bluuebunny/crossref_metadata_2025_split huggingface dataset:
Postoperative Pain Control in Total Joint Arthroplasty: A Prospective, Randomized Study of a Fixed-Dose, Around-the-Clock, Oral Regimen
Authors: Flory Douglas A , Fankhauser Richard A , McShane Michael A 
Published: April 2021

ABSTRACT
This randomized, prospective study assessed postoperative pain control in 119 patients undergoing total joint arthroplasty. Croup 1 (59 patients) received scheduled, around-the-clock, oral opioids and group 2 (60 patients) received oral opioids on an as-needed basis. Both groups had parenteral opioids available for breakthrough pain. The average scores for group 1 were lower than group 2. Differences were significant in sensory scores (AM day 1; AM and PM day 2), affective scores (PM day 2), total pain (PM day 2), visual analog scale (PM day 2), and present pain intensity index (AM day 1; PM day 2). Group 1 averaged 2.05 breakthrough pain doses and group 2 averaged 3.47 doses (P=.003), an average savings of 17.2% of the cost of pain medications during the first 2 postoperative days. The results indicate that scheduled, around-the-clock, oral opioids are an effective treatment regimen for postoperative pain control in total joint arthroplasty patients.
Preoperative Duplex Ultrasonography Evaluation for Deep Venous Thrombosis in Revision Hip Arthroplasty Patients
Authors: Wallace Buck , Jeffrey R Brooke , Goodman Stuart B 
Published: April 2021

ABSTRACT
In a prospective consecutive series, 53 revision hip arthroplasties were performed in 51 patients. Pre- and postoperative Duplex ultrasonography examinations were reviewed by an independent, experienced radiologist. Three of 51 patients (53 procedures) had evidence of chronic deep venous thrombosis (DVT) or other venous abnormality preoperatively, yielding an incidence of 5.6%. One (1.9%) patient developed an acute DVT postoperatively despite pharmacological and mechanical preventative measures. These results indicate the use of preoperative ultrasonography as a screening tool prior to revision hip arthroplasty is not warranted based on the low incidence of acute or chronic DVT detected preoperatively. Long-term anticoagulation, when necessary, can be based on the findings of a postoperative scan.
Factors in Academia and Service That Influence Baccalaureate Graduates' Membership in the American Nurses' Association
Authors: Bailey Patricia A 
Published: April 2021

ABSTRACT
The intent of this study was to explore relationships among models of influence, association experiences, attitudes toward the American Nurses' Association (ANA), attitudes toward professionalism, and first-year baccalaureate nurse graduates joining the American Nurses' Association. One hundred sixty-three baccalaureate nurses from programs in three northeastern states returned a mailed questionnaire. Analysis of the data showed that graduates identified deans and faculty as more favorably disposed toward the ANA as compared to supervisors, head nurses, and peers. Faculty were identified more often as influencing subjects to join the ANA. Respondents saw the ANA as valuable for the profession, representing nursing, and promoting standards but they generally did not hold membership. Professionalism content in the curriculum had no relationship to scores on either of the two scales or to ANA membership. Having had ANA content was positively related to seeing the ANA as promoter of human rights and as a voice for nursing. There were significant differences between ANA members and non-members and use of the professional organization as a major referent and seeing the ANA as an accreditor. It was concluded that faculty and deans were positive models of influence for new graduates regarding the Association but did not affect membership for those graduates. Further study of curriculum content and professional role model behavior in the work setting is urgently needed.
Participation of Nursing Faculty in University Governance
Authors: Bahrawy Aida A 
Published: April 2021

ABSTRACT
It has been suggested that faculty participation in governance in American colleges is low, and that faculty in schools of nursing are particularly unlikely to be involved in governance activities. This study was designed to determine actual and ideal levels of nursing faculty participation in five areas of governance: academic, student, personnel, public, and financial affairs. A survey of nursing faculty suggested that they were involved substantially in academic affairs, but less involved in the other areas of governance. Generally, the faculty indicated satisfaction with their high level of participation in academic affairs, and with their lower level of participation in student affairs, personnel affairs, and public affairs; the faculty did indicate dissatisfaction with their low level of participation in financial affairs.
The NCLEX-RN and Nurse Educators
Authors: Washburn Jane , Short Lois 
Published: April 2021

ABSTRACT
The involvement of nurse educators with recent NCLEX-RN changes was studied. One hundred and twenty administrators from associate (ADN) and baccalaureate (BSN) degree programs across the country responded to a questionnaire regarding educator knowledge about, involvement in, and opinion of the change process. Findings revealed that administrators from both program types felt ill-informed regarding NCLEX-RN changes prior to their implementation, and they expressed a desire to have had input in the change process. While administrators had varied opinions regarding the passing standard change and the content change, they were strongly opposed to the manner in which change occurred.
Ways of Knowing Among Beginning Students in Nursing
Authors: Eyres Sandra J , Loustau Anne , Ersek Mary 
Published: April 2021

ABSTRACT
Twenty-one students in their first quarter of nursing school were interviewed to determine the utility of the typology for ways of knowing developed by Belenky, Clinchy, Goldberger, and Tarale (1986) for understanding the cognitive development of nursing students; the differences in epistemological perspectives by gender, age, and ethnicity; and the forces in nursing school that encourage developmental transitions. The typology was found to be applicable for Caucasian women and provided important insights on differences among groups of students. Some of the implications for providing supportive educational environments are presented.
An Immodest Proposal: Pay Equity for Nursing Faculty Who Do Clinical Teaching
Authors: Boughn Susan 
Published: April 2021

ABSTRACTPay equity, the concept of equal pay for equal or comparable work, will continue to be of paramount importance to women as the 20th century draws to a close. While it might have been anticipated that women in academic settings would enjoy pay equity, clinical teaching in nursing education provides a model for gender discrimination as related to women's work. Elements of proposal development and a case study for contesting pay inequity are presented.
Comparison of Learning Outcomes Between Graduate Students in Telecourses and Those in Traditional Classrooms
Authors: Feel Juanita Fogel 
Published: April 2021

ABSTRACT
The shortage of master's-prepared nurses has led to the practice of providing educational opportunities to such students through courses taught by live television. This study compared learning outcomes between students taught by TV and those taking the classes in a traditional classroom. Eight traditional and seven telecourse classes were included. No significant differences were found for all comparisons of telecourse students between those at remote sites and those in the studio. No significant differences were found for four of seven comparisons between traditional and telecourse students. For three comparisons, the traditional students performed somewhat better but the differences, although statistically significant, were minimal. The study provides support for the efficacy of teaching master's-level courses by television.
New Nurse Faculty: Core Competencies for Role Development
Authors: Choudhry U K 
Published: April 2021

ABSTRACT
This study originated from the need to define the role competencies for a beginning nurse educator. A survey of full-time faculty and heads of university and community college nursing programs in Ontario showed a high degree of agreement between the two sets of faculty for teacher role, practice, service, personal and professional growth competencies. Significant differences were noted on competencies involving student evaluation, facilitating student's practice, acting as student's advocate, and research. Agreement was noted on the problems created by role ambiguity and role incompetence, particularly for new faculty. This suggests the need for educational preparation and socialization of nurse faculty.
Developing Analytic Thinking Skills in Early Undergraduate Education
Authors: Bowers Barbara , McCarthy Donna 
Published: April 2021

ABSTRACT
This article describes how a required prenursing health issues course was substantially restructured to increase the opportunities for students to develop analytic skills and for faculty to gain greater insight into how the students processed course content. Using writing-to-learn (WTL) strategies based on theories of adult cognitive development (Kinneavy, McCIeary, & Nakadate, 1985; Kohlberg, 1978; Perry 1978), course readings, writing assignments, and exam questions were revised continuously over five semesters. This article describes the purpose and process of redesigning the course and some reflections on the outcome.
What High School Students Think of a Nursing Career: A Survey of Dade County Senior High Schools
Authors: Grossman Divina Gracia S , Northrop Celeste 
Published: April 2021

ABSTRACT
Using a cross-sectional design, we surveyed 700 10th and llth-grade students in Dade County, Florida, to examine high school students' opinions of a nursing career and the relationships among students' opinions and several variables. Of a possible range of opinion scores from 14 to 56, the mean opinion score for the sample was 40.92 (SD= 7.8). While age had no significant correlation with nursing opinion scores, they were influenced significantly by gender, the students' desired occupation, and the opinions of parents, friends, and guidance counselors. Although only 28 (7%) of the students selected nursing as their desired occupation, 119 (24.5%) considered nursing one of their alternatives prior to making a decision. These findings have important implications for the recruitment of high school graduates into nursing.
Preferred Learning Styles and Study Strategies in a Linguistically Diverse Baccalaureate Nursing Student Population
Authors: Keane Mary 
Published: April 2021

ABSTRACT
This study examined learning styles, learning and study strategies, and specific background variables (primary language, ethnic background, and length of time in the United States) in a multicultural and linguistically diverse baccalaureate nursing student population. Results revealed positive associations between English as a primary language and the learning strategy of self-study and negative associations with high anxiety levels. Length of time in the United States was positively correlated with the learning strategy of information-processing. Lower GPA scores reflected lower mean ratings on the composite scales of the Learning Styles Inventory (LSI) and Learning and Study Strategies Inventory (LASSI). The main predictor variables for GPA were English as a primary language, the learning strategies of information-processing and selecting main ideas, and the learning style of group study.
A Comparison of International Learning Experiences for Baccalaureate Nursing Students: Developed and Developing Countries
Authors: Haloburdo Esther P , Thompson Mary Ann 
Published: April 2021

ABSTRACT
As faculty seek creative learning opportunities for students in a changing social, political, and health care environment, knowledge about international learning experiences can provide critical information for decision making. Thia study sought the answer to two questions: What are the learning outcomes of an international experience for baccalaureate nursing students and what are the similarities and differences in what students learn in developed and developing countries? Using grounded theory methodology, 14 students who had participated in international learning experiences were interviewed. Three major categories emerged from the data analysis: personal and professional growth, empirical knowledge, and the learning experience. More similarities than differences were identified among the students who had traveled to developing versus developed countries. The findings suggest that international experiences need to include the opportunity to provide direct nursing care. A proposed model for such experiences is presented.
Community Partnerships: Redirecting the Education of Undergraduate Nursing Students
Authors: Oneha Mary Frances , Sloat Ann , Shoultz Jan , Tse Alice 
Published: April 2021

ABSTRACT
Consistent with the goal of reforming nursing education to support nursing's agenda for health care reform, a community-based, multiprofessional initiative supported by the W.K Kellogg Foundation began in Hawaii in 1991. This initiative created a partnership among the University of Hawaii Schools of Medicine, Nursing, Social Work, and Public Health, three community health centers, and their communities to provide a communitybased, integrated system of health care, education, and research. In response to this initiative, the School of Nursing developed an integrated undergraduate curriculum consisting of: a discipline-specific tutorial using an inquiry-based learning strategy; a multiprofessional tutorial; and a 1-year clinical experience providing culturally competent primary care. Community-based education has stimulated changes in the philosophy, mission, and curriculum of the School of Nursing. The outcomes achieved as a result of this initiative have had a favorable impact on clients using the community health centers, the communities, the School of Nursing, and the students.
Students' Philosophical Assumptions and Psychology in the Classroom
Authors: Dowds Barbara Noel , Marcel Barbara B 
Published: April 2021

ABSTRACT
The current study investigated the underlying philosophical assumptions, or world views, that undergraduate nursing students bring to the psychology classroom. It was hypothesized that studente would most prefer mechanistic explanations of behavior, explanations derived from an analytical, linear, cause-and-effect model. It was aleo hypothesized that they would least prefer contextualistic explanations of behavior, i.e., explanations derived from a synthetic, subjective, and relational model. Forty female hospital-based RN students completed a modified version of the World Hypothesis Scale. As predicted, they were significantly more likely to endorse mechanistic explanations and less likely to endorse contextualietic explanations. Because teaching psychology lends itself to a contextualistic approach in which a variety of models for understanding behavior are explored, the study of psychology can be one way to increase nursing students' critical thinking skills.
A Comprehensive Approach to Clinical Evaluation
Authors: Woolley Gale R , Bryan Martha S , Davis Jean W 
Published: April 2021

ABSTRACT
Historically, the summative clinical evaluation of nursing students has been problematic. Tools of measurement for clinical performance have been subjective and, at times, biased at several levels. With these thoughts and past experiences in mind, the faculty in an associate degree nursing program developed a comprehensive approach to summative clinical evaluation.
The process began with the development and implementation of a Clinical Performance Manual (CPM) describing five components of the summative evaluation process. These included the: ability to consistently exhibit professional behaviors; random skills performance examination; plan of care examination; critical situations examination; and required course assignments. These components were developed with the intent of objectifying the measurement of cognitive, affective, and psychomotor skills of students.
After 1 year of implementing this process with 250 students, feedback received from faculty and students was reviewed and discussed. Reliability and validity studies have been conducted. A decision was made to continue with this new method of evaluation. Recommendations include piloting and implementing the process in others schools and programs.
The Cloutterbuck Minimum Data Matrix: A Teaching Mechanism for the New Millennium
Authors: Cloutterbuck Jane C , Cherry Brenda S 
Published: April 2021

ABSTRACT
The demands of the United States' rapidly changing health care system and society signal the need to design and implement health professions programs which prepare students for practice within a health care paradigm that will be very different from the one existing today and for work with an increasingly diverse and independent consumer population. The Cloutterbuck Minimum Data Matrix (CMDM) is a teaching mechanism designed to generate a comprehensive base of consumer information prerequisite to the indepth level of critical analysis and synthesis needed to produce quality health care outcomes in the 21st century. The CMDM assumes an interdisciplinary perspective and educates students to recognize and incorporate consumer diversity into strategies for care.
Tobacco-Related Instruction in Undergraduate Nursing Education in Illinois
Authors: Kraatz Elizabeth Santas , Dudas Susan , Frerichs Marian , Paice Judith , Swenson Carol 
Published: April 2021

ABSTRACT
Tobacco use is responsible for more deaths in the United States than any other factor. Nurses are in a unique position to convey life-saving messages to clients regarding tobacco use. To gauge the type and extent of tobacco-related background knowledge acquired by nurses in tbe course of their education, the Nurses' Committee of the Illinois Division of the American Cancer Society (ACS) surveyed 70 nursing programs in the state of Illinois. The number of lecture hours spent on tobacco-related issues was greater in LPN programs than in either associate or baccalaureate degree programs, and instruction was scattered throughout the curriculum of each program. Most schools reported heavy reliance on adult medicalsurgical textbooks to convey tobacco-related content. The most recent editions of the textbooks used by the schools were reviewed, and they also were found te adopt a scattered approach, with a disappointing lack of depth regarding the hazards of tobacco. It is recommended a single course be identified as responsible for relaying tobacco-related content and information supplied by general medical-surgical textbooks be supplemented by materials drawn from other sources.
An Introduction to the Partial Credit Model for Developing Nursing Assessments
Authors: Fox Christine 
Published: April 2021

Abstract
The partial credit model, which is a special case of the Rasch measurement model, was presented as a useful way to develop and refine complex nursing assessments. The advantages of the Rasch model over the classical psychometric model were presented including the lack of bias in the measurement process, the ability to highlight those items in need of refinement, the provision of information on congruence between the data and the model, and feedback on the usefulness of the response categories. The partial credit model was introduced as a way to develop complex nursing assessments such as performance-based assessments, because of the model's ability to accommodate a variety of scoring procedures. Finally, an application of the partial credit model was illustrated using the Practical Knowledge Inventory for Nurses, a paper-and-pencil instrument that measures on-the-job decision-making for nurses.
Research Utilization: A Challenge for Nursing Graduate Education to Improve Patient Care
Authors: Quinn Christina 
Published: April 2021

ABSTRACT
To improve patient care, hospitals and other health care facilities are looking to improve patient outcomes through examining how nursing care can be changed or modified based on research. The process of applying research results into clinical practice is called research utilization (RU). In this article, a master's level research utilization course is described. The process of research utilization is highlighted along with specifics regarding course development and evaluation methods. Graduate level research courses such as this one can assist students to demonstrate competency in research utilization including: synthesis of research literature, development of practice guidelines based on research, and identification of strategies to carry out RU protocols and evaluate outcomes.
An Experiential Method for Teaching Research to Graduate Nursing Students
Authors: Fazzone Patricia A 
Published: April 2021

ABSTRACT
This article provides a creative and interactive method for teaching a metaparadigm of inquiry that values and embraces both naturalistic and positivistic approaches to research. The author outlines an experiential method for teaching graduate level research that blends opportunities to meet the needs of students with either global or analytic information processing styles, as well as varying student learning styles. The method involves a semesterlong journey whereby students cognitively and viscerally begin to understand the interconnectedness of all research knowledge, and consists of five elements: 1) creating a nonthreatening environment; 2) using guided imagery; 3) teaching research along the "Continuum of Inquiry"; 4) take-home and midterm exams based on hypothetical clinical situations; and (5) developing a written research proposal.
Today's Nursing Education in the People's Republic of China
Authors: ShuZhen Li 
Published: April 2021

ABSTRACT
This article describes the history of nursing education in China and focuses mainly on its future, its role, its characteristics, and the job of nursing educators. According to the Chinese Nursing Association, in 1999 there were 67 university nursing schools, 35 college nursing schools, 500 secondary nursing schools, and master's degree programs in 15 universities. Continuing nursing education, life-long learning, has swept over the whole country as a result of an increased pace of a reform drive. Nursing education faces formidable challenges in helping students develop the competencies needed to survive the changing system's care. The struggles and realities of the changes are discussed, and how they affected and influenced the nursing system that is entering a new era.
Bridges and Barriers: Educational Mobility of Hispanic Nurses
Authors: Villarruel Antonia M , Canales Mary , Torres Sara 
Published: April 2021

ABSTRACT
The lack of data on the educational mobility of the Hispanic nurse presents major barriers in designing effective strategies to diversify the nursing work force. However, such data are necessary to ensure parity of representation of Hispanice in nursing. The purpose of this project was to identify barriers and bridges to educational mobility experienced by Hispanic nurses. Focus groups were conducted in six sites throughout the country. Separate groups were conducted with Hispanic ADN nurses who had completed their BSN and with BSN nurses who had completed their MSN. Barriers encountered and identified by participants included financial burdens, institutional barriers, perceived discrimination by faculty and peers, and cultural values such as the importance of the family and prescribed gender roles. Conversely, bridges to completing degree requirements included family, peers, and faculty. Recommendations to facilitate educational mobility of Hispanic nurses are provided.