bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effect of Pregraduate Preceptorship Experience on Development of Adaptive Competencies of Baccalaureate Nursing Students
Authors: Laschinger Heather K Spence , MacMaster Elsie 
Published: April 2021

ABSTRACT
Kolb's (1984) theory of experiential learning was used as a framework to study 50 baccalaureate nursing students' perceptions of the contributions of a senior preceptorship experience to the development of adaptive competencies. Nursing learning environments were thought to contribute most to divergent and convergent competencies, reflecting the importance of both peopleoriented and scientific skills in nursing. The preceptorship had a significant impact on most learning competencies. Significant increases occurred in competencies considered not important for nursing by students prior to the experience, e.g., assimilative competencies such as testing theories and ideas, and accommodative competencies such as leading and influencing others. These results support the notion of further research of nursing learning environments from the experiential learning perspective.
Effects of an Educational Intervention on Students' Attitudes Toward the Disabled
Authors: Lindgren Carolyn L , Oermann Marilyn H 
Published: April 2021

ABSTRACT
The purposes of this study were to determine if the attitudes of nursing students toward the disabled would improve following participation in a one-day educational conference on care of the physically disabled and to identify variables influencing these attitudes. Nursing students completed Yuker and Block's Attitudes Toward Disabled Persons scale (ATDP) (1986) prior to and one month following the conference. T test indicated that subjects had significantly higher ATDP scores following the rehabilitation conference (p = <.0001). Subjects with prior work experience with the disabled had significantly higher scores on the ATDP, indicating more positive attitudes toward the disabled.
Relationships Among Faculty Practice Involvement, Perception of Role Stress, and Psychological Hardiness of Nurse Educators
Authors: Lambert Clint , Lambert Vickie A 
Published: April 2021

ABSTRACT
This study examined the relationships of role stress and psychological hardiness and identified predictors of role stress in nurse educators overall and in those either involved or not involved in faculty practice. In addition, the study examined differences in psychological hardiness and role stress between nurse educators either involved or not involved in faculty practice.
Data were obtained through three mailed self-report questionnaires from 871 nurse educators employed fulltime in a National League for Nursing (NLN)-accredited school of nursing with both undergraduate and graduate programs. The findings revealed significant negative correlations between role stress and psychological hardiness and between components of role stress and components of psychological hardiness. Predictors of role stress were identified. No significant difference was found in role stress or in psychological hardiness between nurse educators involved and those not involved in faculty practice.
Mental Practice: An Alternative Approach to Teaching Motor Skills
Authors: Doheny Margaret O'Bryan 
Published: April 2021

ABSTRACT
Nursing educators expect that students will learn psychomotor skills and demonstrate competence in these skills. However, current emphasis on cognitive and psychosocial skills concerns nursing educators because psychomotor skills are necessary for safe practice. One possible strategy, based on a holistic framework, is mental practice. This is the same type of practice that athletes use when preparing to perform a sports activity. The purpose of this study was to determine whether mental imaging practice for nursing students affected the learning and performance of giving an intramuscular injection. Findings suggest that mental practice does affect learning and performance of motor skills.
A Survey of BSN Curricula: Research Content
Authors: Dvorak Eileen McQuaid , Brophy Elizabeth B , Binder Dorothy M , Carlson Elizabeth 
Published: April 2021

ABSTRACT
The purpose in this study was to survey educators in National League for Nursing (NLN)-accredited programs regarding the goals in the research component. The 21-item survey instrument was sent to 200 randomly selected schools, of whom 165 (83%) responded. The responses fell into two classes: cognitive goals, i.e., critical thinking and theory/practice; and professional skills, i.e., research utilization and clinical judgment. While a number of variables were analyzed, no significant findings were observed.
Accord and Discord in Students' Images of Nursing
Authors: Kiger Alice K 
Published: April 2021

ABSTRACT
This article discusses findings from a qualitative study of student nurses' images of nursing from entry to training through early clinical experiences. Three rounds of interviews were conducted with 24 Scottish students. Analysis revealed five major themes in students' initial images: pictures of nursing, the good nurse, what nursing entails, occupational labels for nursing, and being a student/ becoming a nurse. These were pursued in later interviews and characteristics of students' experience-mediated images were identified. The picture of adult medical-surgical nursing as typical of real nursing persisted throughout. "Working with people" and "helping" appeared as central characteristics of nursing. Notions of good and bad underlay many features of the image. The paradoxical nature of "involvement" was noticeable. Staff attitudes figured prominently in determining the quality of students' experience and in development of image. Commitment and belonging were integral to students' images and made nursing more than just a job. Processes through which students' images developed included affirmation, accommodation, and nonaccommodation. Associated processes included identification, disillusionment, and extenuation. There was clear evidence of the importance of support to enable students to adapt to image disparities.
Summers of No Return: Transforming Care Through a Nursing Field School
Authors: Kavanagh Kathryn Hopkins 
Published: April 2021

ABSTRACT
Nursing education is developing a wide variety of ways to educate for cultural competence that expedites culturecongruent care and effective diversity management in practice. Using a praxis orientation, this article reports research done on an innovative nursing field school during the past four summers on the Pine Ridge Indian Reservation in South Dakota. Learning context emphasizing formation of a collaborative, caring community is created for 6-week immersion learning experiences during which student groups work with the High Plains OgIaIa Lakota in tribal programs. Triangulated data based on participant observation and student journals, stories, discussions, interviews, academic coursework, and evaluation surveys provide a comprehensive record of complex and multifaceted field school and immersion learning processes. Through collaboration with students, Diekelmann's "Concernful Practices" are tested and adapted for fit as a framework for organizing and examining the field school experience, as well as the practice of health care across cultures.
Improving Undergraduate Nursing Research Education: The Effectiveness of Collecting and Analyzing Oral Histories
Authors: Duggleby Wendy 
Published: April 2021

ABSTRACT
Nine oral histories of retired RNs (age range from 60 to 77) were collected by trained senior nursing students in their nursing research class. Attitudes toward nursing research of the 18 undergraduate baccalaureate nursing students participating in the collection and analysis of oral histories were compared with 20 students who did not participate. Both groups of students completed a pretest and posttest Attitudes Toward Nursing Research Questionnaire. The participating students had significantly positive changes in their attitudes toward nursing research. The nonparticipating group did not.
While reminiscing about their careers, the retired RNs related historical events that influenced their nursing practice. Three themes emerged: World War II, technology, and intensive care units. Through an open-ended, written questionnaire following the interview, the nurses expressed positive benefits of participation. The collection and analysis of oral histories was an effective experiential learning strategy with positive outcomes for the students and the retired nurses who were interviewed.
Shift Report: A Time for Learning
Authors: Yurkovich Eleanor , Smyer Tish 
Published: April 2021

ABSTRACT
Shift report provides an opportunity for professional communication that supporte role socialization and development of a cohesive group process in the health care ayatern. In this learning project, nursing students were able to practice professional behaviors, prioritize information, and reduce material to the boundaries of a work setting without relinquishing the holistic approach to the client. Critical thinking, direct application, self-analysis, peer critiques, and problem-solving processes were used by the student groups which will assist in their role transition to professional nursing practice.
External Examiners: Quality Assurance in Nursing Education
Authors: Karuhije Harriet F , Ruff Coralease 
Published: April 2021

ABSTRACT
External examining is a system of quality assurance in nursing education that is quite foreign to most American nurses. The concept of an external examiner- a visiting assessor of high academic standing and possessed of integrity and objectivity-supports a notion of the universality of educational standards and justice for the individual student. Potential external examiners are appointed primarily through informal social and professional networks within educational institutions of the host country. Criteria for appointment, roles and functions of an examiner, and the four stages of the external examination process are discussed. Suggestions to facilitate each stage as well as implications for potential American external examiners are included. The manuscript concludes with insights from two American nurse educators about their experience as external examiners.
The U.S. Air Force Pilot Simulated Medical Unit: A Teaching Strategy With Multiple Applications
Authors: Eaves Richard H , Flagg Amanda J 
Published: April 2021

ABSTRACT
Historically, Air Force military hospitals have provided excellent training platforms for students and nurses to remain proficient and ready to deliver competent care in a war-time environment. Because of a decrease in the number of admissions, the opportunity to maintain competence is diminishing. The concept of a Simulated Medical Unit (SMU) is being developed at Sheppard Air Force Base, Wichita Falls, Texas to assist in the training and evaluation of such skills. The SMU is a simulation of an actual enactment of an inpatient unit that begins with shift report to the oncoming nursing team. The instructor can then guide the student and team through a series of complex situations using specialized mannequins and live actors as "patients." The student is expected to carry out physicians' orders, perform nursing assessments, document nursing care, as well as administer medications and IV fluids. Scenarios can be made to be as simple or as complex as the situation demands and can be adapted to any specialty. The student can practice technical knowhow, sharpen critical thinking abilities, and exercise delegation skills. Should an error occur, the instructor can freeze the moment and assist the student in developing more appropriate choices in their delivery of care. The use of algorithms, performance checklists, and videotaping can be used to evaluate the student's performance. Other adaptations for the SMU can include orientation, cross training into different specialties, competency assessment, and upgrade training.
Working With American Indians Toward Educational Success
Authors: Yurkovich Eleanor E 
Published: April 2021

ABSTRACT
Past research has focused on identifying barriers that American Indian college students experience in attempting to complete programs in higher educational systems. Recommendations to reduce these barriers have not significantly decreased attrition rates or increased the completion rates of this minority group. Nationally, nursing professionals recognize the shortage of minorities in the field of nursing. Likewise, the need for American Indian health care providers is growing in direct proportion to the number of health care issues facing this population. This grounded theory study focused on the enablers that supported educational success of American Indian baccalaureate nursing graduates between the years 1986 and 1995 in a western university. Through constant comparative analysis of 18 interviews, four core variables emerged. The interactive core variables are individual American Indian student, instructor, institutions (university and college of nursing), and external influences. This article focuses on the core variable individual American Indian student and the following seven properties that support success: focuses on goal, adjusts to dominant cultural, invests in self-assessment, develops assertive skills, establishes support community, socializes into roles of student and nurse, and masters content. This central core variable and properties create a gestalt that promotes educational success. The implications are that faculty, in their roles as advisor and instructor, can assist in the development and maintenance of these seven properties. This can be achieved through proactive culturally responsive advisement, creation of a culturally relevant environment, and use of humanistic andragogical approaches to teaching-learning processes.
Professional Socialization of Baccalaureate Nursing Students: Can Students in Distance Nursing Programs Become Socialized?
Authors: Nesler Mitchell S , Hanner Mary Beth , Melburg Valerie , McGowan Stephanie 
Published: April 2021

ABSTRACT
Distance education programs may have difficulty socializing nursing students due to limited face-to-face student-faculty interaction. Socialized attitudes toward the nursing profession were assessed using two measures with three groups- senior BSN students enrolled at campus-based programs, senior BSN students enrolled in distance programs, and non-nursing students. The purpose of this analysis was to determine whether nursing students enrolled in distance programs had professional socialization outcomes comparable to nursing students enrolled in campus-based programs, and to examine the psychometric properties of two popular measures of professional socialization. Results indicated that students in the distance programs had higher scores than the campus-based nursing students, who, in turn, had higher scores than nonnursing students. A statistical interaction of RN status by program type indicated that health care experience was a critical factor in the socialization process. Of the two socialization measures examined, one had acceptable psychometric properties. These data suggest that health care and preceptorship experiences are important determinants of professional socialization and that students who opt for distance nursing programs graduate with socialization outcomes that are at least comparable to those of students who attend traditional programs.
Empowering Versus Enabling in Academia
Authors: Espeland Karen , Shanta Linda 
Published: April 2021

ABSTRACT
The literature endorses empowered nurses as essential to changing not only the nursing profession but also the current health care system. Nurse educators have embraced the concept of empowering students. However, faculty frequently enable students rather than empower them in both clinical and classroom settings. This article describes the difference between enabling and empowering. Collegiality, communication, accountability, and autonomy are components of a model used to compare empowering versus enabling in the academic setting. Nurse educators will become aware of behaviors that sabotage the empowerment of students. Strategies designed to facilitate students' development of empowering behaviors will be provided throughout the article.
Nursing Students With Learning Disabilities
Authors: Selekman Janice 
Published: April 2021

ABSTRACT
Children with learning disabilities grow up to be adults with learning disabilities, who may go to nursing school, Nurse educators currently are faced with the same challenges as primary and secondary school teachers in meeting the education needs of individuals with learning disabilities. It is essential for nurse educators to be knowledgeable about learning disabilities, to understand the issues involved, and to use appropriate interventions to help these students succeed.
Literary Pedagogy in Nursing: A Theory-Based Perspective
Authors: Sakalys Jurate A 
Published: April 2021

ABSTRACT
Using fictional and autobiographical literature in nursing education is a primary way of understanding patients' lived experiences and fostering development of essential relational and reflective thinking skills. Application of literary theory to this pedagogic practice can expand conceptualization of teaching goals, inform specific teaching strategies, and potentially contribute to socially consequential educational outcomes. This article describes a theoretical schema that focuses on pedagogical goals in terms of the three related skills (i.e., reading, interpretation, criticism) of textual competence.
Development and Congenital Abnormalities of the Nasolacrimal Apparatus
Authors: Sevel David 
Published: April 2021

Abstract
The development of the nasolacrimal appartus was reassessed based on the examination of serial sections done in 27 (54 orbits) embryos and fetuses ranging in size from 13.6 mm to term. In addition two adult specimens were examined. The entire nasolacrimal apparatus viz. canaliculi, lacrimal sac, and nasolacrimal duct develop contemporaneously. Canalization thereafter occurs throughout its length at the same time. The epithelium which lines the nasolacrimal apparatus abuts against the conjunctival epithelium superiorly in relationship to the puncta and the nasal mucosa at the opening of the nasolacrimal duct. These gossamer-like membranes perforate at term or soon thereafter.
With the development of the face, the maxillary process grows medially to abut against, and then to override, the paraxial mesoderm of the nasolacrimal process. The nasooptic fissure is thus formed between these two mesodermal complexes. The surface ectoderm within the fissure thickens in a cord-like fashion, and this is the analaga of the nasolacrimal apparatus.1-5
There is divergence of opinion as to the subsequent development of tear drainage system. A cord of epithelial cells forms from the nasal cavity and grows cephalad to become continuous with the main cord of buried surface ectoderm (Figure 1). It has been contended by Duke-Elder that the main epithelial cord then sends extensions laterally to form the superior and the inferior canaliculi. The inferior canaliculus extends more laterally than the superior canaliculus. At 3 months' development, canalization of the nasolacrimal apparatus is purported' to occur in a segmental manner. These cavities then coalesce in a haphazard manner, finally forming a continuous tube.3 It is also suggested' that the main core of buried epithelium canalizes from cephal/ caudalwards and that the epithelium arising from the nasal cavity canalizes in a reverse direction (Figure 2). The lacrimal sac then expands: the canaliculi canalize and the final section of the nasolacrimal duct to become patent is the opening into the nferior meatus of the nose below the inferior turbinate.
Infantile Idiopathic Hypercalciuria, High Congenital Myopia, and Atypical Macular Coloboma: A New Oculo-Renal Syndrome?
Authors: Gil-Gibernau J , Galan A , Callis L , Rodrigo C 
Published: April 2021

Abstract
Four cases of infantile idiopathic hypercalciuria with high congenital myopia and atypical macular coloboma are discussed; two of them are brother and sister.
The eye examination shows bilateral congenital myopia of more than 10 diopters in every case. In the fundus examination, there is a bilateral macular colobomatous lesion in two of them and monocular lesion in the remaining ones.
Hypercalciuria is considered to be due to renal tubulus malformation.
The macular atypical coloboma etiopathogenesis is discussed, commenting on the malformative, dystrophic and inflammatory hypothesis, having discarded the usual inflammatory etiologies.
We have only found two cases similar to these in the literature. Given the relative scarce occurrence of each of the three mentioned clinical features we suggest the possibility of a new oculo-renal syndrome rather than a coincidental association.
Succinylcholine as a Predictor in Strabismus Surgery
Authors: Lingua Robert W , Azen Stanley , Szirth Ben , Edelman Paula , Walonker Frances 
Published: April 2021

ABSTRACT
Succinylcholine was injected intra operatively in 20 patients with congenital esotropia, before and after the surgical procedure. Regression analysis was performed to investigate the relationship between the awake preand postoperative alignment and the drug-induced ocular positions, under anesthesia. The postoperative succinylcholine-induced ocular position was found to be a highly significant predictor of the one week post-operative alignment (r=0.98, p < 0.0001). Further investigation may lead to an ability to predict the postoperative alignment intraoperatively.
Congenital Cataract: Etiology and Morphology
Authors: Jain I S , Pillay P , Gangwar D N , Dhir S P , Kaul V K 
Published: April 2021

ABSTRACT
In a study of congenital cataract in northern India, 76 patients (146 eyes) were evaluated for morphological patterns and etiology. Partial cataracts were found to be three times more common than total cataracts, the lamellar types being the most common among the partial cataracts. Hereditary cataracts had a 19.7*/£ incidence. The majority (46.05'/· ) of cases of congenital cataract were of idiopathic origin. A few cases were associated with metabolic disorders (Marian's and Marchand's). Strabismus and nystagmus were the most common associated ocular abnormalities (28.94'/? and 15.79'/f ), and mental retardation was the most commonly associated systemic abnormality. Rubella cataract was seen far less frequently than expected.
X-Linked Congenital Stationary Night Blindness With Myopia and Nystagmus Without Clinical Complaints of Nyctalopia
Authors: Price Michael J , Judisch G Frank , MD H Stanley 
Published: April 2021

ABSTRACT
Seven of eight patients presented initially or were followed for decreased acuity and nystagmus without complaints of night blindness. The diagnosis of congenital stationary night blindness was established with electroretinogram and dark adaptation testing. Careful electrodiagnostic testing is needed to provide accurate genetic counseling. Two patients showed pupillary constriction to darkness, which is a sign of retinal disease in young patients.
Bilateral Retinal Vascular Hypoplasia Associated With Persistence of the Primary Vitreous: A New Clinical Entity?
Authors: Sneed Peter J , Augsburger James J , Shields Jerry A , Tasman William , Addiego Rafael 
Published: April 2021

ABSTRACT
Three infant boys with a bilateral congenital retinopathy characterized by retinal vascular hypoplasia and persistence of the primary vitreous are described. The infants were healthy and had no non-ocular physical abnormalities. None had histories of prematurity or low birth weight. Family histories were negative for similar retinopathy, and the fundi of all examined blood relatives were normal. The described congenital retinopathy is compared and contrasted with persistent hyperplastic primary vitreous, Norrie's disease, idiopathic retinal dysplasia, familial exudative vitreoretinopathy, retinopathy of prematurity, and incontinentia pigmenti.