bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effect of Bone Graft Extenders to Enhance the Performance of Iliac Crest Bone Grafts in Instrumented Lumbar Spine Fusion
Authors: Girardi Federico P , Cammisa Frank P
Published: April 2021

Abstract

Allograft bone extenders are commonly used in spinal surgery to increase the available graft volume, thereby promoting and achieving a solid fusion mass. We report a single surgeon's use and early results of autologous bone graft and allograft demineralized bone matrix in 65 patients undergoing lumbar spinal fusion. Of the patients included in this study, 59 (91%) patients underwent surgical intervention for lumbar spinal stenosis, three (5%) patients had lumbar spondylolisthesis, two (3%) patients had stenosis, and one (1%) patient had bilateral spondylolysis. Forty-three (64%) women and 22 (36%) men were included in the study. The average patient age was 56 years (20-85 years, SD=±16). Independent radiographic evaluation was performed. Each subsequent radiographic follow-up revealed increased improvement in average Lenke score and was statistically significant between the early (1 month) and recent (12 month) follow-ups. There were statistically significant changes in Lenke score between 1 month and 3 months follow-up (P<.01), between 3 months and 6 months follow-up (P<.001), and between 6 months and 12 months follow-up (P<.01). The gradual and constant increment of improvement in radiographic measurements in this preliminary series may indicate a positive effect of the use of bone graft extenders that may decrease the required amount of autologous bone graft. Bone graft extenders also may minimize the risks and complications associated with the harvesting procedure.
Interpositional Arthroplasty (Jones Technique) for the Treatment of Herniated Lumbar Disks: A Modification of the Soft Posterior Lumbar Interbody Fusion
Authors: Jones Stanley C , Fernau Ronald C , Woeltjen Bonnie Lane
Published: April 2021

Abstract

Sixty-six patients underwent posterior lumbar interpositional arthroplasty using a combination of calcium sulfate pellets, decompression bone, and autologous growth factors. Patients who underwent this modification of the soft posterior lumbar interbody fusion (PLIF) (Jones technique) were evaluated using clinical and radiographic ratings. The Jones technique produced significantly improved clinical pain scores in all patients, reducing back pain by 71% and leg pain by 90%. Furthermore, 93% of patients achieved at least 50% opacity of the disk space area. The Jones technique for the soft PLIF provided reduction of pain and stabilized the disk space height in addition to decreasing morbidity and cost.
Functional Anterior Cruciate Ligament Bracing: A Survey of Current Brace Prescription Patterns
Authors: Decoster Laura C , Vailas James C
Published: April 2021

Abstract

This study surveyed orthopedic surgeons regarding anterior cruciate ligament (ACL) bracing practices. Surveys were mailed to 1194 members of the American Orthopaedic Society for Sports Medicine. The return rate was 24% (n=287). Descriptive analysis revealed that 13% of physicians never brace ACL-reconstructed patients, whereas only 3% never brace ACL-deficient patients. Physicians prescribe off-the-shelf braces more frequently for ACL-deficient patients than ACL-reconstructed patients (P=.000). Half reported bracing less frequently than 5 years ago. The wide range of responses reflects the lack of scientific basis for bracing decisions. Continued research efforts are encouraged. In the interim, the physician's clinical judgment provides the basis for bracing decisions.
Hook of the Hamate Fractures in Competitive Golfers: Results of Treatment by Excision of the Fractured Hook of the Hamate
Authors: Aldridge Julian M , Mallon William J
Published: April 2021

Abstract

Seven competitive golfers presented with isolated fractures of the hook of the hamate. All patients were treated with excision of the fractured hook of the hamate, with complete resolution of pain. All patients returned to their previous level of play. It is reasonable to deduce, with this group of patients, that this fracture pattern represents an overuse or repetitive motion injury; Regardless of etiology, prompt diagnosis and treatment of this injury with excision of the fractured hook of the hamate bone allows competitive golfers to return to their previous level of competition.
Bilateral Anterior Tibial Stress Fractures Treated With Dynamic Intramedullary Nailing
Authors: Gardiner James R , Isbell William M , Johnson Darren L
Published: April 2021

Overuse syndromes are common injuries in athletes. Stress fractures of the anterior tibial cortex have an atypical clinical course and may not respond well to nonoperative treatment Dynamic intramedullary nailing is a treatment choice for professional and collegiate athletes, who have defined limited playing time and eligibility constraints.
Outcomes in Bilateral and Simultaneous Quadriceps Tendon Rupture
Authors: Shah Mrugeshkumar K
Published: April 2021

Abstract

This study reviewed 55 case reports of simultaneous and bilateral quadriceps tendon rupture and analyzed factors related to outcomes. Mean patient age was 52 years and 82% of patients were male. Most patients (76%) had underlying medical conditions predisposing them to rupture and 1 6 (32%) patients had multiple risk factors. Falls accounted for a majority of injuries (72%) and the osseotendinous junction was frequently the location of the tear (60%). Patients were almost always treated surgically (96%). Gender, mechanism of injury, tear location, and time to diagnosis and repair were not related to outcomes, whereas age, multiple risk factors, and renal or endocrine disease or diabetes were related to outcomes.
Wound Pharmacobiology
Authors: Peters Paul C , Nutescu Edith , Andersen Judith
Published: April 2021

Abstract

Wound healing after major joint surgery involves a series of complex events. Over the past several years, thrombin has emerged as a pivotal participant in wound healing. The high incidence of venous thromboembolism following major joint replacement has made prophylaxis with pharmacologic agents a component of postoperative management. Anticoagulant agents of various classes affect different degrees of thrombin inhibition by virtue of their in vivo mechanisms of action. By inhibiting thrombin activity directly, with or without antithrombin III Or other antithrombins, traditional anticoagulants may retard the wound healing process and impair completion. Newer, more selective anticoagulants may provide not only more effective alternatives for venous thromboembolism prophylaxis surrounding major orthopedic procedures, but also an anticoagulant environment more favorable to wound healing.
Cemented Stems: A Little Difference, a Lot of Damage
Authors: Callaghan John J , Templeton Jesse E
Published: April 2021

Primary Hip Fixation
Leg Length Inequality in Total Hip Arthroplasty
Authors: Goldstein Wayne M , Gordon Alexander , Branson Jill J
Published: April 2021

abstract

Postoperative leg length inequality after total hip arthroplasty frequently leads to medical liability issues because no standard exists regarding the acceptable disparity. Modular stems allow control of offset, independent sizing of the distal femoral anatomy, as well as proximal medullary sizing. The authors compared the restoration of leg length in two cohort protocols. In the 2001 cohort, tapered stems were exclusively used, giving priority to fit and fill of the medullary canal. In the 2004 cohort, porous-tapered stems, or an S-ROM modular stem (DePuy Orthopaedics Inc., Warsaw, lnd) when needed, were used based on preoperative templating to restore the center of femoral head rotation. Prior to and after surgery, length from center measurements were taken (center of rotation of the femoral head to the top of the lesser trochanter) and the vertical vector to compare the difference in actual leg length. In the 2001 cohort, the mean increase of length from center was 9 mm (7 mm leg length). In the 2004 cohort, 25% of the hips were inappropriate for tapered stems. S-ROMs were used because a tapered stem would lengthen the leg. In the standard offset tapered stem, the mean increase of length from center was 6 mm (4 mm leg length). In the high offset tapered stem, the mean increase of length from center was 7 mm (5 mm leg length). In the S-ROM stem with varying offsets, the mean increase of length from center was 6 mm (4 mm leg length). Only the S-ROM consistently avoids overlengthening in the majority of patients.
The S-ROM Modular Femoral Stem in Dysplasia of the Hip
Authors: Mattingly David A
Published: April 2021

abstract

Abnormal femoral neck anteversion, previous proximal femoral osteotomies, and small femoral canals with metaphyseal/diaphyseal mismatch are commonly seen in patients with developmental dysplasia of the hip (DDH) and are ideal indications for using a modular femoral stem. The torsional stability of the fluted modular stem makes it the implant of choice for subtrochanteric osteotomy stabilization for reduction of high-riding DDH. Modularity optimizes proximal and distal implant stability while permitting adjustments to anteversion, offset, and leg length to provide custom biomechanical reconstruction of the DDH hip. Clinical results with few complications can be achieved when using this stem in complex DDH surgery.
Total Hip Arthroplasty in Patients With Dwarfism
Authors: Sekund Todd D
Published: April 2021

abstract

Skeletal dysplasia or dwarfism presents in a host of manners. Degenerative hip disease can present as a primary problem secondary to the abnormal growth disturbance or secondarily from the abnormal load distributions through the hip joint itself. Total hip arthroplasty is a successful procedure but sought with increased risks and complications; when compared to routine hip arthroplasty. Custom or modular hip implants can help a surgeon manage the abnormal bone morphology seen with this condition.
Preventing and Managing Intraoperative Fractures and Perforations in Hip Arthroplasty
Authors: Talmo Carl T , Bono James V
Published: April 2021

abstract

Intraoperative perforation of the femur, a serious complication of hip arthroplasty, encompasses a broad spectrum - from a simple hole in the bone to a displaced fracture with an unstable prosthesis. Although some intraoperative perforations are managed routinely, others are disastrous and often associated with greater morbidity, mortality, increased blood loss, and poor clinical outcome. Appropriate recognition/ including an awareness of preoperative risk factors, is paramount to the successful management of these complications. We have found the S-ROM (DePuy Orthopaedics Inc., Warsaw, lnd) prosthesis safe in the prevention of cortical perforation in high-risk patients and effective in managing intraoperative perforation and fracture when it occurs.
Prevention of Pressure-Induced Skin Ischemia and Impending Skin Penetration in a Displaced Clavicle Fracture
Authors: Meyer Dominik C , Hertel Ralph
Published: April 2021

This article presents a quick and effective method using adhesive tapes to prevent ischemia or penetration of the skin in clavicle fractures.
Comparison of Range of Motion of High-Flexion Prosthesis and Mobile-Bearing Prosthesis in Total Knee Arthroplasty
Authors: Seon Jong Keun , Song Eun Kyoo , Lee Jun Yub
Published: April 2021

abstract

The purpose of this study was to compare the range of motion (ROM) of conventional total knee arthroplasty (TKA) using high-flexion, posterior cruciate ligament (PCL) stabilized prostheses and the ROM of conventional knee arthroplasty using navigation-assisted TKA, with mobile-bearing, cruciate ligament-retaining knees. Fifty conventional TKAs with high-flexion knees and 50 navigation-assisted TKAs with mobile-bearing knees were included in this study. The ROM and number of knees that allowed comfortable kneeling and cross-legged sitting 2 years postoperatively were evaluated and compared. Functional outcomes of the two groups were assessed with the Hospital for Special Surgery (HSS) scores. The authors found no difference between the ROM and functional outcomes of conventional TKA with high-flexion knees and navigation-assisted TKA with mobile-bearing knees.
Navigated Unicompartmental Knee Replacement
Authors: Jenny Jean-Yves
Published: April 2021

abstract

The author developed a non-image-guided navigation system for unicompartmental knee replacement that can be used with conventional surgery or minimally invasive surgery. The author performed a radiological analysis of the accuracy of implantation for unicompartmental knee replacement with conventional surgery, navigated minimally invasive surgery, and conventional navigated surgery. A significant increase in the rate of prostheses implanted in the desired angular range for all criteria in conventional navigated minimally invasive surgery and conventional navigated surgery was found. The conventional navigated technique was significantly more accurate than minimally invasive surgery.
Why is the Microbiology Lab Calling About an Extended-Spectrum Beta-Lactamase Bacterium From a Wound Culture?
Authors: Ribes Julie , Rapp Robert P
Published: April 2021

As more and more gram-negative bacteria produce extended-spectrum beta-lactamases, it is important that physicians know what to do when these bacteria cause postoperative infections in patients.
Unicondylar Knee Arthroplasty: Past and Present
Authors: Tanavalee Aree , Choi Young Joon , Tria Alfred J
Published: April 2021

educational objectives

As a result of reading this article, physicians should be able to:

1. Describe the historical development of unicondylar knee arthroplasty (UKA).

2. Recognize the desirable features of a unicondylar prosthesis.

3. Identify the ideal patient for UKA.

4. Summarize the principles of the unicondylar surgical procedure.
Total Hip Arthroplasty With Satin Finish, Tapered Stems
Authors: Ritter Merrill A , Harty Leesa D , Lorenzo Rodrigo A , Lutgring Joseph D
Published: April 2021

abstract

Subsidence of femoral hip prostheses with a rough surface has been associated with osteolysis and loosening. However, recent evidence has suggested that smooth-finish tapered stems may not incur these problems. An experimental monobloc satin finish, tapered femoral component was designed to subside within the cement. There were 49 femoral components implanted, and patients averaged a 1 .8-mm subsidence at the prosthesis-cement interface with a follow-up of 6.76 years. There were no failures attributable to aseptic loosening at the cement-bone interface. This study supports the use of a satin finish, tapered femoral component in cemented total hip arthroplasty.
AS PART OF THE TEACHING-LEARNING PROCESS
Authors: Crowley Dorothy M
Published: April 2021

CLINICAL DIARIES...
Conquering Computer Cowardice
Authors: Grobe Susan J
Published: April 2021

ABSTRACT

The shift to computer-based systems in clinical settings affects many nurses who are unfamiliar with computers. The article describes effective strategies for helping nurses in either clinical or educational settings to overcome their fears and learn to use computer-based information systems.
Nursing's Self-Image - Nursing Education's Responsibility
Authors: Hammer Rita M , Tufts Margaret A
Published: April 2021

ABSTRACT

This article is concerned primarily with the development of a professional image of nurses and the significant role played by nursing educators. What do nursing educators do or should they do to enhance positive self-image among their students?

After many years of dealing with students at various stages along the way toward RN, and seeing their reluctance to enter the nursing world due to uncertainty and fear, it seemed to the authors that the root of the problem may be in the development of professional self-image. The authors believe that even though curricula are sound and faculty well prepared for their responsibilities, students still develop these feelings of doubt and inadequacy. Perhaps nursing educators need to do a self-examination by answering the questions posed throughout the article. It is the belief of the authors that nursing educators sincerely subscribe to their role in self-image development. But, at the same time, they may unconsciously contribute to some aspects of negative image development. Is it something that they "do or don't do"?

The article is intended to be thought provoking; to stimulate thinking and self-examination. It is not meant to introduce new and innovative material. It reiterates some facts, enumerates a variety of situations, provides examples, and poses many questions. It is divided into three areas of discussion. Self-concept is briefly reviewed as foundation material for the examples and situations enumerated. Further discussion centers on the importance of the individual (nurse) and the importance of the work (nursing). In summary, several guidelines are offered to nurture positive professional self-image development.
Patterns of Practice: Master's Prepared Nurse Practitioners
Authors: Lynaugh Joan E , Gerrity L , Hagopian Gloria
Published: April 2021

ABSTRACT

Graduates of the Primary Care-Family Nurse Clinician Program at the Univeristy of Pennsylvania School of Nursing were surveyed as part of an overall, ongoing evaluation of graduate level primary care education in the school. The main focus of the survey was to discover the scope of practice characteristic of the program graduates. The survey revealed that the majority of graduates were providing direct patient care, while some were teaching primary care or embarking on related forms of practice. The graduates were found to be involved in assessment, education and counseling, and were working with physicians and others to provide comprehensive patient care.
Faculty Governance: A Key to Professional Autonomy
Authors: Kritek Phyllis B
Published: April 2021

ABSTRACT

Faculty governance can play a central role in modeling professional autonomy to student nurses during their socialization processes. Nurse educators, however, may be more familiar with bureaucratic models of governance than with collégial models of governance. The collegial or shared governance model offers nursing access to enhanced academic maturity, and deserves nursings' close attention and study.
Faculty Workload: Myths and Realities
Authors: O'Shea Helen Spustek
Published: April 2021

ABSTRACT

This survey was done to determine the current workload policies and practices in collegiate schools of nursing. A 40item questionnaire was mailed to all schools holding membership in the American Association of Colleges of Nursing. Seventy-two percent of the schools responded. of the data shows that quantifiable factors which relate directly to teaching are of considerable importance to deans in determining faculty workload while less quantifiable factors such as student advisement, research, publication and involvement in direct client care are of little or no importance in determining workload.

Faculty workload is a subject of interest to faculty and administrators at all levels of education. It is of particular interest in colleges and universities where faculty are responsible not only for teaching, but also for research, publication, and service. Faculty in schools of nursing face additional requirement of maintaining clinical practice The problem of what constitutes a reasonable faculty workload is complicated further by the academic of assigning faculty to teaching responsibilities but rewarding research, publication in refereed journals, active involvement in professional organizations, and service to the academic community. As nursing schools strive to become an integral part of higher education, nursing faculty are having to meet the same criteria for promotion and tenure as those used in other departments of the university. While there have been a number of reports and articles about factors which deans should consider in determining faculty workload, less has been published about factors which deans consider in assigning workload. This paper is a report of a survey of the faculty workload policies and practices currently in use in collegiate schools of nursing.
Reliability and Validity of the Women's Health Care Skills Audit
Authors: Glascock Jane , Brown Marie Annette
Published: April 2021

ABSTRACT

The Women's Health Care Skills Audit (WHCSA) is a behaviorally oriented instrument which is hypothesized to measure important, clinically relevant components of the basic women's health care skills of Family Nurse Practitioners. The purpose of this research was to examine the reliability and validity of the WHCSA. Two women's health care nurse practitioners independently evaluated the performance of 23 Family Nurse Practitioner students during client visits. Overall internal consistency and test-retest reliabilities of the instrument were high - .96 and .84 respectively. In addition, support for the convergent validity of the WHCSA was also obtained in the study.

Results therefore indicate that the WHCSA is both reliable and valid and holds promise for use in documenting and evaluating basic Family Nurse Practitioner women's health care competencies.
Does the Baccalaureate Make a Difference?: Differentiating Nurse Performance by Education and Experience
Authors: DeBack Vivien , Mentkowski Marcia
Published: April 2021

ABSTRACT

The nursing profession continues to debate the question of whether level of education matters in performance once the nurse is oriented to a particular setting, or whether the assumed advantages of baccalaureate education can be substituted by on-the-job experience. In this study, nurses with a baccalaureate degree demonstrated more nursing competencies when compared with their associate degree or diploma colleagues. Results also suggest that education promotes a broader range of abilities than does experience.
Criterion-Related Validity of a Clinical Simulation
Authors: Holzemer William L , Resnik Barbara , Slichter Mark
Published: April 2021

ABSTRACT

This study explored the criterion-related validity of a clinical simulation by examining nurse practitioner's (NP) performance as measured by a chart audit and direct observation of care with performance on a clinical simulation. The clinical problem for all three instruments was the assessment and management of hypertension. Seventeen NPs completed all three instruments. The findings suggest that the chart audit and observation data were significantly correlated, but neither was significantly correlated with the clinical simulation. No evidence of criterion-related validity was noted, although several limitations of the study prohibited a definitive conclusion. Nurse educators are cautioned about using clinical simulations for evaluating student's performance until there is more support for criterion-related validity.
An Investigation of Decision Theory: What are the Effects of Teaching Cue Recognition?
Authors: Thiele Joan E , Baldwin Joan H , Hyde Roberta S , Sloan Beth , Strandquist Gloria A
Published: April 2021

ABSTRACT

As currently formulated, decision theory assumes that care givers learn cue recognition primarily by experience. However, it seems probable that the ability to receive and recognize cues can be taught. To investigate cue recognition abilities of junior and senior baccalaureate nursing students, five computer simulations were developed. The specific question investigated was: What are the effects upon students' cue recognition and clinical decision-making abilities of teaching cue recognition?

Following teaching of cue recognition and decision making, a statistically significant difference was noted in both junior and senior students in relation to accuracy of cue recognition and clinical decision making. The conclusions were that cue recognition and cue sorting can be taught. Also, linking or grouping of related cues can be taught. In this study, the teaching of cue recognition and linking of cues improved the accuracy of clinical decisions made by students who were presented computer simulations of a variety of clinical situations.
Succeeding in a Man's World: Women's Expectations for Success and Perceptions of Ability
Authors: Barron Cecilia A
Published: April 2021

ABSTRACT

With the introduction of research content into nursing curricula, female students are expected to achieve in an area traditionally considered male-oriented. The purpose of this study was to determine which factors may influence women's expectations for success and perceptions of ability on a task described as either male- or female-linked. Two hundred fifty-four female undergraduates constituted the sample of convenience. Measures were obtained on the following variables: private self-consciousness, sex-role orientation, past experience with task, present motivation, expectations for success, actual performance on task, and attributions made to ability. Multiple-regression analyses indicated that stable personality factors influenced expectations for success and perceptions of ability on the male task but not on the female task. The findings provide nurse educators with information useful in predicting which female students may have difficulty with the male-linked nature of research.
The Relationship of Empathy to Clinical Experience Among Male and Female Nursing Students
Authors: Becker Heather , Sands Dolores
Published: April 2021

ABSTRACT

While a number of educational interventions aimed at increasing empathy among nurses have been undertaken, research on empathy has yielded inconsistent findings. This study used a new multidimensional measure to study empathy levels among BSN nursing students during their first year of nursing education. Thirty-five nursing students completed Davis' Interpersonal Reactivity Index (IRI) at four times during their junior year. The results of a repeated measures ANOVA indicated high consistency for all IRI scores across the four data collection periods. T-tests were also performed to compare IRI scores by gender. Males scored significantly lower than female nursing students on the Personal Distress Scale. While there were no other consistent, significant differences, males did not tend to score slightly higher than females on Perspective Taking. This response pattern is the opposite of what has been reported for other groups, although it is consistent with previous nursing resesarch. The relationship between age, previous health-care experience, and IRI scores also varied by sex. Implications of these findings for educational interventions, recruitment, and retention of nursing students are discussed.
Assessing Student Outcomes in a Nursing Learning Assistance Program
Authors: Foster Patricia J , PhD Grenith , Condon Vaneta M
Published: April 2021

ABSTRACT

This study measured the apparent effectiveness of a Learning Assistance Program (LAP) in second-year baccalaureate nursing students using a process-outcome design. Seventy-eight students participated in LAP and 98 did not. SAT/ACT scores and freshman GPA were the cognitive "input" variables and the end-of-sophomore-year GPA the cognitive "outcome" variable. Affective variables at the beginning and end of the test year were the Study Attitudes and Methods Survey (SAMS) and the Survey of Reading and Study Efficiency (SR/SE). Statistical analysis included stepwise multiple regressions for evaluating the relationship between the process LAP participation) and outcomes when the entry variables had been accounted for.

Attending LAP improved participants' study attitudes and skills scores. There was a significant negative correlation between the degree of LAP participation by lower achieving students and their sophomore-yearending GPA. This may be related to the fact that students who perform poorly on tests are encouraged to participate in LAP.
Education for Executive Nurse Administrators: A Databased Curricular Model for Doctoral (PhD) Programs
Authors: Princeton Joy C
Published: April 2021

ABSTRACT

This article reports a secondary analysis of qualitative data collected during an earlier study that investigated the educational preparation and role-related responsibilities of first-line nurse administrators employed in academe. Analysis of these original data raised several different and important research questions about role preparation for nurse administrators that had not been addressed in the earlier study, and that subsequently directed the secondary data analysis: (1) Are there knowledge domains specific to the executive nurse administrator role about which practicing administrators must have knowledge, and for which they are then accountable? And, if so, (2) What are the curricular implications for PhD programs in nursing that offer an executive nursing administration track? Secondary data analysis revealed that there are specific knowledge domains in executive nursing administration from which categories of courses can be identified. Implications are explored for role preparation in nursing administration at the PhD level based on the domains and categories of courses.
Student Clinical Experiences in Shelters for Battered Women
Authors: Urbancic Joan , Campbell Jacquelyn , Humphreys Janice
Published: April 2021

ABSTRACT

This article describes the critical social problem of wife battering and clinical experiences for student nurses in shelters for battered women. The argument is presented that due to increasing frequency and severity, nurses must become more aware of and effective in caring for battered women and their children. In keeping with the call from nursing leaders and health care reformers, the shelter clinical experience provides students with an opportunity to shift from a focus on high technology to communitybased primary care. Students are able to function as advocates, advisers, case managers, and health care teachers, and to focus on broad concerns of daily living problems. Lindeman's four recommendations for teaching in clinical settings were used as a framework for this article.
The Pattern of Personal Knowing in Nurse Clinical Decision Making
Authors: Jenks Joan M
Published: April 2021

ABSTRACT

The struggle to teach clinical decision making effectively continues despite recent efforts aimed at improvement. In recognizing that a complex activity like clinical decision making entails multiple patterns of knowing, qualitative research methodology was used to gain a practice-based understanding of clinical decision making. The result is a description of the pattern of personal knowledge in nurse clinical decision making. Nurse informants label the pattern of personal knowledge as knowing, and describe their success in making clinical decisions as highly dependent upon the quality of interpersonal relationships with patients, peer nursing staff, and physicians. The dynamic of interpersonal relationships and the difficulties in establishing them are identified as important influencing factors in nurses' clinical decision making.
Competence Validation and Cognitive Flexibility: A Theoretical Model Grounded in Nursing Education
Authors: Loving Gary L
Published: April 2021

ABSTRACT

Baccalaureate nursing students' perceptions of learning clinical judgment were investigated using grounded theory methodology. Comparative analysis of the qualitative data resulted in the development of a preliminary theoretical model, competence validation (Loving, 1991), a construct describing the process by which the student's identity as a competent nurse is established. The author postulates that the outcomes of competence validation vary according to students' perceptions of educational context. Two educational contexts, learning and evaluation, are described. Students' perceptions of educational context influence their motivational orientation which, subsequently, affects students' development of cognitive flexibility, the ability to find and apply information that is appropriate to patient problem solution. Findings from the study indicate that current evaluation practices in nursing education may negatively impact students' abilities to learn independent nursing judgment.
The Quieting Response (QR): A Modality for Reduction of Psychophysiologic Stress in Nursing Students
Authors: Heaman Doris
Published: April 2021

ABSTRACT

The purpose of this study was to investigate the effects of a 5- week stress management program for 40 junior baccalaureate nursing students. A quasi-experimental pretest-posttest control group design was used. The stress management group included training sessions using cognitive modification techniques and Stroebel's Quieting Response (QR) augmented with biofeedback techniques for self-relaxation.

A significant reduction of state anxiety (P<.001) was reported on the State-Trait Anxiety Inventory (STAI) by the experimental groups, while the state anxiety of the control groups remained relatively unchanged. There were no significant changes in trait anxiety scores. Urinary potassium excretion was measured as an index of the adrenal stress response. Findings revealed no statistically significant correlation between potassium excretion and scores on the STAI.

These results support the benefits of integrating a stress management program into curricula for nursing students.
Attitudes of Nurse-Faculty Toward Post-Tenure Performance Evaluations
Authors: Suess Linda R
Published: April 2021

ABSTRACT

While non-tenured faculty receive feedback on their work in their annual evaluations for reappointment, many tenured faculty do not receive evaluations and feedback except when seeking merit award or promotion. Recent literature suggests that feedback on work at fixed time intervals, through post-tenure evaluations, can positively enhance faculty productivity.

This survey study examined the attitudes of faculty teaching in baccalaureate and higher degree programs in nursing toward post-tenure performance evaluations. A random, nationwide sample of 248 nurse-faculty participated in this study.

Data analysis showed that attitude toward post-tenure evaluation was not significantly related to such variables as tenure status, perceived productivity in teaching, service, scholarship, internal motivation, age, teaching experience, sex, educational preparation, or rank. Faculty clearly stated that they desire feedback on their work, an opportunity to define future objectives, and a post-tenure evaluation system in their own schools.
Nurse Educators and the Demands of Research
Authors: Melland Helen I
Published: April 2021

ABSTRACT

The purpose of this research was to study perceptions of baccalaureate nursing faculty regarding the pressures to publish and conduct research. The research was a nonexperimental, correlational, retrospective study. One hundred baccalaureate nurse educators completed a questionnaire that assessed their beliefs regarding the pressure to publish and their preferences between teaching and research. The majority of participants reported the perception of high to intense pressure to publish, the belief that they could remain current in nursing without a major focus on research, and the belief that the increased emphasis on research diminishes the quality of classroom instruction. The majority of participants would select a teaching-only career track if they could still be promoted and achieve tenure. Recommendations included broadening the definition of research to include the teaching and application of research, and the implementation of two career tracks with promotion and tenure opportunities.
An Instrument for Measuring Autonomy-Related Attitudes and Behaviors in Women Nursing Students
Authors: Boughn Susan
Published: April 2021

ABSTRACT

For the past 30 years, researchers have attempted to measure the characteristic of autonomy in nursing students, yet for the most part, the findings reflect neither an accurate nor current profile. Historically, there has been a misunderstanding of how women manifest autonomy due to the tradition of defining autonomy based on the male model, i.e., autonomy through power and separation. Nurse researcher-educators are in a unique position to develop instruments, conduct research, and interpret findings concerning characteristics identified as important for women nursing students. The purpose of this study was to design an instrument for quantitative measurement of autonomy-related attitudes and behaviors specific to women nursing students based on the female model, i.e., autonomy through caring and affiliation. Stability reliability (test/retest = 0.90), internal consistency (Cronbach's alpha - 0.84), and content and construct (factor analysis, contrasted groups, experimental manipulation, and convergent) validity have been established for this instrument. It is intended that the instrument be used to evaluate the efficacy of the socialization process in nursing education.
Comparison of Performance of Students in an Accelerated Baccalaureate Nursing Program for College Graduates and a Traditional Nursing Program
Authors: McDonald W Kaye
Published: April 2021

ABSTRACT

Currently, many schools of nursing across the country have implemented various models of post-baccalaureate nursing education. There has been minimal published evaluation of this type of nursing education. In September 1989, a large urban university in the Midwest instituted a baccalaureate program for non-nurse college graduates. After completion of prerequisite science and other liberal arts courses, students complete the nursing program within a 13-month period.

This study compared the performance, measured by Schwirian's 6-Dimension Scale (1978), and academic achievement of students in the accelerated nursing program for students with college degrees (N =27) and students in a traditional nursing program (N =29). Data also were collected on selected demographic variables.

Findings indicated significant differences between the groups. Students in the accelerated group scored higher on nursing performance and passing rate on state board examination. The traditional group reported significantly more hours worked and less hours studied. There were no significant differences between the groups in terms of age, gender, and grade point average.
International Nurses' Experiences Seeking Graduate Education in the United States
Authors: Colling Joyce C , Liu Yuen Chon
Published: April 2021

ABSTRACT

Nurses from many countries in the world continue to seek further education in the U.S. every year. This study examined their experiences (N -83) and those of the host institutions (N= 35) in the U.S. regarding the difficulties each experienced in coping with unfamiliar curricula and cultural mores, as well as financial constraints.
What Does It Mean To Be Well Taught? A Hermeneutic Course Evaluation
Authors: MacLeod Martha L P
Published: April 2021

ABSTRACT

Evaluating courses is an ongoing part of nursing education. With the adoption of innovative approaches to nursing curricula, there is an increasing need for congruent forms of evaluation. This paper explores the character of a hermeneutic course evaluation within a practice-driven, phenomenological approach to a 4-year baccalaureate curriculum. An interpretation of evaluation data from 2 years of an introduction to nursing course reveals a distinction between learning and being well taught. The article focuses on the theme "being well taught as experiencing structure," and the importance of teaching practices that achieve a balance between specificity and flexibility. It is evident that evaluations that focus on understanding and uncovering what is usually taken for granted have the capacity not only to indicate what works and does not work in a course, but also to depict a course's phenomenological nature and to illuminate the transformative power of narrative as it situates and extends learning.
Faculty Workload and Collegial Support Related to Proportion of Part-Time Faculty Composition
Authors: Adams Deborah A
Published: April 2021

ABSTRACT

Part-time faculty use has become more prevalent in higher education in response to enrollment shifts and budgetary constraints. This descriptive, exploratory study used a mailed survey to investigate whether fulltime nursing faculty perceptions of workload and collegial support differ with changes in the proportion of parttime faculty in Comprehensive I baccalaureate nursing programs. Workload was measured by Dick's Workload Instrument. Collegial support was measured by the Survey of Collegial Communication, adapted by Beyer, which was based on Likert's organizational model. Schools were partitioned into three strata based on the proportion of part-time faculty employed (low, medium, and high). A 30% sample of schools were randomly selected from each stratum (10 schools from each). Within each selected school, six full-time undergraduate faculty were chosen by their respective deans to participate. The total response rate was 89.4%. the results of this study did not support assertions about part-time faculty use in the literature and existing accreditation standards. Findings indicated that there were significant differences in reported total faculty workload when varying proportions of part-time faculty are employed. Faculty in nursing programs with medium proportions of part-time faculty reported higher average total workloads per week than faculty in programs with low and high proportions of part-timers. Another finding demonstrated that full-time faculty in nursing programs with high proportions of part-time faculty spend fewer hours in direct clinical supervision of their students when compared with faculty in the other two strata. There were, however, no differences in perceived collegial support among full-time faculty participants. It was recommended that further research be conducted to investigate specific workload differences found in this study using more precise quantitative measures. Communication and collegiality between part-time and full-time faculty should be further developed and researched under more controlled conditions. Case studies of arrangements that make part-time faculty use beneficial are needed. Other variables such as leadership style, scholarly productivity, and morale and their relationship to the proportion of part-time faculty employed in the nursing program should be investigated.
Teaching Population-Focused Practice to Baccalaureate Nursing Students: A Clinical Model
Authors: Peters Rosalind K
Published: April 2021

ABSTRACT

As the future of healthcare changes, there will be an increased demand for community-focused care, especially in the areas of health promotion and disease prevention. However, to meet these future demands, nurses must develop a population-focused, wellness-oriented approach to practice. This article briefly describes why many nurses may lack this focus, and then presents a model for teaching these essential community health principles to baccalaureate nursing students. The model uses a secondary school as the setting for the community health clinical experience
BSN Students Present Research Findings on Complex Health Problems in Poster Session Format
Authors: Hinzmann Celeste
Published: April 2021

ABSTRACT

An outcome measure of baccalaureate nursing education is the ability of undergraduates to be critical consumers of research and evaluate the applicability of findings in the clinical arena. Integrating a simulated poster session in a senior medical- surgical course as a non-traditional teaching strategy proved to be a successfui learning experience for students in developing these skills. This artieie describes how undergraduates created and presented posters to illustrate current research findings related to the care of patients with complex health problems. The outcomes of the poster session as an alternative learning experience to a written academic paper and the students' reactions are presented.
Enhancing Nursing Competence with Substance Abusing Clients
Authors: Marcus Marianne T , Gerace Laina M , Sullivan Eleanor J
Published: April 2021

ABSTRACT

Alcohol and other drug abuse, major threats to health, pose challenges for nurses in virtually every practice setting. Progress toward increasing nursing competence in the addictions field is being made through the development of practice standards and model curricula and through federal initiatives to increase faculty expertise in this field. The next critical step is to forge creative collaborative links with practice settings, links that assure that requisite learning is reality-based and in step with the future of health care. This article outlines progress toward improving nursing competence in substance abuse and suggests reality-based learning strategies as a future direction for this important goal for nursing education. Two successful models of collaboration between education and practice, designed to augment basic curriculum and improve nursing knowledge, skills and attitudes related to substance abuse, are described.
Use of Iliad to Improve Diagnostic Performance of Nurse Practitioner Students
Authors: Lange Linda L , Haak Sandra W , Lincoln Michael J , Thompson Cheryl Bagley , Turner Charles W , Weir Charlene , Foerster Victoria , Nilasena David , Reeves Roger
Published: April 2021

ABSTRACT

Nurse practitioners (NPs) have dual goals as primary care providers, combining the traditional goals of nursing with extended goals as diagnosticians. Diagnostic reasoning, therefore, is a critical component of NP education. Iliad, a computerized diagnostic reasoning expert system, has been used effectively to teach diagnostic skills to medical students. A pilot study was undertaken to determine the effects of Iliad training on NP students' diagnostic skill performance and to identify technical and instructional issues of implementation. The study found that the use of Iliad improved NP students' diagnostic reasoning, and that the training effects were modified by prior nursing experience. Successful use of Iliad required planning, faculty commitment, and technical support.
Use of Meta-analysis as a Teaching Strategy in Nursing Research Courses
Authors: Beck Cheryl Tatano
Published: April 2021

ABSTRACT

In order to become knowledgeable consumers of nursing research, nursing students must be able to critically read research and determine the study's value for musing practice. As the number of nursing intervention studies rises and research topics are studied more extensively, the use of meta-analysis in the discipline of nursing will also increase. The same scientific rigor demanded of other types of research must be applied to meta-analysis. In this article two teaching strategies using meta-analysis are shared for sharpening both undergraduate and graduate nursing students' critiquing skills. On the undergraduate level, nursing students can assess the quality of the studies included in a particular metaanalysis. On the graduate level, students can use an appraisal checklist of criteria for evaluating the actual meta-analysis.
Comparison of Traditional and Non-traditional Baccalaureate Nursing Students on Selected Components of Meichenbaum and Butler's Model of Test Anxiety
Authors: Waltman Patricia A
Published: April 2021

ABSTRACT

The purpose of this study was to compare traditional and non-traditional baccalaureate student nurses on test anxiety and major contributing factors using the model proposed by Meichenbaum and Butler. Instruments used to measure the model variables were the Test Anxiety Inventory, the Effective Study Test, the Self-Concept of Academic Ability Scale, the Cognitive Interference Questionnaire and students' admission GPAs. Analysis of data revealed no significant difference between the groups on test anxiety. A significant difference was found between the two groups on knowledge of effective testtaking skills. Significant differences were found between the two groups on two correlations: 1) academic self-concept and knowledge of time management and study organization skills and 2) academic self concept and worry. Pearson correlations indicated that for both groups cognitive interference was the strongest variable associated with test anxiety.