bluuebunny/crossref_metadata_2025 huggingface dataset:
Comparison of Arthroscopic and Open Revision Decompression for Failed Anterior Acromioplasty
Authors: Connor Patrick M , Yamaguchi Ken , Pollock Roger G , Flatow Evan L , Bigliani Louis U
Published: April 2021

ABSTRACT

Thirty-six consecutive patients who underwent revision decompression for refractory subacromial impingement were studied retrospectively. Average interval from the primary decompression procedure to revision was 29 months. Eighteen patients underwent arthroscopic and 18 underwent open revision. Six (33%) patients in the arthroscopic group and 12 (67%) patients in the open group were workers' compensation cases.

At an average follow-up of 26 months, 17 (94%) patients in the arthroscopic group and 8 (44%) in the open group were satisfied with their procedure. Comparing workers' compensation patients, 5 of 6 in the arthroscopic group and 4 of 12 in the open group were satisfied. For nonworkers' compensation patients, all 12 patients in the arthroscopic group and 4 of 6 in the open group were satisfied. Average pain scores and postoperative range of motion was improved in both groups. Dense subacromial scarring with thick, fibrous adhesions was present in all patients. Residual, prominent bone, or an acromial spur was found in 20 (56%) patients.

Overall, revision arthroscopic subacromial decompression was superior to open revision. However, there were more workers' compensation patients in the open group. Workers' compensation patients fared worse for both groups, but a significant proportion (83%) of the arthroscopic group was satisfied. Since subacromial scarring may be the most important pathology, arthroscopy is less invasive, allowing earlier, unrestricted postoperative rehabilitation and proving more effective.
The Impact of Loading on Deformation About Posteromedial Meniscal Tears
Authors: Ganley Theodore , Arnold Christopher , McKernan D , Gregg John , Cooney Timothy
Published: April 2021

ABSTRACT

To simulate the effects of partial weight bearing on meniscal repair, full-thickness tears were produced in the posteromedial aspect of seven ACL-intact cadaveric knees. Following suture repair, metal markers were imbedded to index the position of the tear. A radiolucent chamber was used to position and load each knee for computed tomography scanning at flexion angles of 0°, 30°, and 60° with and without a load force of 100 lb. Sutures were removed and the tests repeated. Changes in marker distances were obtained for each test condition.

Loading produced average dimensional changes of ≤0.5 ±0.6 mm in either sutured or unsutured menisci. Based on the Friedman test, neither flexion angle, loading, nor suture exerted a significant impact (P≥.52). These data support clinical accelerated rehabilitation programs previously published. Therefore, partial weight bearing during convalescence is tenable.
Operative Treatment for Maisonneuve Fracture of the Proximal Fibula
Authors: Babis G C , Papagelopoulos P J , Tsarouchas J , Zoubos A B , Korres D S , Nikiforidis P
Published: April 2021

ABSTRACT

This study reviewed operative treatment of Maisonneuve fracture of the fibula in 26 patients. Operative treatment consisted of restoration of the fibular length, repair of the lateral and medial ankle ligamentous structures, and placement of one or two suprasyndesmotic screws. After average follow-up of 6.4 years, the clinical results were satisfactory in 23 (88.4%) patients. Operative treatment is the treatment of choice for Maisonneuve fractures, and a satisfactory outcome may be anticipated after appropriate management of any associated bony and syndesmotic injuries.
Compliant Prestress Fixation in Tumor Prostheses: Interface Retrieval Data
Authors: Bini Stefano A , Johnston James O , Martin Daniel L
Published: April 2021

ABSTRACT

This article reports the first available human retrieval data following the use of a new fixation system for tumor prostheses. The compliant prestress (CPS) fixation system obviates the need for long intramedullary stems. The CPS was designed to provide a stable, high-pressure, motion-free bone-implant interface that would prevent aseptic loosening and allow osseointegration at the bone-implant interface. At 1 0 months, the fourth patient in the human trial required amputation. Backscatter electron microscopy revealed a buttress of new bone had formed along 70% of the bone-metal interface, with excellent bony ingrowth (average: 42%) into the transverse, porous-coated titanium interface.
Assessment of Femoral Neck Nonunion With Multiplanar Computed Tomography Reconstruction
Authors: Savolaine Edward R , Ebraheim Nabil
Published: April 2021

ABSTRACT

Femoral neck fracture nonunion after implant fixation is usually evaluated by physical findings and serial radiography. Radiography in hip fixation is complicated by inherent anatomy and the geometry of screw placement. Computed tomography with multiplanar reconstruction offers adjunct evaluation using nonstandard imaging planes tailored to favor fracture plane projection and individual screw evaluation. Metal artifacts can be minimized and lack of fracture bridging can be excluded with confidence. Experience with seven cases of femoral neck fracture nonunion is presented along with image examples.
Outpatient Management of Low-Velocity Gunshot-Induced Fractures
Authors: Dickson Kyle , Watson Troy S , Haddad Charles , Jenne Joel , Harris Mitch
Published: April 2021

ABSTRACT

This prospective study evaluated the efficacy of an outpatient management protocol for patients with a gunshot-induced fracture with a stable, nonoperative configuration. Forty-one patients (44 fractures) with a grade I or II open, nonoperative fracture secondary to a lowvelocity missile comprised the study population. Patients were treated by a standard protocol, which included 1 g of cefazolin administered in the emergency room and a 7-day course of oral cephalexin. Follow-up visits were performed until complete wound and fracture heaiing were achieved.

Thirty-two (78%) of 41 patients underwent full followup. Average follow-up was 5.2 months. One (2.8%) fracture (distal fibula) developed a superficial infection, which responded to an additional week of oral antibiotics, and no patient developed a deep infection. There was 1 delayed union and 2 patients with painful retained shrapnel. These results demonstrate that patients with stable, low-velocity, gunshot-induced fractures can be managed effectively and safely on an outpatient basis using this protocol.
Management of Infected Bulk Allografts With Antibiotic-Impregnated Polymethylmethacrylate Spacers
Authors: Quinn Robert H , Mankin Henry J , Springfield Dempsey S , Gebhardt Mark C
Published: April 2021

ABSTRACT

Twenty-seven patients developed infection following bulk allograft transplantation and were treated with resection of the allograft, placement of an antibioticimpregnated polymethylmethacrylate (PMMA) spacer, and intravenous antibiotics. Overall, the infection was eradicated in 14 (52%) of 27 patients. Of the 11 patients who did not undergo allograft reimplantation, 5 underwent amputations for persistent infection in the presence of the spacer and 4 had a retained spacer at most recent follow-up.

No significant correlation was noted between successful eradication of the infection and age, sex, diagnosis, adjuvant therapy, acute or chronic infection, number of operative procedures, type of allograft procedure, duration of antibiotics, or type of organism. Although deep infection of allograft transplantations continues to result in a high rate of failure, this method of management results in successful limb salvage in almost half of the patients.
Indomethacin Versus Radiation Therapy for Heterotopic Ossification After Hip Arthroplasty
Authors: D'Lima Darryl D , Venn-Watson Eric J , Tripuraneni Prabhakar , Cowell Clifford W
Published: April 2021

ABSTRACT

This study compared the efficacy and cost of radiation therapy with indomethacin in the prophylaxis of heterotopic ossification following total hip replacement. Twenty-two patients received a radiation dose of 1 0 Gy in five fractions, 28 patients 8 Gy in one fraction, and 27 patients 25 mg oral indomethacin three times a day for either 7 or 21 days. Patients at higher risk for heterotopic ossification were more likely to receive radiation therapy than indomethacin. At a mean follow-up of 2 years, there were no differences in failure rates between the high-risk patients treated with radiation and the low-risk patients treated with indomethacin. Currently, the patient-billed cost of radiation is $1400 whereas the cost for indomethacin is approximately $100. indomethacin appears to be as effective as radiation therapy in patients at low to moderate risk for heterotopic ossification and offers significant cost savings.
Results of the Anatomic Cementless Prosthesis With Different Types of Hydroxyapatite Coating
Authors: Santori Francesco S , Ghera Stefano , Moriconi A , Montemurro Giorgio
Published: April 2021

ABSTRACT

This study evaluates the clinical and radiographic results and the bone-implant osteointegration obtained with the Anatomic (Zimmer, Warsaw, lnd) cementless total hip prosthesis using three different types of surface coating. Two hundred twenty-seven patients underwent total hip arthroplasty using the Anatomic prosthesis. Patients were divided into groups based on the type of surface coating: in group A (69 patients), prostheses were uncoated; in group B (90 patients), the metaphyseal region of the prostheses was coated with calcicoat (a mixture of hydroxyapatite and tricalcium phosphate) (Zimmer); and in group C (68 patients), the fiber mesh and proximal stem of the prostheses were coated with calcicoat. Prostheses coated with calcicoat yielded better clinical and radiographic results than uncoated prostheses, especially in regard to thigh pain. No significant difference was observed between groups B and C These results obtained with the Anatomic prosthesis are promising and encourage the use of implants coated with calcicoat.
A Qualitative Study of Patient Themes for the Quality of the Total Joint Arthroplasty Experience
Authors: Amanatullah Derek F. , Eppler Sara L. , Shah Romil F. , Mertz Kevin , Roe Allison K. , Murasko Marlon , Kamal Robin N.
Published: April 2021

Patients have limited involvement in the development of quality measures that address the experience of undergoing total joint arthroplasty (TJA). Current quality measures may not fully assess the aspects of care that are important to patients. The goal of this study was to understand quality of care in TJA from the patient perspective by exploring patients' knowledge gaps, experiences, and goals. The authors completed a prospective qualitative analysis of patients who had undergone hip or knee TJA. Patients completed an open-ended, structured questionnaire about the surgical and recovery process as it relates to quality of care. The authors used a phenomenologic approach and purposeful sampling to enroll 74 patients 6 to 8 weeks after TJA. Responses underwent thematic analysis. Codes were used to identify themes that were important to patients in quality of care in TJA. The authors identified 3 themes: (1) returning to activity without pain or complication, which included psychological, functional, and complication-related goals; (2) negotiating the physical and psychological challenges of recovery, which encompassed the need for assistance from the caregiver as well as psychological and physical barriers to recovery; and (3) being prepared and informed for the process of surgery, including physical, logistical, and psychological preparation. Both patients and health systems may benefit from efforts to address these patient-centered themes of quality care through quality measures for TJA (eg, improving the psychological challenges of recovery). Future quality measures, such as assessment of patient experience, may be made more patient centered if they measure and improve aspects of care that matter to patients. [
Orthopedics
. 2021;44(2):117–122.]
Relationships Between Faculty Evaluations and Faculty Development
Authors: Lacefield Warren E , Kingston Richard D
Published: April 2021

Abstract

Past research indicates weaknesses in typical approaches to the utilization of faculty evaluation information to improve faculty teaching effectiveness. This paper describes an alternative faculty development method relying on workshop formats and tested training techniques to facilitate the development of specific teaching skills. An empirical study of student evaluation of teaching data obtained prior and subsequent to faculty development interventions demonstrates that significant impact on faculty performance as teachers can be produced by this approach.
Developing a System for Documenting Teaching Effectiveness
Authors: Van Ort Suzanne R
Published: April 2021

ABSTRACT

Faculty evaluation in nursing education is becoming increasingly important as economic realities and accountability efforts hit higher education. Efforts to document teaching effectiveness in nursing are essential to demonstrate nursing education's accountability to the profession and the public it serves. The purposes of faculty evaluation and its interface with the institutional mission and program goals are discussed. Characteristics of effective teaching, evaluation models, and the effects of teaching styles and student learning styles are presented. Also, variables in the instructional setting and evaluation participants are discussed. Components of teaching effectiveness evaluation including student, peer, self, and administrative evaluation are described. Finally, input, outcome and process measures are presented as a model for teaching effectiveness evaluation and guidelines are provided to assist with the development of a system for documenting effective teaching in nursing.
Research in Nursing Education: Assumptions and Priorities
Authors: Tanner Christine A , Lindeman Carol A
Published: April 2021

ABSTRACT

The purposes of this study were: 1) to identify assumptions about the nature of research in nursing education, and 2) to identify and rank order critical research questions regarding nursing education. The Delphi survey technique was used with 121 nurse educators responding to three survey rounds. The panel concurred with the assumptions that research in nursing education 1) can and should meet criteria for scientific merit, 2) should not be viewed as secondary in importance to nursing practice research, 3} should emphasize the clinical nature of nursing, and 4) needs to be less fragmented. Priorities for research included the following topics: integration of research findings into nursing curricula, development of problem solving skills, approaches to clinical teaching, and level of practice of graduates of different basic preparations.
Nurses' Attitudes Toward the Advantages of Master's Degree Preparation in Nursing
Authors: Watson Pamela G , Wells Nancy
Published: April 2021

ABSTRACT

The first objective of this study was to measure attitudes and opinions regarding master's degree preparation in nursing. The second objective was to identify important characteristics of graduate nursing education programs.

The researcher developed Educational Attitude Questionnaire was mailed to a random sample of members of the Association of Rehabilitation Nurses and the Oncology Nursing Society. Five hundred twenty-four completed questionnaires were used for data analysis. Study findings revealed the bachelor's prepared nurses surveyed held a generally positive attitude toward graduate education in nursing. Fifty percent of the subjects indicated an intention to obtain a masters degree in nursing. For the majority of subjects the characteristics of graduate programs considered most important included faculty with high academic standards who offer challenging specialty area programs on a flexible time schedule.
A Comparison of Role Conceptions and Role Deprivation of Baccalaureate Students in Nursing Participating in a Preceptorship or a Traditional Clinical Program
Authors: Itano Joanne K , Warren Judith J , Ishida Dianne N
Published: April 2021

ABSTRACT

In this study, the professional and bureaucratic role conceptions and role deprivation of students participating in a preceptorship program were compared to those in a traditional faculty-supervised clinical group. The role conceptions and role deprivation of nursing faculty and preceptors were also examined. One hundred eighteen students in a two-year upper division baccalaureate program participated in this study. The Corwin Nursing Role Conception tool was administered.

Results indicated no differences in role conceptions or role deprivation in students participating in the preceptorship program and those who did not. There were no differences in the developmental pattern of role conception and role deprivation during two years of nursing education. Also, nursing faculty had a significantly higher professional role conception and a significantly lower bureaucratic role conception than preceptors but there were no differences in role deprivation between the two groups.
How are We Preparing Nurse Leaders?: A Study of Baccalaureate Curricula
Authors: Manfredi Claire M , Valiga Theresa M
Published: April 2021

ABSTRACT

What is leadership? Is it different from management? If so, how is it different? This study was designed to achieve several purposes: to clarify the conceptual differences between leadership and management; to identify the leadership/management concept included in baccalaureate programs in nursing; and compare and contrast the program content with the conceptual definitions. A review of eight program components contained in the National League for Nursing Self-Study Reports of 10 accredited programs in the mid-Atlantic region was conducted to achieve these purposes. This analysis revealed that despite their conceptual differences, nursing faculty generally use leadership and management interchangeably, and the emphasis in most programs is on management training rather than leadership development,
Academic Predictors of Success on the NCLEX-RN Examination for Associate Degree Nursing Students
Authors: Lengacher Cecile A , Keller Rosemary
Published: April 2021

ABSTRACT

The purpose of this study is to examine the relationship between selected admission variables (entrance GPA, ACT subtests scores in English and mathematics, ite ACT scores), age, perception of role strain, achievement in clinical and nursing courses, achievement on examinations, exit GPA, and performance on examination. Data were attained from records of associate degree graduates who were admitted to specially-designed associate degree program in and on those graduates who wrote the examination in July 1987 and July 1988. Pearson moment correlations and stepwise multiple analyses were used to identify the relationship the predictor variables (admission criteria, age, of role strain, achievement in clinical and courses), achievement on NLN examinations, exit and the criterion variable (scores on the examination).

The best predictor for performance on the NCLEX-RN the selected admission variables, age, perception of role strain, and exit GPA, were exit GPA (R = .71) and ACT composite scores (R = .75). The ACT math, ACT English scores, entrance GPA, age, and perception of role strain, had no predictive value. The best predictor for performance on the NCLEX-RN of nursing theory course and clinical course grades were the two theory courses in the second year of the program NUR 2712 (R= .77) and NUR 2713 (R= .79). NUR 2711 and 2711L, NUR 2712L, 2713L, and 2813 had no predictive value for success on the NCLEX-RN. The best predictor for performance on the NCLEX-RN of National League for Nursing examinations were the Basics Two Examination (R =.66) and the Psychiatric Nursing Examination (R =.70). The NLN Basic One and Basic Three Examinations had no predictive value.

These findings indicate that nurse educators could identify students early in the student's nursing program who would be successful on the NCLEX-RN or those who would be at risk for failure.

Of vital concern to nurse educators, administrators, graduates, and employers of these graduates is successful performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Performance of associate degree graduates is reported by the National Council of State Boards to be consistently very good, but with the new scoring on the NCLEX-RN examination aa pass/fail, it may be difficult to predict success.

Nurse educators are concerned about student performances on the NCLEX-RN particularly because there is a nursing shortage and the profession is having difficulty attracting nurses into all levels of nursing education. Attrition within nursing programs is very costly to educational programs, to the health care system, and to the student. If students are not able to complete their nursing program, they are unable to enter the job market and alleviate the shortage.
Nursing Students Rank High in Autonomy at the Exit Level
Authors: Boughn Susan
Published: April 2021

ABSTRACT

Professional status based on the criterion of autonomy continues to elude nursing. It is important to determine if this condition is due to the denial of professional status by employing organizations or to the lack of individual autonomy possessed by nurses. Female nursing school students were compared to women students from the schools of education, business, technology, and arts and sciences just prior to graduation. Nursing students scored as high on autonomy and masculinity as other female students, and higher on autonomy-related attitudes and behaviors specific to women. These findings conflict with earlier studies and with the position that nursing's denial of professional status is due to a lack of individual autonomy in nurses.
Effect of Writing Across the Curriculum Techniques on Students' Affective and Cognitive Learning About Nursing Research
Authors: Slimmer Lynda W
Published: April 2021

ABSTRACT

A descriptive design evaluated the effect of writing across the curriculum techniques on students' attitudes toward, and critical understanding of, nursing research. Using a semantic differential, students' (n = 17) attitudes were measured prior to a research theory course, immediately after the course, and at the end of the following term in which they were required to write a partial research proposal. This writing assignment was supported by a writing laboratory. Data analysis included paired t tests to measure differences after the course and after completion of the writing assignment and to measure differences in quality of papers submitted by those who attended the writing lab and those who did not. Results demonstrated significant positive changes in students' feelings about doing research and their beliefs about the desirability of research. No significant differences in quality of papers were found.
Knowledge About Aging and Alzheimer's Disease Among Baccalaureate Nursing Students
Authors: Edwards Rebecca M , Plant Mary Ann , Novak Debra S , Beall Colleen , Baumhover Lorin A
Published: April 2021

ABSTRACT

Alzheimer's disease (AD) is a debilitating disease that poses many physical, social, psychological, and management problems for family and professional caregivers. Nursing students' ability to meet this challenge was measured using Palmore's (1988) Facts on Aging Quiz, Version 2 (FAQ2) and the Alzheimer's Disease Knowledge (ADK) Test developed by Dieckmann, Zarit, Zarit, and Gatz (1988). No significant difference in ADK Test scores was found for students who had previous personal or educational experiences with AD. However, older students, seniors, and those who reported knowing more about AD had significantly better scores on the ADK Test. Knowledge about AD was not found to be related to knowledge of aging, and subjects as a group were found to exhibit a negative bias toward the elderly as measured by Palmore's FAQ2.
Incorporating Feminism Into the Graduate Curriculum
Authors: Ruffing-Rahal Mary Ann
Published: April 2021

ABSTRACT

Feminist theory and methods are vital catalysts to teaching/learning in graduate education. This article describes how feminism was integrated into a graduate course, specifically regarding nursing activism and health policy. Major themes include a learning model emphasizing the student's individual strands of life experience, reconstruction of nursing history, and small-group process. Class assignments, student responses, and the implications of feminist perspectives for advanced professional practice are discussed.
Attributional Theory Applied to a Baccalaureate Nursing Community Experience
Authors: Carroll Mary Clare , Carter Shirley V , Hayes Evelyn R
Published: April 2021

ABSTRACT

This study reports on the effectiveness of the attributional approach for evaluating outcomes of bicultural nurse-client interactions. Data for retrospective analysis were drawn from junior baccalaureate nursing students' (N= 16) self-evaluations of a one-to-one experience with a low-income, elderly, minority, urban resident. This data collection site, a wellness center in the resident/ participant's high-rise apartment building, was ideal because of the relative control of variables that tend to raise caregiver anxiety and confound outcomes of nurseclient bicultural interactions in community-based settings. Faculty found the attributional tool to have major advantages involving the students' preconceived ideas and plans for person growth. Multicultural population trends and expanding community-based nursing practice needs make it imperative that barriers in bicultural situations be addressed.
Cultural Diversity in Florida Nursing Programs: A Survey of Deans and Directors
Authors: Grossman Divina , Massey Paula , Blais Kathleen , Geiger Ellen , Lowe John , Pereira Odalis , Stewart Audrey , Taylor Rosemarie , Filer Vivian , Nembhard Jacquelyn , Tally-Ross Nancy
Published: April 2021

ABSTRACT

To determine how nursing programs in the state of Florida promote and integrate cultural diversity, a survey of deans and directors was conducted. Of 90 deans and directors surveyed, 46 (51%) responded. The ethnic composition of students and faculty in the respondents' programs was examined in comparison with that of the Florida population. Hispanics, Blacks, and Asians were found to be underrepresented in nursing faculty as compared with their proportion in the state population.

The majority of deans and directors ranked the goal of promoting cultural diversity of moderate importance. The two most critical issues perceived by the respondents were the lack of cultural knowledge, sensitivity, and awareness, and the academic problems and educational deficits of minority students. In 50% of the programs surveyed, culture content was integrated throughout the curriculum. Other programs either integrated culture content in specific classes or offered a course in transcultural nursing.

Although numerous approaches are currently being employed to recruit ethnically diverse faculty and students, the data suggest that more extensive and innovative efforts are needed to overcome existing barriers. As nursing faces the challenge of caring for a multicultural society in the 21st century, nursing leaders and organizations must collaborate to resolve the issues and problems revealed in this survey.
Transforming the Curriculum While Serving the Community: Strategies for Developing Community-Based Sites
Authors: Yoder Marian K , Cohen Jayne , Gorenberg Bobbye
Published: April 2021

ABSTRACT

Developing community-based clinical opportunities for students is a challenge. At San Jose State University (SJSU) School of Nursing, faculty transformed the curriculum by developing community-based experiences directed by faculty and delivered by students during clinical practice. These innovative clinical experiences provide a structure to educate students and enhance the ability to bring health care to underserved people in a community. This article describes the structure and processes for implementing the new experiences and offers strategies to guide other faculty interested in developing community-based experiences.
Differences in Clinical Experiences of ADN and BSN Students
Authors: Oermann Marilyn H
Published: April 2021

ABSTRACT

Prior research has suggested that clinical experience for nursing students is stressful. Concern about making an error and harming the patient, limited knowledge and skills for practice, and difficulties in interacting with the teacher and others in the clinical setting are some of the Stressors reported by students. Few studies have compared these stresses and the clinical experiences in general between students in associate degree (ADN) and baccalaureate (BSN) nursing programs. The purposes of this research were to compare the clinical experiences of ADN and BSN students at different levels in the programs and describe these experiences from the students' perspectives. As such, both quantitative and qualitative data were collected from 415 students in ADN and BSN programs in the Midwest. The ADN students reported significantly higher stress in clinical practice than BSN students (t = 2.16, p < .05). The stress experienced by ADN and BSN students in clinical practice increased as they progressed through the programs. The semester prior to graduation was the most stressful time in terms of clinical practice for both ADN and BSN students. The instructor was the predominant stressor reported by students in ADN programs across all levels of the curriculum. Among BSN students, the most prevalent stresses were coping with demands associated with patient care and the clinical teacher. The findings highlight the important role of the clinical faculty in both types of nursing programs.
Experiential Learning of Clinical Skills by Beginning Nursing Students: "Coaching" Project by Fourth-Year Student Interns
Authors: Aviram Michal , Ophir Rachel , Raviv Dennie , Shiloah Mirit
Published: April 2021

ABSTRACT

To fulfill the requirements for the internship program, fourth-year academic nursing students participated in a leadership program and became coaches for novice students who were beginning their first clinical rotations in the hospital. The concept of coaching is recognized in theory, research, and clinical education as an educational tool, which provides mutual benefits for the coachee and the coach.

The project lasted 12 weeks, 2 clinical days per week. The coachee served as a source of support and knowledge and assisted in problem solving for the beginning students. Aa nurse educators who oversaw the project, the authors summarized the program as it was developed and implemented at the Asssf HaRofeh School of Nursing including problems, revisions, and final conclusions and discussion.
Medication Administration: Does the Teaching Method Really Matter?
Authors: Powell Shirley S , Canterbury Mary Ann , McCoy Dana
Published: April 2021

ABSTRACT

Do teaching methods affect students' performance of medication administration? This study was conducted to ascertain if there was a difference in baccalaureate nursing students' ability to accurately administer medication when taught using a faculty-assisted (control group) method versus a self-directed (experimental group) method. Student performance in medication administration was measured 1 week post laboratory practice using a 17item instrument developed by the faculty. Students (N = 98) were randomly assigned to the faculty-assisted group or the selfdirected group. The difference between the two groups was in the method of laboratory instruction. Students (n = 50) in the control group received faculty instruction on the skill performance during the laboratory practice. Students (n = 48) in the experimental group viewed a faculty-generated videotape on medication administration prior to laboratory practice. Performance evaluations were completed 1 week after the laboratory practice. Analysis of the data using a two-tailed t test for independent samples showed no significant difference (p < .05) between the two groups.
The Construction of Feminist Pedagogy in Nursing Education: A Preliminary Critique
Authors: Weyenberg Dar
Published: April 2021

ABSTRACT

This project was completed in response to articles that have appeared in nursing journals calling for feminist pedagogy. The object of inquiry is the current discourse of feminist pedagogy. In critiquing the discourse, Foucault's notion of "regime of truth" was used as a tool for analysis. It is the author's contention that feminist pedagogy, as currently constructed in nursing education, has likened Freire's notion of liberatory education with feminist scholarship. Feminist scholarship has taken a subordinate role to stories of classroom processes. Many so-called feminist strategies are, in reality, progressive educational strategies adorned with seductive language. Adopting a questioning stance, rather than merely proclaiming that "all is bliss" in the feminist classroom, would benefit all who are involved in the construction of feminist pedagogy. If nursing education is to seriously engage with feminist scholarship, as the author believes it must do, then it must not play a secondary role in feminist pedagogy.
The Effects of the Problem-Based Alcohol Early-Intervention Education Package on the Knowledge and Attitudes of Students of Nursing
Authors: Arthur David
Published: April 2021

ABSTRACT

The profession of nursing is seeking to establish its unique professional identity by developing disciplinefocused research and clinical practice supported by university education. However, according to refereed literature, educating undergraduate nurses in alcohol-related problems is lacking. The literature reveals that nurses in general lack the necessary knowledge, attitudes, and skills to work with problem drinkers. Alcohol early intervention is advocated as a strategy compatible with contemporary nursing practice. This paper reports a study that commenced with the development of a problembased, five-week Alcohol Early Intervention Education Package (AEIEP). This package became an intervention around which the knowledge and attitudes of a sample of 212 students of nursing were evaluated. A comprehensive instrument was developed to measure the respondent's knowledge and attitude regarding alcohol-related problems in general and specifically in early intervention. The effects of the education intervention on the different strata of students, were examined in a quasi-experimental, pre-post test design. The findings demonstrated it had a significant effect on the knowledge and attitudes of students enrolled in an integrated bachelor of nursing curriculum.
Academic Misconduct: Responses from Deans and Nurse Educators
Authors: Bailey Patricia A
Published: April 2021

ABSTRACT

The purpose of this study was to describe what deans/chairs and faculty in baccalaureate nursing programs perceive as academic misconduct among students. Subjects were asked to describe a positive and negative incident that reflected student cheating and/or plagiarizing and to describe the setting where the incident occurred. Various types of cheating and plagiarism were described by the subjects as occurring in the classroom setting. In the clinical setting, incidents of false documentation and faked home visits were reported. Results of this study support the need for a clearer understanding among students of what constitutes plagiarism. Students who become involved in academic misconduct need to be identified early and policies must be developed that will assist administrators and faculty in dealing with these issues.
Beyond Cultural Competence: Teaching about Race, Gender, Class, and Sexual Orientation
Authors: Abrums Mary E , Leppa Carol
Published: April 2021

ABSTRACT

Teaching cultural competence to nursing students has been a goal of nursing education for many years. Culturally competent care has been defined as "sensitive to issues related to culture, race, gender, and sexual orientation." However, teaching cultural competence to nursing students has commonly emphasized cultural or ethnic beliefs, values, and practices, rather than issues of race, gender, class, or sexual orientation. The authors use the theory of "relational positionalty" to help students recognize that everyone has a perspective through which they view the world as "normal"; and that normal as defined by the dominant group can create situations of oppression for others.
A Curriculum Framework for Nursing
Authors: Webber Pamela Bayliss
Published: April 2021

ABSTRACT

Nursing education has struggled for decades to develop a framework that would adequately reflect nursing and provide a stable yet dynamic curriculum for nursing education. Unfortunately, most of the frameworks the profession has used in the past either were adapted from other disciplines or based on processes, concepts, and theories that were too narrow to serve in the capacity of a unifying framework. Perhaps it is time that nursing begins to focus more on the profession's epistemological forest than on isolated trees when developing and selecting curricular frameworks. This article offers a framework that may help us do just that.
Thinking Processes Used by Nurses in Clinical Decision Making
Authors: Higuchi Kathryn A Smith , Donald Janet G
Published: April 2021

ABSTRACT

Clinical decision making forms the basis of expert clinical practice. The purpose of this study was to investigate and document the thinking processes used by nurses in clinical decision making situations so the processes could guide educational practice. Clinical data was analyzed to reveal that clinical decision making is complex and requires a variety of thinking processes. Medical and surgical nurses used different thinking processes, showing the importance of context in clinical decision making. The nursing exemplars and working vocabulary developed in this study to describe the thinking processes used in clinical decision making can be used in nursing education.
Preceptorship and Critical Thinking in Nursing Education
Authors: Myrick Florence
Published: April 2021

ABSTRACT

Although preceptorship is being used increasingly by nursing faculty in the practice setting, little is known about how preceptors teach and even less is known about how critical thinking is being fostered in that relationship. The purpose of this study was to examine the process used in preceptorship to develop and promote the critical thinking ability of baccalaureate nursing students. Using the grounded theory method, this study was conducted in a large tertiary care hospital. Participants included fourth-year baccalaureate nursing students (preceptees) and their staff nurse preceptors. Data collection was composed of semistructured interviews and observations of the preceptors and preceptees as they worked together in the practice setting. Secondary data sources included documents considered appropriate to the study (e.g., nurse notes, student journals). By constant comparative analysis of the data, the findings of this study revealed a process that reflects the enabling of students by preceptors to develop and promote their critical thinking ability in the practice setting.
Nursing Students' Experiences With and Strategic Approaches to Case-Based Instruction: A Replication and Comparison Study Between Two Disciplines
Authors: DeMarco Rosanna , Hayward Lorna , Lynch Marcia
Published: April 2021

ABSTRACT

In the classroom and in clinical areas, knowing how to learn, reason, reflect, think creatively, generate and evaluate ideas, make decisions, and solve problems have been identified as key elements of critical thinking. However, to be successful in the current health care arena, caregivers cannot be satisfied with possessing the ability to solve problems and simply meet preestablished "outcomes" (Alfaro-LeFevre, 1998). It is necessary to improve knowledge and practice applications and to explore the best ways to do things within a work group.

This qualitative study evaluated the experiences of senior-level nursing students using case-based instruction in a course titled, Leading and Managing in Nursing. It is a replication and extension (Phase II) of an original case-based instruction study, completed with senior physical therapy students (Phase I). Phase III of this study trajectory is the creation of an interdisciplinary casebased course that addresses either or both clinical collaborative care issues or leadership and management issues for health care profession students. From this Phase II study, six thematic groupings emerged as distinct student experiences hi case-based instruction- motivation, real world, learning, knowledge development, emerging from within, and group dynamic issues.
Graduate Nursing Students' Precourse and Postcourse Perceptions and Preferences Concerning Completely Web-Based Courses
Authors: Wills Celia E , Stommel Manfred
Published: April 2021

ABSTRACT

Web-based nursing courses have proliferated rapidly in recent years, but few data are available about course outcomes. A pretest/posttest survey design of student perceptions and preferences was used to evaluate two graduate-level on-line nursing courses (required research and elective aging issues courses; N = 31 and JV = 29, respectively) on the basis of Billings' outcomes evaluation framework for nursing Web-based courses. Students in both courses were favorable or at least neutral in their perceptions of outcomes at both pretest and posttest, but favorable shifts in perceptions also occurred from pretest to posttest. Most students remained stable in their preferences for format of instruction (on-line or classroom), and most favored an on-line format. Almost all students indicated they would take the course they took if they had the decision to make over again. Students who took the elective aging issues course had somewhat more favorable perceptions overall at posttest, compared to the required research course, but some differences were accounted for by pretest score differences between the groups. While outcomes were positive for both courses, the results also highlight specific needs for adequate socialization and support of students, particularly for first-year graduate students who are taking Web-based courses.
Integrating Health Services Research Into Nursing Doctoral Programs: The Evolution of Nursing Research
Authors: Cody Marisue , Beck Cornelia , Courtney Reni , Shue Valorie M
Published: April 2021

ABSTRACT

Traditionally, nursing research has focused on the effect of an intervention on selected patients without considering the inñuence of the system of care and its myriad characteristics. Health services research (HSR) focuses on organization and financing of health services; access to health care; quality of care; clinical evaluation and outcomes research; informatics and clinical decision making; practitioner, patient, and consumer behavior; health professions workforce; health policy formulation and analyses; and health care model and service use. Doctoral students can benefit from HSR's broad perspective if it is included in existing nursing curricula. Ultimately, HSR could help the nursing profession achieve the capacity to develop health policy and new systems of health care for the 21st century.
Using Storytelling as an Approach to Teaching and Learning With Diverse Students
Authors: Koening Jill M , Zorn CeCelia R
Published: April 2021

ABSTRACT

Storytelling is an approach to teaching and learning that develops from the lived experiences of teachers, clinicians, and students. This article examines the storytelling process used to help students explore personal roles and make sense of their lives, and as an approach to help diverse undergraduate students with various learning styles.
Leukemic Hypopyon
Authors: Abramson David H , Wachtel Antonio , Watson Carolyn W , Jereb Berta , Wollner Norma
Published: April 2021

Summary

A seven-year-old girl was successfully treated for acute lymphoblastic leukemia. Despite clinical remission she developed a monocular hypopyon which was treated successfully with topical and subtenons steroids. When the hypopyon reappeared, a diagnostic paracentesis revealed leukemic cells and a normal aqueous lactate dehydrogenase. Leukemic ocular infiltration may clinically mimic both neoplastic and inflammatory ocular conditions. The combination of paracentesis and lactate dehydrogenase assay greatly aid in the correct diagnosis.
Advantages of a Cross-Correlation Technique for ERG Measurement in Children
Authors: Fricker Stephen J , Kuperwaser Mark
Published: April 2021

Abstract

The measurement of ERGs of infants and children suspected of having retinal dysfunction can present some significant practical problems. Often the degree of cooperation is less than ideal, the stimulus actually reaching the retina may vary, and the level of background electrical activity can mask small responses. Single flash ERGs often are not adequate in such circumstances, and usually it is advantageous to use some form of noise reduction. Conventional averaging techniques can be used, but one disadvantage is the time required to average a significant number of responses. The use of rapid, pseudorandomly timed stimuli and a cross-correlation signal recovery procedure offers some theoretical and practical advantages. Usually a better defined response (with a higher signal-to-noise ratio) can be obtained in a relatively short time, sometimes in a few seconds. In addition, the pseudorandomly timed flash stimuli inherently contain a wide range of frequencies, so that in effect the frequency response of the outer layers of the retina is being measured. Some clinical examples will be described to illustrate the practical application of this procedure for measuring the cone and rod ERGs of young patients.
Preferential Looking Vision Testing: Application to Evaluation of High-Risk, Prematurely Born Infants and Children
Authors: Manning Karen A , Fulton Anne B , Hansen Ronald M , Mayer D Luisa , Petersen Robert A , Barg Dana C
Published: April 2021

Abstract

We studied the application of preferential looking (PL) procedures to evaluation of visual performance of 59 prematurely born infants and young children. Neurological abnormalities were present in 29 of the 59 patients. Ophthalmic examination revealed normal eyes in 20 of the patients; retinopathy of prematurity (20 patients) and strabismus (13 patients) were the most prevalent ophthalmological disorders; the remaining 6 patients had a variety of ophthalmic anomalies. Results indicate that PL testing of such patients is best accomplished after age 2 months. Patients with developmental delays can be tested, but they may have poor PL performance that is not accounted for by ophthalmic abnormalities. Differences in PL acuities between right and left eyes were indicative of amblyopia in some of the strabismic patients; sequential PL acuities monitored occlusion therapy in these pre-verbal youngsters.

Prematurely born infants are at risk not only for retinopathy of prematurity,1 but also significant refractive errors,2,3 a higher-than-normal prevalence of strabismus,4 and ocular disorders associated with congenital infections and chromosomal anomalies. Besides the specific ocular conditions that can lead to visual loss, the symptoms of visual inattention, especially among the developmentally delayed infants, leads to ophthalmologic consultation. Successful assessment of vision in these prematurely born infants could complement the ophthalmologist's examination (just as vision testing in older patients does), and contribute to the information in which the family and other providers base plans for care of the prematurely born patient with visual problems.

We tested the vision of prematurely born infants using preferential looking (PL) procedures.5-8 PL is one of several methods currently available that may be clinically useful5,6,8,10 for investigation of infants' visual capabilities.9 The prematurely born patients provided a population, acknowledged to have a high prevalence of ocular disorders, that allowed us to evaluate further the clinical utility of PL. Also, we wanted to appraise PL visual performance of the prematurely born among our high-risk-infant patient population" that often requires integration of ongoing medical care and education services.