthroplasty procedure.
The S-ROM Cementless Femoral Stem: History and Literature Review
Authors: Spitzer Andrew I
Published: April 2021

abstract

The S-ROM femoral prosthesis, building on the foundation of the Sivâsh Stem, pioneered proximal modularity in total hip arthroplasty. Now with a clinical history dating back >20 years, the S-ROM has performed well in the primary and revision setting. Early concerns regarding fretting and failure at the modular junction have been overcome by basic science data and uncomplicated mid- to long-term clinical follow-up. Coupled with its clinical performance, the versatility of the stem has enabled the S-ROM to achieve a well-deserved prominence for use in complex and straightforward primary and revision total hip arthroplasty.
PharmacogenomicsPotential Applications to Orthopedic Practice
Authors: Sutphin Stephanie D , Smith Kelly M
Published: April 2021

Pharmacogenomics is developing at a rapid pace. Though ethical and financial considerations still exist, physicians should familiarize themselves with this evolving science.
Clinical Evaluation of a True Percutaneous Technique for Antegrade Femoral Nailing
Authors: Ziran Bruce H , Smith Wade R , Zlotolow D A , Manion C , Grosskreuz R , Agudelo Juan F , Morgan Steven J
Published: April 2021

abstract

From July 1997 to March 2001, 209 consecutive patients with 215 femoral shaft fractures amenable to antegrade femoral nailing were enrolled. A true percutaneous insertion technique was performed using a stab wound incision. One hundred ninety-seven (92%) fractures achieved primary union with anatomic or near anatomic alignment. Eighteen (8%) healing problems and two deep infections (1%) responded to repeat interventions. There was one iatrogenic complication related to an anterior starting point. External blood loss was minimal (generally <100 cc). Incisions averaged 16 mm and healed uneventfully. At one-year follow-up only 10% of patients had hip abductor pain. The percutaneous technique appears to be a safe and effective alternative to the standard technique. Hip pain at one year appears decreased compared to reports using a traditional approach.
Pullout Forces of Sutures in Muscle Lacerations
Authors: Chance John R , Krgh John K , Agrawal C Mauli , Basamania Carl J
Published: April 2021

abstract

The purpose of this study was to determine if complex suture techniques had higher pullout forces from muscle tissue than conventional stitching. Using transected cadaver muscle bellies, we performed repairs with various suture techniques and measured pullout forces. Epimyseal repair with conventional stitches (Kessler, figure eight, horizontal mattress) was inferior to complex stitches (modified Mason-Allen, perimeter). The combined complex stitches (perimeter and Mason-Allen) were strongest. Conventional stitches failed longitudinally through the muscle, whereas complex stitches failed transversely across the muscle. The complex combination of perimeter and Mason-Allen stitches had superior pullout resistance compared to conventional stitches.
Functional Impact of Navigation-Assisted Minimally Invasive Total Knee Arthroplasty
Authors: Seon Jong Keun , Song Eun Kyoo
Published: April 2021

abstract

The functional results of 47 navigation-assisted minimally invasive total knee arthroplasties (TKAs) were compared with results of 50 conventionally performed TKAs with a minimum 1-year follow-up. Navigation-assisted minimally invasive TKA showed better functional results than conventionally performed TKA at 1 year after surgery with regard to the Hospital for Special Surgery (HSS) score, Western Ontario and McMaster Universities (WOMAC) pain and function score, flexion range, and less outliers of leg and component alignment. Among the bilateral cases (one side by navigation-assisted minimally invasive TKA and the other side by conventionally performed TKA), more patients preferred the navigation-assisted minimally invasive side to the conventionally performed side.
Process Optimization in Navigated Total Knee Arthroplasty
Authors: Walde Tim Alexander , Burgdorf Dirk , Walde Hans-Joachim
Published: April 2021

abstract

Although navigation achieves better alignment results in total knee arthroplasty (TKA), it is generally assumed that navigation also needs more time and effort than conventional surgeries. After optimizing the treatment procedure of navigated TKA, the operation times needed for navigated surgeries were documented and compared with the average time of conventional surgeries, registered before the introduction of the navigation system. Sixty consecutive patients for uncemented TKAs were included in the navigated series. Results show an average of 49 minutes for the navigated surgeries, which is less than the average of the manual surgeries. For all patients, alignment was within 3° varus/valgus postoperatively, and the mean Knee Society Score improved from 25 points preoperatively to 83 points 6 weeks postoperatively.
Knee Cartilage Defect Documentation: Computer Assistance in Quantification of Cartilage Defects
Authors: Diaz Roberto , Kidwell Matthew , Albright John , Dolan Lori
Published: April 2021

abstract

In order to determine the potential for a computer-assisted program to allow accurate and reproducible measurements of joint surface defects, area measurements were repeated 10 times by three observers for two complex lesions of predetermined size. The results indicate that this system offers a significant improvement over the surgeon's freehand method of assessment and that further development is indeed warranted.
Percutaneous Plate Fixation of Comminuted Ulnar Fractures
Authors: Karistinos Anastassios , Olmedo Margaret L , Albright James A
Published: April 2021

The superficial location of ulnar fractures allows minimally invasive insertion of percutaneous plates, which improves stability and creates a friendly healing environment.
Staying in Rhythm: Identifying Risk Factors for Torsade de Pointes
Authors: Blancett Jill R , Smith Kelly M , Akers Wendell S , Flynn Jeremy D
Published: April 2021

This article is part one in a two-part series addressing risk factors for and management of drug-induced torsade de pointes, a potentially fatal arrhythmia that can result from severe QT-interval prolongation.
Application of Computer Technology in Two Colleges of Nursing
Authors: Felton Geraldene , Brown Billye J
Published: April 2021

ABSTRACT

This article deals with the experience of two nursing deans and the considerations involved in preparing their nursing schools for the future of information technology.
Academic Inbreeding in Nursing: Intentional or Inevitable?
Authors: Kornguth Mary L , Miller Michael H
Published: April 2021

ABSTRACT

Consensus exists that academic inbreeding inhibits innovation and scholarly achievement. Nevertheless, schools of nursing have been-and continue to be-more inbred than other schools within the university. In a follow-up survey to Miller and Ehnes' 1977 study, inbreeding has increased slightly-more junior than senior faculty are inbred, and rapidly expanding schools are the most inbred. A comparison of two schools (one highly inbred and one less so) demonstrates that schools do not recruit faculty from other schools in their region. The paper concludes that economic pressures may force deans to hire their own graduates (reducing recruitment costs) for junior positions and pay a relatively larger sum for a few senior level outbred faculty. Thus, academic inbreeding in nursing may be both inevitable and intentional.
Toward More Clarity in Terminology: Frameworks, Theories and Models
Authors: Adam Evelyn
Published: April 2021

ABSTRACT

Lack of precision in a person's choice of words, which perhaps indicates a lack of clarity and accuracy in ideas, may become a subtle form of negative teaching. It is suggested that such terms as "conceptual frame of reference" and "theoretical framework" should be used as broad terms for conceptions of reality, reserving "philosophy," "theory" and "conceptual model" as more restricted terms for conceptions of reality.

Nurse authors do not agree that nursing theory exists, that nursing has its own body of knowledge, that nursing is a science or even a discipline. Yet nursing is fully equipped to justify its claim to such terms. Starting from a nursing perspective rather than from a borrowed one, nursing theory can be developed, nursing knowledge can be accumulated, and nursing science can be advanced, all in the interests of a worthwhile contribution to society's health.
The Success of Non-BSNs in Graduate Nursing Programs
Authors: Munro Barbara Hazard , Krauss Judith Belliveau
Published: April 2021

ABSTRACT

Although there is a great need to increase the number of master's prepared nurses, admissions criteria often limit the pool of possible applicants to those with a bachelor's degree in nursing (BSN), and/or require that non-BSN applicants complete special requirements to compensate for their lack of a degree in nursing. One of the few schools that admits RNs without the BSN, and does not require make-up of undergraduate nursing courses, is Yale University School of Nursing (YSN). Yale also has a program for preparing college graduates at the master's level for entry into nursing practice. Those individuals spend the first of three years in prespecialty basic nursing and the last two in the regular master's program.

To determine if there was any difference in success among the groups at YSN, the three groups of individuals admitted to the two-year master's program at Yale - NonNurse College Graduates, BSNs, and nurses with a nonnursing baccalaureate degree were compared on their theoretical and clinical grades at the end of the first and second years of the specialty programs. Data were gathered from 435 students who had attended Yale over a ten-year period. No significant differences were found among these groups on clinical or theoretical grades at either the end of the first or second year of the program.

This study indicates that although careful selection of candidates for graduate study is essential, intelligent, motivated individuals are able to acquire skills through self-learning and professional experience that are usually provided in baccalaureate nursing programs.
How Nursing Students Explain Their Success and Failure in Clinical Experiences
Authors: Davidhizar Ruth E , McBride Angela
Published: April 2021

ABSTRACT

Student motivation is a faculty concern at all strata of the educational process. A major issue in motivation is the student's perception of the situation and explanation of the cause of success or failure. The education literature indicates little research on how student nurses actually perceive and explain their success and failure. This paper addresses success and failure issues by reviewing attribution theory and describing a study of attribution made by student nurses following completion of clinical nursing courses in one school. Explanations were obtained for success and failure both of nursing care provided and for mastery of theory. The data obtained reveal some interesting patterns and indicate the need for further research in this area.
Disciplinary Boundary Maintenance in Nursing Education
Authors: Lenz Elizabeth R
Published: April 2021

ABSTRACT

This paper reports the results of two small-scale surveys examining the extent to which nursing education is reflecting patterns of insularity from other disciplines. One survey examined employment of non-nurse faculty and mechanisms for delivering non-nursing content in 16 baccalaureate and higher degree nursing programs; the other examined the disciplinary origins of required readings in 44 nursing courses. Non-nurse faculty were employed in half of the schools surveyed; however, non-nursing content was delivered primarily by nurses with advanced preparation in another discipline. There was heavy, but not total reliance on nursing authorship and journals in the courses surveyed. A pattern of relatively high insularity was inferred from reported and anticipated decreases in nonnurse faculty, the rarity of joint appointments, heavy reliance on nurses to deliver non-nursing content and use of high proportions of nursing literature.
Experiential Learning and Changing Leadership Style
Authors: Zanecchia Margaret D
Published: April 2021

ABSTRACT

One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups.

Traditional students (lecture only) became less autocraticsubmissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.
Promoting Enthusiasm for Research Among Undergraduate Students
Authors: Munro Babara Hazard
Published: April 2021

ABSTRACT

Methods for increasing the undergraduate nursing student's awareness and appreciation of nursing research are presented. Faculty members are asked to examine their own attitudes towards research as well as the factors contributing to the students' developing attitudes. Ways of assisting students to identify researchable problems are discussed and suggestions made for the involvement of the students in ongoing research.
Evaluation of a Cardiac Arrest Simulation
Authors: Manderino Mary A , Ganong Lawrence H , Yonkman Carol A , Royal Ann
Published: April 2021

ABSTRACT

Prior to using a simulation strategy for educational and/ or research purposes, it is essential to assess whether or not the simulation elicits responses one would expect in the "real" situation. The purpose of this study was to evaluate the stress-eliciting capacity of two variations of a simulated cardiac arrest situation. Twenty-seven senior baccalaureate students in nursing volunteered to participate in the study. Each subject was randomly assigned either to a simulation containing interpersonal stressors or a simulation containing environmental stressors. The simulations took place in a videotape studio equipped as an intensive care unit. All subjects were instructed via an audiotape recording to perform tasks similar to those undertaken by intensive care nurses in the context of a cardiac arrest situation. Pre-post measurements included: self-reported anxiety as measured by the State Trait Anxiety Inventory (A-State), pulse rate, and diastolic and systolic blood pressure. Task performance on cardiopulmonary resuscitation (CPR) and on a medication memory activity also were measured. Since no significant differences in the dependent measures were found between the two groups, data from both groups were analyzed together. Univariate analyses showed significant pre-post increases in pulse rate (p < .0001), systolic blood pressure (p < .03), and self-reported anxiety (p < .0001). No significant change was noted in diastolic blood pressure. Ratings on CPR performance and a medication memory task were well below expected performance standards. The implications of these findings for educational and research purposes are discussed.
A Taxonomy of Games and Simulations for Nursing Education
Authors: Duke Ellen Stoetzner
Published: April 2021

ABSTRACT

The purposes of this study were to locate games and simulations available for nursing education, to categorize these materials to make them more accessible for nurse educators, and to determine how nursing's use of instructional games might be enhanced. Twenty-nine games and simulations were identified in the nursing literature. The taxonomy developed for this study described three types of process games: clinical, pathophysiologic and psychosocial. These games were further analyzed using a modified version of Ruben's (1977) classification, which compared and contrasted games by structural components and control parameters. The taxonomy is intended to guide nurse educators in conveniently locating games and simulations which may fit or be tailored to fit individual learning objectives. Recommendations include instituting standards for describing games and simulations, establishing a clearinghouse for disseminating information on nursing games and initiating research on the effectiveness of games and simulations as instructional strategies.
Why Worry About the Adjectives?
Authors: Mitchell Pamela
Published: April 2021

GUEST EDITORIAL
Hours of Contact and Their Relationship to Students' Evaluations of Teaching Effectiveness
Authors: Dawson Norma
Published: April 2021

ABSTRACT

This study was designed to determine if hours of contact with a teacher influenced a student's perceptions of teaching effectiveness. Three hundred forty-one nursing students used a researcher developed instrument to rate five teachers of nursing on classroom teaching effectiveness, and one of the five teachers on clinical teaching effectiveness. Results indicated that a positive relationship existed between students' ratings of their clinical teacher's teaching effectiveness in the classroom and clinical area. The significant Pearson correlations for the five teachers ranged from .61 to .91 (p=.000). The hypothesis, that increased contact hours with a teacher would have a positive influence on students' evaluations of a teacher, received support. Three of five clinical groups of students gave their clinical instructors significantly higher scores for classroom teaching effectiveness than did other students.
Invitational Teaching Behaviors in the Associate Degree Clinical Setting
Authors: Ripley Delia McKeithan
Published: April 2021

ABSTRACT

Teaching in the clinical area provides some unique problems for the nurse educator. An effective clinical instructor is one whose teaching behaviors promote learning. This study investigated the relationship between the attitudes associate degree nursing students have toward their clinical learning experiences and their perceptions of the Invitational Teaching behaviors of the clinical instructor. The Invitational Teaching Survey and the Student Affective Outcome Measure (Amos, Purkey, & Tobias, 1984) were adapted to describe teaching behaviors in the clinical setting. Reliability studies were conducted on the revised instruments. The total scores and subscores yielded 15 relationships which were compared using Pearson Product Moment Coefficients. The correlations coefficients ranged from .39 to .69 and all were statistically significant at p<.01. The results of this study indicated a strong relationship between students attitudes toward their clinical experience and their perceptions of the inviting teaching behaviors of their clinical instructor. The study yielded a reliable tool which can be used by instructors to identify the students' perceptions of their Invitational Teaching behaviors in the clinical setting.
A Comparative Study of Adult Developmental Patterns of RN and Generic Students in a Baccalaureate Nursing Program
Authors: King Joan E
Published: April 2021

ABSTRACT

The current influx of RN students into baccalaureate nursing programs has led to many curriculum changes that are based on the unverified assumption that the RN students are "different." This study examined the differences and similarities among RN and generic nursing students using a conceptual framework designed by Weathersby (1977) which incorporated into a single framework Levinson's life stage, Loevinger's ego development, and Kolb's learning styles theories in order to trace the adult development patterns of generic and RN students. Three instruments were used: The Washington University Sentence Completion Test, the KoIb Learning Style Inventory, and Tarule's Educational Experience Inventory. The sample consisted of 49 RNs and 30 generic students enrolled at a large southern state university. The results of the analyses revealed significant difference between RN and generic students on the variables life stages and ego development but not on learning styles. These results substantiated the premise that RN and generic students differ significantly in their stages of adult development, and consequently affect the students' perception and expectations of the educational process.
Nursing Students' Performance: Administering Injections in Laboratory and Clinical Area
Authors: Megel Mary Erickson , Wilken Marlene K , Volcek Mary Kay
Published: April 2021

ABSTRACT

Little research has been done regarding the teaching of psychomotor nursing skills in order to achieve an appropriate level of proficiency. This study examined the skill of parenteral medication administration, comparing laboratory proficiency to clinical proficiency over time. Subjects included 35 associate degree nursing students. The Spielberger State-Trait Anxiety Inventory was used as well as an injection performance skill check list. There was no significant change in the number of errors between the laboratory "check-out" and the first clinical performance, nor was anxiety related to skill performance. Further study related to psychomotor skill acquisition is needed.
Curricular Trends in Accredited Generic Baccalaureate Nursing Programs Across the United States
Authors: Johnson Joyce Y
Published: April 2021

ABSTRACT

Rapid technological advances in health care delivery, changes in health care financing, and the increasing number of elderly in the American population have resulted in dramatic alterations in the nature and scope of health care, the needs of health care consumers, and the practice of nursing. A descriptive research study was conducted with 113 respondents from accredited generic baccalaureate nursing programs across the continental United States and the Virgin Islands to determine the presence or absence of current health care emphases and essential nursing knowledge and skills in professional nurse education curricula. Findings revealed that, with few exceptions (e.g., computer literacy, economics, legal issues), content addressing current health care emphases and essential knowledge was integrated within one or more required courses in most nursing curricula. Differences were noted in the teaching strategies used by different types of nursing programs and in different locations.
Reflective Practice: A Focus for Caring
Authors: Davies Elizabeth
Published: April 2021

ABSTRACT

Nurse education has long been plagued by a perceived disjuncture between theory and practice. This paper explores the use of reflection as a mechanism to enable students of nursing to overcome this problem. A grounded theory approach is used to study a group of first-year students undertaking a 3-year undergraduate nursing course. Results of the study indicate that the use of the reflective processes of clinical debriefing and journaling does impact on the environment, the process, and the focus of learning. Anxiety associated with the learning environment was reduced through peer support and cooperation. In addition, students moved from a passive to a more active mode of learning. The most significant finding was that, over time, reflective processes resulted in the emergence of the client as the central focus of care.
Changing Trends in Healthcare: Implications for Baccalaureate Education, Practice and Employment
Authors: Manuel Patricia , Sorensen Lena
Published: April 2021

ABSTRACT

The authors surveyed 96 hospitals and agencies in Massachusetts to determine: 1) the effect of the changes in health care delivery on RN utilization, particularly baccalaureate nurses, and 2) to identify educational changes necessary to prepare baccalaureate nursing graduates for employment and practice in the future. An analysis of the results of the survey of the 50 nurse executives who responded to the study identifies the projected needs and requirements of the service sector for delivering nursing care, and translates them into suggestions for revisions of the baccalaureate curriculum.
Primary Health Care Nursing Education in Canadian University Schools of Nursing
Authors: Tenn Louise
Published: April 2021

ABSTRACT

This study was designed to investigate the integration of primary healthcare (PHC) in the curricula of Canadian university schools of nursing. A descriptive survey approach design was used. Development of an instrument that was tested for reliability and validity was followed by the survey of the 32 university schools of nursing in Canada that offered nursing programs in 1992-1993. Data were obtained from 31 of the 32 schools; representing a total of 50 programs (42 undergraduate and 8 masters). Scales were constructed for 11 measures of PHC integration into the curricula. The study reveals that schools are moving toward integrating PHC and that approximately 60% of them can be said to have a reasonable degree of integration. The findings provide direction for curriculum development, nursing practice, and nursing research.
The Use of a Homeless Shelter as a Clinical Rotation for Nursing Students
Authors: Buttriss Grace , Kuiper RuthAnne , Newbold Betty
Published: April 2021

ABSTRACT

Homeless persons are a population at risk in the community with health problems which nursing can impact. They are a heterogeneous group from all levels of society with a variety of acute and chronic health problems. Senior nursing students learn the theories and causative factors of becoming homeless as well as the resources available to them in this southeastern city. The students are also introduced to the mechanisms by which homeless persons interact with the present healthcare system. The clinical experience is described as it occurs in this inner city location. Learning activities include health assessments, treatments, education, and referrals. The value of this experience to the student is that it promotes independence, selfdirection, and priority setting. The advantages and disadvantages of this clinical experience for senior nursing students and their clients are discussed.
Agricultural Safety and Health: Principles and Possibilities for Nursing Education
Authors: Martin Susan Reading
Published: April 2021

ABSTRACT

Health risks for the men, women and children involved in production agriculture are substantial. The profession of nursing, with its current emphasis on health promotion and disease prevention, is potentially capable of profoundly impacting the health of these vulnerable families in positive ways. Suggestions for methods of integrating content and activities related to agricultural safety and health in already crowded nursing curricula are offered.
LPN-BSN: Education for a Reformed Health Care System
Authors: Redmond Georgine M
Published: April 2021

ABSTRACT

Nursing practice has experienced a paradigm shift in health care delivery from hospitals to community-based models of health care. Nursing education must respond to accommodate the shift through curriculum reform. This article discusses a LPN-BSN program to promote educational mobility for LPNs while educating them for a reformed health care system. The needs assessment and curriculum implementation are discussed. Student comments and experiences are included throughout. Student academic support and recruiting which addresses the special needs of the LPN-BSN student are also described. The evaluation of the project thus far indicates student success.
The Negotiated Order of Clinical Teaching
Authors: Paterson Barbara L
Published: April 2021

ABSTRACT

The clinical teacher and students in traditional nursing education programs represent a temporary system within the permanent culture of the clinical area in which they teach. Temporary systems are a set of diversely skilled people working together on a complex task over a limited period of time. A member of a temporary system struggles to maintain a differentiated identity within the permanent system, while at the same time seeking a sense of collegiality and belonging. Clinical teachers experience a feeling of being somewhat akin to the nursing staff in the clinical area in which they teach because they are nurses. At the same time, clinical teachers are alienated from the nurses because the staff has developed a permanent structure that excludes clinical teachers from many aspects of nurses' working lives. The focus of research concerning clinical teaching has been the tasks assigned to the clinical teacher rather than the experience of teachers as members of a temporary system. This article presents one aspect of a yearlong exploratory and descriptive qualitative research study designed to explore and describe what takes place in the realm of clinical teaching in nursing education. The discussion will focus on the experience of clinical teachers as temporary systems according to the sociological framework of negotiated order.
An Oncology Clinical Experience in an Israeli Baccalaureate Nursing Program
Authors: Musgrave Catherine F
Published: April 2021

ABSTRACT

Cancer is a serious health hazard in Israel. There is, therefore, a need to appropriately prepare nurses to administer quality care to oncology patients. Hadassah-Hebrew University School of Nursing has designed and implemented a routine clinical oncology experience for third- and fourth-year students in their baccalaureate nursing program. The clinical experience includes a special orientation day, exposure to treatment modalities, rotations through several oncology settings, post-conference sessions devoted to cancer pain control, and the spiritual needs of cancer patients. Although the experience does not make the students oncology experts, it gives them a greater awareness of the multifaceted nature of oncology nursing.
A Comparison of Predictors of Success on NCLEX-RN™ for African American, Foreign-Born, and White Baccalaureate Graduates
Authors: Endres Dianne
Published: April 2021

ABSTRACT

This retrospective study was concerned with identifying the strongest predictors of success for African American and foreign-born baccalaureate graduates on the NCLEX-RN from the following nine variables- the admission grade point average, medical-surgical nursing grade point average, nursing grade point average, cumulative grade point average, percentile rank on the Mosby Assess Test, age at the time of the licensing examination, number of semesters needed to complete the nursing curriculum, licensed vocational nurse status, and the number of Ds and Fs received in nursing courses- and comparing these with predictors of success for white baccalaureate graduates. Three random samples of 50 African American, foreign-born, and white graduates from four baccalaureate schools from May 1987 through May 1992 were selected from a total population of 1,205. Chi-square, Fisher's exact test, twoway analysis of variance, and discriminant analysis were used to analyze the data. Students in all three ethnic groups with a Mosby Assess Test percentile rank below 21 and a D or F in a nursing course were more likely to fail the NCLEX-RN than those with a higher percentile rank and no Ds or Fs.
Identification, Accommodation, and Success of Students with Learning Disabilities in Nursing Education Programs
Authors: Colon Eileen J
Published: April 2021

ABSTRACT

Few studies have addressed the issue of nursing students with learning disabilities, although students with both identified and undiagnosed learning disabilities are pursuing nursing education. Legal mandates concerning these students impact nursing programs and faculty. To reduce the risk of discrimination litigation, nursing education programs need to establish educational strategies to promote these students' success.

The purpose of this research was to discover the extent to which Bachelor of Science in Nursing and Associate Degree of Nursing programs in one southeastern state admit, identify, and graduate nursing students with learning disabilities, and to identify accommodations provided by these programs to promote success among this student population. Of the 54 programs surveyed, 45 responded. Almost 50% indicated that their program had admitted nursing students with learning disabilities and one-third reported graduating students with learning disabilities. Enrolled students with undiagnosed learning disabilities were identified during their course of studies by both faculty members and by students themselves. The most frequently reported accommodations for students were counselors, tutors, tape-recorded lectures, and computer access.

As the number of students with learning disabilities seeking post-secondary education increases, nursing programs and nurse educators will be involved with greater numbers of students needing educational accommodations
Teaching Cancer Principles to Undergraduate Students
Authors: Rushton Patricia
Published: April 2021

ABSTRACT

Cancer is the second leading cause of death in the United States. Most of the United States population will have some exposure to cancer during their lifetime. Medical knowledge becomes more advanced daily. Rapidly expanding knowledge specific to cancer etiology, diagnosis, and treatment is no exception. The consumer is at risk of misunderstanding this information at the time of the crisis because of the emotional, physical, and financial involvement. Gaining knowledge about cancer prior to such involvement may allow a better understanding if cancer care is required in the future.

The Honors Oncology Course titled Learning to Live with Cancer was developed at the College of Nursing at Brigham Young University. It was developed to teach nursing and non-nursing students basic cancer principles, provide informa· tion regarding diagnosis and treatment of the disease, and allow students to work with cancer patients in the community to understand the impact of cancer on the patients, families, significant others, and the community at large.
Teaching Quantitative and Qualitative Analysis to Undergraduate Students
Authors: Sheilds Laurene E , Brunt J Howard , Milliken P Jane
Published: April 2021

ABSTRACT

Data analysis preparation for undergraduate nursing students conventionally has consisted of a required statistics course and a brief discussion of analysis strategies within an introductory research course. For students to view inquiry as integral to their practice, it is imperative that data analysis be taught in a manner whereby it may be incorporated into their repertoire of skills for nursing inquiry. This article describes an interdisciplinary, introductory course in quantitative and qualitative analysis taught in the context of three requisite inquiry courses: knowledge development, nursing inquiry, and nursing research.
A Student Selection Method and Predictors of Success in a Graduate Nursing Program
Authors: Wilson Thad
Published: April 2021

ABSTRACT

This article describes the development and implementation of a graduate student selection method and preliminary resulte validating the effectiveness of the process. A detailed description of the process is presented to allow replication. Preliminary investigations indicate that the new process is more efficient of faculty time and that students admitted using the new procesa function at least as well as those admitted under a previous method.
Service Learning: A Strategy to Develop Group Collaboration and Research Skills
Authors: Peterson Sandra J , Schaffer Marjorie J
Published: April 2021

ABSTRACT

Many colleges and universities currently are implementing service learning as an educational strategy into their curricula. The goal of service learning is a dynamic partnership between educational institutions and communities resulting in the mutual benefits of service and learning. Although service learning has significance for teaching nursing students, educators must differentiate service learning from clinical practicum. This article provides a definition of service learning, identifies the relevance of service learning for nursing education, presents an example of service learning integrated into a nursing course, and evaluates service learning as a methodology for teaching group collaboration and research skills. Student surveys, a focus group, and community partner evaluations indicated service learning contributed to the development of group collaboration and research skills among baccalaureate nursing students. To enhance faculty, student, and community partner satisfaction with service learning, instructors should clearly define service learning experiences for a specific setting and offer structured guidance that does not interfere with student decision-making.
Community Learning: The Reach for Health Nursing Program-Middle School Collaboration
Authors: Juhn Greg , Tang Julia , Piessens Patricia , Grant Uda , Johnson Norma , Murray Helen
Published: April 2021

ABSTRACT

Nursing faculty and students have a vital role to play in promoting adolescent health at the community level. However, few nursing education programs have developed programs which provide nursing students with the skills and hands-on experiences they need to work with adolescents in community settings. A successful model for integrating community-based adolescent health promotion into nursing education is described in this article. Developed by nursing faculty from Medgar Evers College Department of Nursing, teachers and staff from a large middle school in Brooklyn, New York serving economically disadvantaged Black and Hispanic youth, and Education Development Center, Inc., the Reach for Health (RFH) Nursing Program-Middle School Collaboration has two mutually reinforcing components: (a) classroombased health instruction taught by teachers with assistance from nursing students and faculty, and (b) community youth service in which middle school students spend approximately 3 hours per week providing assistance in health-related facilities under the guidance of nursing faculty and student nurse mentors. As part of an evaluation study, the authors conducted focus groups with nursing students involved in this program and administered an identical survey before and after intervention to assess potential benefits of participation. Compared to a control group of nursing students, those who participated in the RFH program reported increased skills and comfort working in school and community settings and with young adolescents, their teachers, and their parents. An example of other benefits was a greater understanding of the health and developmental needs of adolescents. At the same time they provided a service to the community, nursing students gained the skills and experience needed to be effective in community health promotion efforts.
A Curriculum Self-Study of Writing Assignments and Reflective Practice in Nursing Education
Authors: Rooda Linda A , Nardi Deena A
Published: April 2021

ABSTRACT

Reflective practice is an ongoing process of purposeful thinking about one's clinical practice to develop understanding, insight, and clinical judgment. It can be enhanced through careful use of writing assignments that require reflection, evaluation, and thoughtful analysis. The uses of writing assignments in the undergraduate nursing programs at a midwestern college of nursing were studied over a 2-year period, using survey methodology. A purposive sample of all faculty who taught in baccalaureate or associate of science (ASN) programs (n=21) completed a questionnaire and were interviewed about the number and purpose of writing assignments in courses they taught. Quantification of the results in tabular form allowed the faculty to look at all writing assignments required of students across both programs with regard to the number, length, and nature of those assignments. Results were then recategorized by type of assignments, changes needed, and faculty assessment of the usefulness of these writing assignments. The summary of written assignments was then cross-referenced according to program, semester, and program level. This produced a working document that illustrated the quantity and type of writing assignments that each student, in each program, at a given level and semester must complete. Information was used by faculty teaching across courses to make changes that more effectively linked course writing assignments by association, themes, concepts, or areas of study. This process enables faculty to collaboratively develop writing assignments that facilitate the adult student's linking and associating concepts across courses, as a true exercise in critical thinking.
An Exploration of Content on Legal Aspects of Practice in Nursing Programs
Authors: Smith-Pittman Mable H , Richardson Joann T , Lin Chouh-Jiaun
Published: April 2021

ABSTRACT

The paucity of literature on legal content in nursing curricula was used to frame the research question that guided this study. In what ways and to what extent are nursing educators addressing the subject of legal aspects of nursing practice?

This study was designed to explore the area of legal aspects of nursing practice in nursing programs curricula. The researchers gathered information on numerous areas, including course content, methods of delivery, topics covered, and time devoted to legal content. The results revealed that content on legal aspects of nursing practice is commonly a component of nursing programs curricula and provided information on many areas; however, the results also revealed other areas that need to be researched.