bluuebunny/crossref_metadata_2025_split huggingface dataset:
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.