bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Comparative Study of Adult Developmental Patterns of RN and Generic Students in a Baccalaureate Nursing Program
Authors: King Joan E 
Published: April 2021

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

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

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

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

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

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

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

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

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

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

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

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

ABSTRACT
Few studies have addressed the issue of nursing students with learning disabilities, although students with both identified and undiagnosed learning disabilities are pursuing nursing education. Legal mandates concerning these students impact nursing programs and faculty. To reduce the risk of discrimination litigation, nursing education programs need to establish educational strategies to promote these students' success.
The purpose of this research was to discover the extent to which Bachelor of Science in Nursing and Associate Degree of Nursing programs in one southeastern state admit, identify, and graduate nursing students with learning disabilities, and to identify accommodations provided by these programs to promote success among this student population. Of the 54 programs surveyed, 45 responded. Almost 50% indicated that their program had admitted nursing students with learning disabilities and one-third reported graduating students with learning disabilities. Enrolled students with undiagnosed learning disabilities were identified during their course of studies by both faculty members and by students themselves. The most frequently reported accommodations for students were counselors, tutors, tape-recorded lectures, and computer access.
As the number of students with learning disabilities seeking post-secondary education increases, nursing programs and nurse educators will be involved with greater numbers of students needing educational accommodations
Teaching Cancer Principles to Undergraduate Students
Authors: Rushton Patricia 
Published: April 2021

ABSTRACT
Cancer is the second leading cause of death in the United States. Most of the United States population will have some exposure to cancer during their lifetime. Medical knowledge becomes more advanced daily. Rapidly expanding knowledge specific to cancer etiology, diagnosis, and treatment is no exception. The consumer is at risk of misunderstanding this information at the time of the crisis because of the emotional, physical, and financial involvement. Gaining knowledge about cancer prior to such involvement may allow a better understanding if cancer care is required in the future.
The Honors Oncology Course titled Learning to Live with Cancer was developed at the College of Nursing at Brigham Young University. It was developed to teach nursing and non-nursing students basic cancer principles, provide informa· tion regarding diagnosis and treatment of the disease, and allow students to work with cancer patients in the community to understand the impact of cancer on the patients, families, significant others, and the community at large.
Teaching Quantitative and Qualitative Analysis to Undergraduate Students
Authors: Sheilds Laurene E , Brunt J Howard , Milliken P Jane 
Published: April 2021

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

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

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

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

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

ABSTRACT
The paucity of literature on legal content in nursing curricula was used to frame the research question that guided this study. In what ways and to what extent are nursing educators addressing the subject of legal aspects of nursing practice?
This study was designed to explore the area of legal aspects of nursing practice in nursing programs curricula. The researchers gathered information on numerous areas, including course content, methods of delivery, topics covered, and time devoted to legal content. The results revealed that content on legal aspects of nursing practice is commonly a component of nursing programs curricula and provided information on many areas; however, the results also revealed other areas that need to be researched.
Learning Styles of Students and Faculty in Selected Health Care Professions
Authors: Linares Aletta Z 
Published: April 2021

ABSTRACT
The purposes of this study were to determine if students and faculty in nursing and allied health demonstrate a predominant learning style, if there is an association between a specific learning style (converger, diverger, accommodator, or assimilator) and self-directed learning readiness for these groups, if these learning characteristics can predict academic success, and if a discipline-specific learning style can be identified. Marshall and Merritt's (1986) Learning Style Questionnaire and Gughelmino's (1978) Self-Directed Learning Readiness Scale (SDLRS) were administered to 301 generic BSN students, 188 RN-BSN students, 110 allied health students, and 30 nursing faculty from one southwestern university. There were no significant differences in learning style between students and faculty; the converger style was the predominant learning style for all subjects. Faculty were more self-directed than students; although, overall, students scored high on the SDLRS. Selfdirected learning readiness appears to affect learning style. Convergers were significantly more self-directed than either the accommodators, assimilators, or divergere. Academic success, as determined by program completion, could not be predicted on the basis of learning style or selfdirection.