bluuebunny/crossref_metadata_2025_split huggingface dataset:
Phalen's Test With Carpal Compression: Testing in Diabetics for the Diagnosis of Carpal Tunnel Syndrome
Authors: Edwards Andrew 
Published: April 2021

Abstract
Phalen's test with carpal compression is a reliable clinical test for the diagnosis of carpal tunnel syndrome. Along with classical clinical symptoms and positive clinical tests, there may be no need to perform additonal electrodiagnostic studies, thus saving time and money. However, in the diabetic population this test has been shown to be a less reliable clinical tool in the diagnosis of carpal tunnel syndrome. Therefore, Phalen's test with carpal compression is not a predictive indicator of carpal tunnel syndrome in the diabetic population.
Osteoclast Dysfunction in the Osteosclerotic Variant of Renal Osteodystrophy
Authors: Noy Ron , Lipton Jeffrey F , Vigorita Vincent J , Bryk Eli 
Published: April 2021

Abstract
Six iliac crest bone biopsies were obtained from five patients with renal osteodystrophy and osteosclerotic lesions to investigate the mechanism of osteosclerosis in renal osteodystrophy. Each specimen was prepared in an undecalcified fashion and measured under light microscopy for routine analysis and histomorphometry. Osteoclast resorptive lacunae were estimated by measuring the lacunar length and depth. Histomorphometric studies revealed an increase in all parameters with a mean trabecular bone volume of 66% (normal: 1 9%-26%), mean trabecular osteoid surface of 71% (normal: 16%-22%), and a mean trabecular osteoid volume of 15% (normal: 1 %-2%). In one patient, there was a ten-fold increase over the norm of osteoclasts/mm2 (0.3; normal: 0.02-0.04), whereas the mean width of trabecular bone was twice the norm. In all biopsies, the calculated lacunar area was markedly diminished compared to published controls. These results support the hypothesis that osteoclast function is impaired in patients with renal osteodystrophy.
Changes in Patellar Tracking After Total Knee Arthroplasty: 10-Year Follow-Up of Miller-Galante I Knees
Authors: Miyagi Tomoyuki , Matsuda Shuichi , Miura Hiromasa , Nagamine Ryuji , Urabe Ken , Inoue Sanshiro , Iwamoto Yukihide 
Published: April 2021

Abstract
Changes in patellar tilt angle and patellar displacement were evaluated in 18 knees with the Miller-Galante I knee arthroplasty system (Zimmer, Warsaw, lnd). Mean follow-up was 10 years. Patellar tilt angle at final follow-up (5.7e) was significantly larger than at 1 year postoperatively (2.8°). Patellar displacement at final follow-up (5.1 mm) was significantly larger than at 1 year postoperatively (3.4 mm). Preoperative^, patellar tilt angle showed a statistically significant correlation with the change in tilting angle during follow-up. These results suggest patellar tracking can worsen during the long-term postoperative period.
Humeral Shaft Fractures Secondary to Throwing
Authors: Pehlivan Ozcan , Kiral Ahmet , Akmaz Ibrahim , Solakoglu Can , Arpacioglu Omer , Kaplan Haluk 
Published: April 2021

Abstract
Twenty-seven mate military recruits with humeral shaft fractures that occurred during throwing of a hand grenade were analyzed to determine the causes and contributing factors of this fracture in recreational pitchers. Average patient age was 22 years (range: 19-27 years). Objective criteria included type and fracture site on radiographs. Subjective data such as throwing style, previous pitching experience, and prodromal arm pain were obtained. The recruits' throwing style was deemed faulty. Analysis of the fracture configurations indicated an external rotation mechanism.
Allograft Reconstruction for Extensor Mechanism Rupture After Total Knee Arthroplasty: 4.8-Year Follow-Up
Authors: Prada Stefan A , Griffin Frankie M , Nelson Carl L , Garvin Kevin L 
Published: April 2021

Abstract
Three patients who experienced extensor mechanism rupture after total knee arthroplasty underwent reconstruction using an allograft consisting of quadriceps tendon, patella, patellar tendon, and tibial tubercle. All patients who failed initial attempts to repair the extensor mechanism disruption achieved pain relief at average 4.8year follow-up. Patients were able to extend their knee actively against resistance. Ambulation with full weight bearing was possible in all patients; however, one patient required a cane.
Few reports have been published on allograft reconstruction of the extensor mechanism. The current study supports its use for patients who have failed to achieve knee extension with reconstruction by other means.
Baccalaureate Nursing Student Preceptorship Programs and the Development of Clinical Competence
Authors: Scheetz Linda J 
Published: April 2021

ABSTRACT
Clinical competence is germane to professional nursing practice. One goal of nursing student preceptorship programs is to develop the student's level of clinical competence beyond that of traditional baccalaureate education. This study investigated the effect of nursing student preceptorship programs on the development of clinical competence among 72 senior BSN students. Results indicated that students who participated in summer preceptorship programs gained greater levels of clinical competence, than did students who worked as nursing assistants in noninstructional clinical settings. Both groups perceived their summer work experiences as valuable in helping them to develop skills in problem solving, application of theory to practice, and psychomotor skill performance. They also reported an increased level of self-confidence in a nursing role. Study findings provide baseline data for decision making for nursing faculty and administrators.
A Comparison of the Clinical Judgment Process in Experienced Registered Nurses and Student Nurses
Authors: Itano Joanne K 
Published: April 2021

ABSTRACT
The purpose of this study was to analyze the clinical judgment process used by registered nurses identified as highly-skilled judgment-makers (HSJMs) and student nurses. Two areas of the clinical judgment process were explored: the type and number of cues elicited, and the judgment process. Thirteen students within a month of graduation, and 13 HSJMs participated in this study.
For each participant, the judgment task was the initial assessment of a hospitalized patient. Each nurse reviewed the patient's Kardex, listened to the end-of-shift report and then assessed the patient as if this was the beginning of a workshift. This nurse-patient interview was tape recorded. Each nurse was then asked to review her thoughts as short segments of the nurse-patient interview were replayed. This was also tape recorded. These tapes were transcribed, and three nurse educators rated each transcript using a judgment process rating scale.
Results of this study indicated the following: the registered nurses collected significantly more cues than the students, use of each cue type was not the same, students and HSJMs collected cues in the same proportion, and total scores on the rating scale could discriminate between the student and HSJM groups.
A National Survey of AIDS Education in Schools of Nursing
Authors: Chilly Kay K 
Published: April 2021

ABSTRACT
This survey was undertaken to determine how nursing school curricula have been impacted by the dramatic increase in Acquired Immune Deficiency Syndrome (AIDS). The purpose of the study was to determine the status of current AIDS-related curricular offerings in associate degree, diploma, and baccalaureate National League for Nursing (NLN) accredited schools of nursing.
A random sample of 547 of the nations 1,073 NLNaccredited nursing programs was selected and surveyed by mail. Usable questionnaires were returned by 366 schools, representing a 67% response rate. Forty-nine states and the District of Columbia were represented in the sample. Responses were received from 47 states and the District of Columbia. The survey instrument was researcherdeveloped with expert review. Ninety-eight percent of respondent schools were including some AIDS content in their curricula. Didactic teaching methods were used more often than affective and behavioral ones. Seventy- 1 wo percent of respondents reported spending five or fewer classroom hours on AIDS-related content. No statistically significant differences were found in the amount of time devoted to AIDS in associate degree, diploma and baccalaureate curricula.
The Urgency of Substance Abuse Education in Schools of Nursing
Authors: Murphy Shirley A 
Published: April 2021

ABSTRACT
The abuse of alcohol and drugs has become a major health and social problem in the United States, Nurses comprise the largest segment of health-care professionals, yet report their educational experiences offer little to prepare them to develop substance abuse prevention and intervention programs. This article identifies factors that contribute to this educational gap, discusses challenges in planning and implementing substance abuse curricula, and offers specific guidelines for improving educational experiences.
Nursing Education Component in Master's Programs
Authors: Oermann Marilyn H , Jamison Marie T 
Published: April 2021

ABSTRACT
The purposes of this study were to: a) describe the outcomes, content, and structure of master's programs in nursing in the functional area of teaching; b) describe related learning experiences of students; and c) identify trends in graduate nursing education in preparing students for the role of teacher. A self-administered questionnaire developed by the investigators was mailed to all NLN accredited masters programs (N = 139). The instrument collected data on the nursing education component of the master's program. Ninety-two questionnaires were completed and returned, resulting in a response rate of 66.2%. Only 10 (10.9%) master's programs offered a major in nursing education. More common were minors, elective courses, and tracks in nursing education, as well as other similar curriculum patterns (N = 66). Fifteen (16.3%) master's programs offered no courses in nursing education. There was a statistically significant difference between the mean number of credits of nursing education courses required in programs offering a major (M = 11.4) compared with a minor (M = 8.8). More than half of the master's programs required nursing education courses in learning theory, curriculum development, instructional design, teaching methods, clinical teaching, various aspects of evaluation, and grading.
Learning experiences in which students participated to prepare themselves for teaching roles included in the majority of programs: classroom teaching, clinical teaching (generally involving a practicum), clinical evaluation of students, development of a course/curriculum, and test construction. The research documents the continued emphasis on advanced nursing practice as the primary area of graduate study with preparation for teaching occurring through minors in the program. The issue of preparation for advanced clinical practice and a functional role continues to be one facing graduate nursing education.
Wrestling with the Larger Picture: Placing Ethical Behavior in Clinical Situations in Context
Authors: Ryden Muriel B , Waithe Mary Ellen , Crisham Patricia , Caplan Arthur , Duckett Laura 
Published: April 2021

ABSTRACT
This article provides an account of the use of a modelbuilding process as an educational strategy for the teaching of ethics. Designed to integrate students' growing knowledge and skill in nursing with their intellectual and professional development, this model-building process has its theoretical foundations in cognitive moral development theory, and in an integrative approach to nursing education called Multi-Course Sequential Learning (MCSL).
The Development of a Master's Degree Program Based on Perceived Future Practice Needs
Authors: Hill Barbara A 
Published: April 2021

ABSTRACT
The need for an accessible master's degree program was determined through informal communication between practicing nurses and nursing educators. The purpose of the descriptive study was to project a master's degree program based on perceived future nursing practice needs. Forty-seven nurse administrators and staff nurses responded to a mailed survey (61.8%). The respondents were asked to make predictions regarding the probability of occurrence of 18 previously Delphi-generated events by the year 2000. Respondents also provided judgments regarding the degree of agreement/disagreement that various content items would be critical to survival in practice and best learned in a master's degree program. Most respondents agreed that general education content items were both critical to survival and best learned by master's education. Less strong agreement that nursing content items were critical to survival and best learned in a master's degree program was an unexpected finding. A multidisciplinary master's program for all health-care professionals was proposed.
Mathematics Anxiety and its Effect on Drug Dose Calculation
Authors: Fulton William H , O'Neill G Patrick 
Published: April 2021

ABSTRACT
Eighty learners were randomly selected from 160 first-year nursing students enrolled in an urban community college nursing program in Ontario. They were subsequently divided into control and treatment groups to investigate the effects of different teaching methods on mathematics anxiety and the students' ability to accurately calculate fractional drug doses. The results obtained in this study indicated that there were no statistically significant differences between the control and treatment groups in either mathematics anxiety levels or in arithmetic test performance. These findings counter many of those found in previous investigations. Reasons for these discrepancies are provided along with recommendations for present practice and future research.
Baccalaureate Entry Into Practice: An Example of Political Innovation and Diffusion
Authors: George Susy , Young Wendy B 
Published: April 2021

ABSTRACT
Activity within several states over the past two decades to require a baccalaureate nursing degree as the minimum educational preparation for licensure as a registered professional nurse is reviewed as an example of policy innovation and diffusion. Sufficient ratio of baccalaureate degree to associate degree programs and political party turnover in the governor's office have frequently accompanied private and public policy action on BS entry.
The Effect of Guided Imagery Upon First Semester Nursing Students Performing Their First Injections
Authors: Speck Barbara J 
Published: April 2021

ABSTRACT
This study examined the effect of guided imagery upon the anxiety of baccalaureate nursing students learning to perform their first injections. The quasi-experimental post test design used a treatment (imagery) group and a control group of subjects who were first semester undergraduate students. Anxiety was measured by State-Trait Anxiety Inventory (STAI), Biodot stress dots, performance time, and performance score.
Analyses of covariance were performed on the post treatment STAI scores, performance times, and performance scores. A Kruskal-Wallis was performed on post treatment Biodot stress dot reading. Results indicated statistically significant lower anxiety levels by self-report (STAI), p = .008, in the experimental group. No statistically significant differences were found in the Biodot stress dot readings, p = .6777, performance times, p = .130, or performance scores, p = .11 A.
The significance of the findings is that if guided imagery reduces self-reported anxiety levels in nursing students, introduction of this teaching strategy early in the curriculum may be beneficial to students.
The Effect of Knowledge on Nursing Students' Attitudes Toward Individuals With ATOS
Authors: Brown Yvonne , Calder Barbara , Rae Donna 
Published: April 2021

ABSTRACT
The purpose of this study was to determine if increased knowledge changes nursing students' attitudes toward individuals with AIDS. A pretest/post-test design was used to administer a questionnaire, developed and validated in the United States, and adapted for use in this study. Subjects were total population of first to fourth year baccalaureate undergraduate nursing students attending a 1-day AIDS workshop. Questions dealt with knowledge and fears concerning AIDS and caring for AIDS patients, and attitudes toward homosexuality and toward the terminally ill. With the level of significance set at (p<.05), post-test results indicated that all groups of students displayed a knowledge gain (p =.000) and a more positive attitude toward caring for AIDS patients (p = .000), particularly by first and third year students (p =.001). Although positive, younger students and students who had cared for AIDS patients were less positive. In this study, AIDS education had a positive influence on attitudes of nursing students. This finding supports the use of education to foster positive attitudes toward AIDS and individuals with AIDS.
Family Nursing Curricula in U.S. Schools of Nursing
Authors: Hanson Shirley M H , Heims Marsha L 
Published: April 2021

ABSTRACT
Care of individual clients has been the traditional focus of health care and therefore nursing education. Recently, the family as a unit of care has received more attention. This study provides a current and accurate description of family nursing content, summarizing the major concepts, definitions, course titles, textbooks, and assessment instruments used in teaching family nursing in baccalaureate and graduate programs. The findings identify trends in family nursing education that will provide direction to educators and clinicians planning to strengthen family nursing in their curricula.
Caring Between Nursing Students and Physically/Mentally Handicapped Children: A Phenomenological Study
Authors: Beck Cheryl Tatano 
Published: April 2021

ABSTRACT
Advanced technology has increased the life expectancy to age 20 for most chronically ill children. Consequently, nurses will be encountering an increasing number of physically and mentally handicapped children. Nursing students' discovery of the meaning of caring with exceptional children will help prepare them for interactions with these special children during their nursing careers. A phenomenological study was undertaken to explore 36 nursing students' caring experiences with physically and mentally handicapped children. Van Kaam's phenomenological methodology was used to analyze the data. Sharing the findings of this phenomenological study with nursing students is one approach faculty can use to help reduce their anxiety regarding upcoming clinical rotations with exceptional children.
Nursing Education in the United States, 1898-1910: A Time of Auspicious Beginnings
Authors: Rush Susan L 
Published: April 2021

ABSTRACT
Nursing education in the United States has been and continues to be a slowly evolving process. For those involved in nursing education at the end of the 20th century, a brief trip back to the end of the 19th century-to chronicle some of the events of that time that have had an impact on nursing education today, and to review some of the accomplishments of our early nursing educators-makes for an interesting journey.
Curriculum Issues Related to Nurse Turnover
Authors: Gorrell Betty J , Langenbach Michael 
Published: April 2021

ABSTRACT
The problem of turnover rates among registered nurses has implications for nursing curriculum and for continuing education programs. After a brief presentation of turnover issues, curriculum implications will be discussed under three broad areas: (a) content about turnover included in nursing management textbooks; (b) nursing curriculum issues that influence the survivability of graduates of schools of nursing and thereby affect turnover rates; and (c) continuing education needs of registered nurses. This paper is not a summary of solutions for turnover. The problem of turnover is complex and poorly understood. The curricular issues provide challenges to traditional nursing education that would increase the likelihood of the development of "hardy" nurse graduates who have survival skills for the practice environment.
Concepts Included in and Critical to Nursing Curricula: An Analysis
Authors: Valiga Theresa K , Bruderle Elizabeth 
Published: April 2021

ABSTRACT
This study was designed as a first step toward concept clarification in nursing education, to stimulate educators' thinking about the clarity of the concepts critical to nursing curricula.
The sample included 70 baccalaureate and 67 associate degree programs randomly selected from each of the six regional accrediting areas. Respondents to a mailed questionnaire identified concepts included in their curricula and those they viewed as critical to a nursing curriculum.
Results suggest that (a) BSN program faculty agree on concepts included in and critical to nursing curricula, (b) ADN program faculty agree on critical concepts but agree less about concepts included in their curricula, and (c) both groups noted that process-oriented concepts were included in their curricula more frequently than were contentoriented concepts.
The variability of responses raises questions about the clarity of concepts used in nursing curricula and the meaning behind those concepts. We recommend further research related to the meaning, nature, and use of concepts in nursing curricula.
A Model for Critical Thinking Within the Context of Curriculum as Praxis
Authors: Ford Joan S , Profetto-McGrath Joanne 
Published: April 2021

ABSTRACT
The curriculum may be informed by a technical, practical, or emancipatory interest. Curricula informed by these three interests are referred to as curriculum as product, curriculum as practice, and curriculum as praxis (Grundy, 1989) respectively. When curricula are viewed from different perspectives, it is plausible to suggest that each perspective requires a different conceptualization of critical thinking. The literature search revealed that critical thinking has been equated with problem solving, which is congruent with a curriculum-as-product orientation.
The purpose of this paper is to provide an overview of a conceptual model for critical thinking that is congruent with an orientation to the curriculum as praxis. The model is derived from the work of Freiré (1972), Habermas (1972), and Grundy (1989). The key concepts of the model are knowledge, critical reflection, and action. There is a reciprocal relationship between knowledge and action, which is mediated by critical reflection.
A Replication Study of Experienced Graduate Nurse Faculty Orientation Offerings and Needs
Authors: Morin Karen H , Ashton Kathleen C 
Published: April 2021

ABSTRACT
A recent study indicated information about expectations regarding research, peer review and evaluation, promotion, course content, and student evaluation in orientation programs for a predominantly undergraduate faculty sample was absent. This direct replication and extension study determined whether similar results exist for seasoned graduate nurse faculty. Of 240 questionnaires returned, 66 met sample criteria. Data were collected using a two-part questionnaire. Results indicate 79% received an orientation, lasting an average of 3 days. The mode, however, was 2 days. Fourteen topics were addressed. Data provide additional information regarding the scope of orientation for nursing faculty. Orientation programs that better meet the needs of all nurse faculty need to be developed.
Work-Related Stress of Clinical Nursing Faculty
Authors: Oermann Marilyn H 
Published: April 2021

ABSTRACT
The purpose of this research was to examine work-related stress experienced by clinical faculty (N = 226) in ADN and BSN programs. Faculty rated the extent to which they experienced 23 potential stressors associated with clinical teaching. The predominant stressors were: coping with job expectations associated with their clinical teaching roles; feeling physically and emotionally drained at the end of a clinical teaching day; job demands that interfere with activities of personal importance; heavy workload; pressure to maintain clinical competence or a clinical practice without time to do so; feeling unable to satisfy the demands of work-related constituencies (e.g., students, clinical agency personnel, patients); and teaching inadequately prepared students.