bluuebunny/crossref_metadata_2025_split huggingface dataset:
Nursing and Medical Students' Attitudes Toward the Rights of Hospitalized Patients
Authors: Kurtzman Chana , Block Derryl E , Steiner-Freud Yehuditl 
Published: April 2021

ABSTRACT
A self-administered questionnaire was used to measure the attitudes of Israeli nursing and medical students toward the rights of hospitalized patients in a cross-sectional study of first and fourth year students. Mean attitude scores were high in all student groups showing strong agreement with theoretical rights. Senior nursing students showed significantly higher scores than first-year nursing students. Eighty-eight percent of all students and 100% of senior nursing students considered a blanket consent procedure inadequate for protecting patient's rights. Senior nursing students assigned responsibility for protecting patients' rights to nurses, doctors, hospital administration, and the patient/family with higher frequency than other student groups.
A Study of the Cost-Effectiveness of Providing Psychomotor Practice in Teaching Intravenous Infusion Techniques
Authors: Hegstad Lorrie N , Zsohar Helen 
Published: April 2021

ABSTRACT
Does psychomotor practice affect the students ability to perform venipuncture? This was the primary question in a study conducted to compare two versions of an instructional program - a no-practice version and a costly version that involved practice on the simulated arm.
The initial study was composed of 40 (20 each group) Junior nursing students enrolled in a baccalaureate program. The instructional program for both groups included a handout of the task-by- task description of the procedure; a performance check list, a 10-minute color videotape demonstrating the entire process, and a live demonstration on a simulated arm. Each group took a post test which covered the cognitive aspects of the task. The practice group was able to practice on the simulated arm prior to evaluation on a live subject. The cognitive scores for both groups were near 90% and the performance scores above 80%. Since there was no significant difference between the groups the study was repeated with another group of students from the same school. This group differed slightly from the original group in that they had no experience with venipuncture. The second study contained 34 students and the cognitive scores were 91% for both groups and above 80% for the performance scores.
The results indicated that the least costly version was equally effective and presents nursing education with an opportunity to evaluate skills teaching to determine the most effective, efficient and/or economical method to teach skills.
An Historical Review of Positions in Baccalaureate Education in Nursing as Basic Preparation for Professional Nursing Practice 1960-1984
Authors: Blaney Doris R 
Published: April 2021

ABSTRACT
"The call for the baccalaureate degree in nursing as the educational basis for the profession has a lengthy history. Nursing leaders have suggested the need for the baccalaureate for more than a half century" (Education for, 1983, p. 3). The article culls comments concerning baccalaureate education as entry into professional nursing practice from published statements of selected organizations and groups, and places them in a historical perspective from 1960-1984. Materials from the American Nurses' Association (ANA), National League for Nursing (NLN), American Association of Colleges of Nursing (AACN), American Society for Nursing Service Administrators (ASNSA), Institute of Medicine (IOM), and the National Commission on Nursing are included.
Correlates of University Nurse Faculty Publication Productivity
Authors: Ostmoe Patricia M 
Published: April 2021

ABSTRACT
The purpose of this study was to identify factors which may be important in the publication productivity of university nurse faculty. Two central research questions were addressed: 1) What relationship exists between selected professional, educational, and career variables and the publication productivity of university nurse faculty members? 2) What is the typical publication productivity profile of university nurse faculty?
The population consisted of 422 full-time tenure track nurse faculty teaching in seven nursing schools that offered baccalaureate, master's and doctoral programs and were located in public Research Universities I. All data were obtained through the use of a questionnaire. Completed questionnaires were received from 80 percent of the respondents. Faculty not meeting the criteria for the study and all instructors were eliminated from analysis. Data were ultimately analyzed for 261 subjects. Thirty-two variables were found to have a significant relationship to faculty publication productivity. Eleven of these variables (highest degree, years since first master's, age, rank, teaching responsibilities, time spent teaching, time spent in research, hours of clinical instruction, teaching and research preferences, journals received, beliefs about the desirable relationship between publication and promotion and tenure) and five motivational variables were included in a regression analysis. These 16 variables grouped into three clusters, accounted for .4845 percent of the total variation in university nurse faculty publication productivity. Current job socialization factors and motivational factors accounted for a significant amount of variation in faculty publication productivity even when highest degree, years since first master's, age, and rank were controlled.
Using Humor in Evaluating Student Performance
Authors: Moses Nancy W , Friedman Marilyn M 
Published: April 2021

ABSTRACT
This article describes an investigation of the effects of deliberate teacher humor as an evaluative strategy on anxiety and performance levels of beginning associate degree nursing students in a stress-producing simulated laboratory setting. While quantitative findings did not show that deliberate teacher humor reduced anxiety, and only partially demonstrated that humor improved performance, qualitative findings indicate that humor influenced both anxiety and performance. The authors suggest that this additional evaluative strategy may enhance the nurse educator's effectiveness in carrying out stress-producing evaluations.
A Longitudinal Study of the Relationships Between Overload, Social Support, and Burnout Among Nursing Educators
Authors: Fong Carolyn M 
Published: April 2021

ABSTRACT
The major purpose of this study was to examine the causal relationships between role overload, social support, and burnout among nursing educators over a period of time. Eighty-four nursing educators from eight campuses of a state university system completed a questionnaire twice, within a two-year interval. Data analyses consistently revealed the following: 1) Emotional exhaustion correlated significantly and positively with a demanding job, time pressure, and feelings of job inadequacy; 2) Burnout (i.e., emotional exhaustion, depersonalization of students, and a sense of decreased accomplishment) correlated significantly and negatively with social support from one's chairperson and peers.
Predictor variables from the initial data set were regressed on the burnout data of two years later. The variable-job demands-was the strongest predictor of emotional exhaustion. Chairperson support was the strongest predictor of both depersonalization toward students and a person's sense of accomplishment two years later. The reported chronic exhaustion among educators in this study should be of concern. An awareness of the role of social support and overload as associated with burnout can help educators develop policies to assure peak performance on the job.
Peer Group Interactions and the Student-Perceived Climate for Caring
Authors: Hughes Linda 
Published: April 2021

ABSTRACT
Using the descriptive mode of qualitative inquiry, this study was conducted with 10 junior nursing students at five baccalaureate schools of nursing to describe a climate for caring as it is experienced within the context of peer group interactions. The findings from this study indicate that a climate for caring is experienced through peer group behaviors that are perceived as caring, and during peer group interactional episodes that are characterized by giving assistance. Based on the data from these participants, student vulnerability and personal knowledge of peers are suggested as factors that mediate the ability of junior nursing students to experience a climate for caring during peer group interactions.
Factors Confounding the Development of Innovative Roles and Practices
Authors: Attridge Carolyn B 
Published: April 2021

ABSTRACT
Nurse educators are critically examining current educational practices and considering new paradigms for curriculum, teaching and learning. At the same time, society's health and nursing needs are changing and the knowledge, skills and values which form the substance of the curriculum must also be reformulated. The result, at every level of nursing education, is the development, in whole or in part, of many new and different programs. Teachers are expected to teach differently; students to learn differently, and graduates to practice differently. This article, using data collected from a 4-year evaluation of an innovative nursing education program in Canada, urges nurse educators to be cautious as they engage in program and curriculum development and revision. Using student narrative data, it focuses on a number of factors which can complicate and confound faculty and curriculum intentions to develop innovative teacher, learner and nurse roles and practices.
Promoting the Cognitive Development of Freshman Nursing Students
Authors: McGovern Marycarol , Valiga Theresa M 
Published: April 2021

ABSTRACT
One of the goals of baccalaureate nursing education is to facilitate students' cognitive development, that is, their ability to employ reason, manage diversity, and engage in contextual decision-making. Despite this goal, however, studies indicate that the majority of nursing students tend to be at the lower levels of development, rather than at more advanced levels. The purpose of the study reported here was to describe the cognitive development of one university's nursing student population at the beginning and end of the freshman year, investigate the effects of planned developmental instruction strategies on cognitive growth, and investigate the relationship among cognitive development, GPA, and SAT scores. While subjects evidenced some cognitive growth, the mean level of cognitive development for all subjects was at the lower end of the scale. Specific instructional strategies are described, statistical and qualitative analyses of groups are reported, and suggestions for further research are proposed.
Epigenesis of the Nurse Practitioner Role Revisited
Authors: Roberts Susan Jo , Tabloski Patricia , Bova Carol 
Published: April 2021

ABSTRACT
In the mid-1970s, an article discussed the identity crises of nurse practitioner (NP) students which occurred during their educational experience. This article noted that NP students progress from dependence to interdependence and demonstrate regression, anxiety and conflict. Twenty years later we have also observed these changes in our own graduate students. This article describes our observations, analyzes them with respect to well-known developmental theory, and offers suggestions for teaching methodologies which enhance successful transitions through the crises.
Changing Conceptions of Measurement Validity
Authors: Goodwin Laura D 
Published: April 2021

ABSTRACT
This article presents an historical overview of the changes that have occurred during the past 50 years in the theory and estimation of measurement validity. Current views about the meaning of validity, centering on a unified definition of construct validity, are described. Also given are examples of types of validity evidence appropriate for various kinds of inferences to be drawn from scores on measures; included are inferences about the content of a measure, relationships with other variables, differences between groups, the factor structure of a measure, and consequences of its use. Finally, some of the new ways of thinking about the role of reliability are highlighted.
Story as Text for Undergraduate Curriculum
Authors: Giarratano Gloria P 
Published: April 2021

ABSTRACT
A baccalaureate maternity nursing course was transformed from a behaviorist, content-driven curriculum to one of critical dialogue centering upon ethics of care. The inclusion of required readings from a collection of short stories, Birth Stories by Jane Dwinell, RN (1992), served as the primary catalyst in changing faculty and students' curricular experiences. How the class transformed from lecture/discussion format to dialogue is presented around Freire's writings on the dialogic class and Doll's postmodern curriculum perspectives. Student reactions and clinical implications are described. Recommendations for future application of story in the dialogic classroom is explored.
The Effect of a Clinical Practicum on Undergraduate Nursing Students' Self-Efficacy for Community-Based Family Nursing Practice
Authors: Ford-Gilboe Marilyn , Laschinger Heather Spenec , Laforet-Fliesser Yvette , Ward-Griffin Cathy , Foran Sherry 
Published: April 2021

ABSTRACT
Providing family nursing care using a collaborative practice model presents a challenge to undergraduate students and to faculty who structure their learning experiences. A pre-test-post-test design was used to assess the impact of a 13-week family nursing clinical practicum on the perceived self-efficacy of two groups of nursing students in three areas: knowledge related to family nursing, home visiting, and collaborative practice. Students completed the Family Nursing Self-Efficacy Questionnaire (FNSE) at the beginning of the academic year and 4 and 8 months later to coincide with the timing of the practicum for each group (fall or winter term). A two-factor repeated measures analysis of variance (ANOVA) revealed a significant group X time effect (λ=.80, p<.001). Students' self-efficacy differed significantly by group at time 2 only (t=4.3,p<.001), supporting the positive effects of the clinical practicum on students' self-efficacy. Consistent with Bandura's (1977, 1986) theory, students rated actual performance of family nursing skills in a clinical setting as the most important source of efficacy information. Implications for designing meaningful clinical experiences in family nursing are discussed.
A Model for Clinical Learning Experiences in Integrated Health Care Networks
Authors: Mundt Mary H 
Published: April 2021

ABSTRACT
Clinical learning experiences in nursing education are an essential part of the curriculum. In the changing health care environment, there is a need to evaluate the organization of these experiences. In this article, a model for clinical learning experiences in integrated health care networks is presented. A new approach to clinical instruction is proposed in which students move into integrated health care networks for their entire clinical learning experience (vertical pathway), guided by a clinical teaching team of faculty and clinical experts from the network. The focus of student learning is nurse case management and the provision of coordinated care as individuals and families move into and out of organizations within the network. A horizontal auricular pathway establishes opportunities for students to study the dynamics of multiple networks and their relationship to the broader community.
Predicting Student Satisfaction in Baccalaureate Nursing Programs: Testing a Causal Model
Authors: Liegler Rosemary Menke 
Published: April 2021

ABSTRACT
The purpose of this study was to test a causal model for predicting the overall satisfaction of senior students with their baccalaureate nursing programs. The proposed model was primarily a sociological impact model based upon Tinto's (1975) student integration theory for predicting student departure, and Pascarella's (1985) causal model for predicting student outcomes. To test the model, a sample of 195 senior female students from five baccalaureate nursing programs in the southwestern United States was selected for step-wise regression studies and path analysis. Testing the causal model, the students' integration into the academic and social systems of their nursing programs directly explained 42% of the variance for predicting overall satisfaction. The best predictors of overall satisfaction were the students' 1) academic development, 2) satisfaction with facilities and services, 3) satisfaction with the faculty, and 4) social interaction with peers.
Efficacy of an International Exchange Via the Internet
Authors: Kirkpatrick Mary K , Brown Sylvia 
Published: April 2021

ABSTRACT
Nursing education is lacking in international and computer experiences needed in the current global health care system. No nursing studies were found that use international exchanges together with computer use as a teaching strategy to help students become more culturally competent as well as more knowledgeable in electronic information communication. Knowles' adult learning theory, Kolb's experiential learning theory, and Campinha-Bacote's cultural competence model undergird this pilot study. The study used a one-group, posttest design to measure the effectiveness of an international exchange via the Internet, designed to enhance global awareness and computer use of 25 nursing students enrolled in a rural university in the southeastern United States. Data were obtained on a 24-item Internet Exchange Evaluation Questionnaire at the end of the course. Descriptive statistics were used to analyze the data. International exchange via the Internet was determined to be an effective strategy for heightening international awareness and increasing Internet use. This pilot study suggests fostering international exchanges and improving computer use can be developed further through more sophisticated approaches. A model of improving global health through shared knowledge and professional collaboration will be pursued further.
A Nontraditional Curriculum for the Preparation of Nurse Educators
Authors: Kyriacos Una , Heever Jean Van Den 
Published: April 2021

ABSTRACT
The purpose of this article is to describe a bold and innovative program for the preparation of nurse educators in a developing country. This program was designed to anticipate the competing demands for radical change in both the health care system and the nursing educational system.
Consideration was given to the need for a curriculum model that was flexible and broad enough to accommodate the educational and professional needs of a very diverse group of students regarding academic ability, culture, and language. The aim of the curriculum was to achieve the desire for meaningful, lifelong learning and personal growth, while maintaining academic excellence within a transformative and democratizing context.
Creating a Collaborative Partnership Between Academia and Service
Authors: Haas Barbara K , Deardorff Kathleen U , Klotz Linda , Baker Bruce , Coleman Jean , DeWitt Anne 
Published: April 2021

ABSTRACT
This article discusses how the experience of instituting preceptored clinical experiences throughout an undergraduate baccalaureate nursing curriculum resulted in a partnership between academia and service, The collaboration between academia and service built on the strengths of each institution to reach a common goal. Integration of the preceptor clinical model is unique in that implementation occurs in the second semester of a four-semester curriculum. Advantages and disadvantages to the model for students, preceptors, and faculty are presented. Unanticipated benefits to both institutions and ideas to help other programs and facilities develop a collaborative partnership for the education of baccalaureate nursing students are provided.
Establishing Student Competency in Qualitative Research: Can Undergraduate Nursing Students Perform Qualitative Data Analysis?
Authors: Reising Deanna L 
Published: April 2021

ABSTRACT
Many undergraduate nursing programs require some level of research competency of their graduates. However, the competency level may vary depending on program goals and often is focused on quantitative methodologies. The purpose of this research was to determine nursing students' ability to perform qualitative data analysis. Twenty-eight undergraduate students enrolled in a data analysis course in the junior year of their baccalaureate program participated. After selecting the research question, students collected interview data from each other and posted it using a Webbased program. The students and instructor then performed a content analysis. After reviewing the instructor's analysis, which revealed three core themes, students' written analyses were read to determine their congruence with the instructor-generated themes. There was 89% agreement on the first theme, 96% agreement on the second theme, and 61% agreement on the third theme. Because of the high agreement rates between the instructor and student analyses, the author concluded that undergraduate nursing students, when provided with appropriate instruction, are capable of performing qualitative data analysis.
The Byrne Guide for Inclusionary Cultural Content
Authors: Byrne Michelle M , Weddle Carriette , Davis Ernestine , McGinnis Patricia 
Published: April 2021

ABSTRACT
This article describes the background for development of The Byrne Guide for lnclusionary Cultural Content, which may help nurse educators evaluate and create instructional materials that include diverse groups. Curricular implications of diversity, as well as six categories of instructional bias are included in the background of information that contributed to the development of this Guide.
Predictors of NCLEX-RN Success in a Baccalaureate Nursing Program as a Foundation for Remediation
Authors: Daley Linda K , Kirkpatrick Bonnie L , Frazier Susan K , Chung Misook L , Moser Debra K 
Published: April 2021

ABSTRACT
This study evaluated students' demographic and nursing program variables and standardized test scores to determine whether significant differences existed between students who successfully completed the National Council Licensure Examination for Registered Nurses (NCLEX-RN®) and those who were unsuccessful. In addition, the predictive accuracy of two standardized examinations, the Mosby AssessTest and the Health Education Systems, Incorporated (HESI) Exit Examination were compared.
Two cohorts of graduating senior nursing students were studied (1999 cohort N = 121; 2000 cohort N = 103). Demographic and nursing program variables were obtained from student records. The Undergraduate Studies Committee provided standardized test scores (Mosby AssessTest in 1999; HESI Exit Examination in 2000). Only two program variables were consistently associated with success on the NCLEX-RN - final course grade for a didactic, senior-level medical-surgical nursing course and cumulative program grade point average. Scores on both standardized tests were significantly different in students who were successful on the NCLEX-RN and those who were not. The HESI Exit Examination demonstrated greater sensitivity, specificity, positive and negative predictive value, and test efficiency, compared with the Mosby AssessTest.
Use of program variables and students' standardized test scores may allow faculty to identify students at risk for failing the NCLEX-RN and to provide structured remediation so these students may be successful on the licensing examination and begin their nursing careers.