bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Registered Nurse Student: A Role Congruence Perspective
Authors: Rendon Diane 
Published: April 2021

ABSTRACT
This correlational study examined the degree of congruence between the interpersonal orientation of the RN student seeking a BS degree in nursing, and her perceptions of the student role. Role congruence was defined as enjoyment, involvement and commitment to the student role. The Cohen CAD Scale, based on Horneys psychoanalytic theory, measured compliant, aggressive and detached interpersonal orientations.
Findings indicated that RN students with relatively high compliant interpersonal orientations experienced congruence in the student role. Students with high aggressive or detached orientations experienced incongruence in the student role. The majority of students evidenced strong commitment and determination but almost half did not feel respected by faculty. Recommendations include: implementation of anticipatory guidance sessions prior to entering the nursing major; utilization of adult education principles by faculty; and research to explore faculty attitudes toward this learner group.
Suggestions for Graduate Education in Nursing Service Administration
Authors: Wagner Leslie , Henry Beverly , Giovinco Gina , Blanks Celia 
Published: April 2021

ABSTRACT
The study was prompted by a long-standing concern how best to educate nurse administrators for work in health service organizations. In the last decade, has been increasingly widespread agreement in that advanced education for clinical specialization may be insufficient. To improve understanding of for nursing administration (NA), the suggestions 3? publications printed between 1976 and 1985 were Inferences were made from these publications curriculum content, program structure, instrucplacement, and practicum experiences. Content most often pertained to health systems, nursing research, and policy. Reference was least often to perspectives in organization theory, ethics, and studies. Suggestions for international NA were in only one publication. Administration majors with clinical nursing emphasis in multidisciplinary programs by schools of nursing were widely recommended, as were administrative practicums of variable length. Few suggestions were made about the epistemological considerations needed to guide the development of interdisciplinnursing administration. In the future, consideration of the overlap - from nursing and management science - of concepts, research problems, and modes of inquiry, will be important for the education of nurse administrators.
In the 1960s and early 1970s, clinical specialization was the central focus of graduate nursing education. During this period of time, emphasis on nursing administration (NA) declined, as did the number of NA programs, resulting in a critical shortage of nurse administrators academically prepared to manage health services (Blair, 1976a-b). By 1977, it was estimated that as few as 24% of the nations nurse administrators had master's degrees and that the portion with doctorates was barely .6% (American Nurses' Association [ANA], 1980; Fine, 1983). Knudson (1968), Kramer (1968), Leininger (1974), and Miller (1968) warned the profession of an impending leadership crisis.
Responding to the shortage, the threat of non-nurses managing nursing services (Jordan, 1979; Rotkovitch, 1979a), and to nurses being educated for management in disciplines other than nursing (Cleland, 1984), the number of NA programs more than doubled between the mid 1970s and 1982, increasing from 24 to 51. The ascendancy of NA had begun.
Recognizing the problem of too few well-educated nurses to manage nursing services, and the need for sound academic programs in NA, the Institute of Medicine (1983) recommended that federal funding be allocated for improvements in NA education. By 1985, an administration component was an element of over 65 nursing programs (National League for Nursing [NLN], 1985). Considerable concern has been expressed, however, about the curriculums and structures of these programs, which in some cases have been developed hurriedly - in a brief period of time - and with relatively few resources (Cleland, 1984; Poulin, 1984; Stevens, 1977a).
Self-Evaluation and Its Relationship to Clinical Evaluation
Authors: Abbott S Darlene , Carswell Ron , McGuire Marion , Best Maureen 
Published: April 2021

ABSTRACT
An exploratory study was undertaken in a three-year nursing diploma program to determine instructor and student perceptions of self-evaluation (SE) and its relationship to clinical evaluation. A cross-section of instructors (n=9) participated in three rounds of a Delphi survey. From this validated data base a questionnaire was developed and distributed to a stratified sample of 145 students. Combined results were then analyzed and compared. Results indicated that both students and instructors perceive self-evaluation more positively than negatively and they see the main purpose as providing direction for learning. Contrary to the literature and perceptions of surveyed instructors, students did not perceive self-evaluation as a factor in promotion of professional growth. Although students value a participatory role in clinical evaluation, the process of self-evaluation generates anxiety and underrating of performance. The authors conclude that self-evaluation is a developmental skill requiring guidelines and practice, and offer recommendations for its use.
Survey of Stress Management Content in Baccalaureate Nursing Curricula
Authors: Manderino Mary A , Ganong Lawrence H , Darnell Katherine Frazier 
Published: April 2021

ABSTRACT
A survey of 276 National League for Nursing baccalaureate programs was conducted to assess the nature and extent of stress management content incorporated into baccalaureate nursing curricula. Roughly 10% of the sample indicated that they offer a separate course in general stress management techniques. In most programs, stress management content was incorporated throughout the curriculum in discreet instructional units. Respondents identified a variety of stress management methods taught in relationship to specific sources of work stress. The most instructional time was devoted to teaching students how to cope with interpersonal stressors; communication skills, group process skills, assertion skills, and conflict management were offered by most programs. Other content areas mentioned by at least 80% of the respondents included: death awareness, crisis intervention, change strategies, values clarification, recognizing stress, organizational skills, time management, and problem solving. The findings of this study are discussed in relationship to the literature on sources of stress in nursing. In addition, suggestions for future research are offered.
Sexuality of the Aged and the Attitudes and Knowledge of Nursing Students
Authors: Quinn-Krach Peg , Van Hoozer Helen 
Published: April 2021

ABSTRACT
Sexuality of the aged is one area of particular concern to nurse educators, because students' lack of knowledge and negative attitude can have far-reaching effects on nursing care of the elderly. This study examined the relationship of the dependent variables, attitude and knowledge, to the independent variables of ethnicity, age, experience in health care, family income, religious affiliation, religiosity, living arrangements, and level of education. One hundred fifty-eight female nursing students completed White's Aging Sexuality Attitude and Knowledge Scale. The study found that higher knowledge was related to more positive attitude scores (r = .25, P<.004). Age was also significantly related to both positive attitude (r = .44, P<.001) and higher knowledge (r=.54, P<.001).
Older students had a more positive attitude toward the elderly and were more knowledgeable about aged sexuality than younger students in the sample. One-way analysis of variance was used to test the significance between means of the dependent and independent variables. A statistically significant difference was found between ethnicity and attitude (f=33.09, P<.001) and ethnicity and knowledge if= 18.36, P<.001). Asian students in this study had a more negative attitude and were less knowledgeable about aged sexuality than Caucasian students. The study suggests that nurse educators need to pay special attention to the age and ethnicity of students when planning gerontological learning experiences designed not only to facilitate knowledge acquisition, but to promote positive attitudes toward the elderly.
It has been projected that when today's nursing students reach the prime of their careers, they will spend 75% of their practice time with the elderly (Butler, 1980). Negative attitudes and stereotypical beliefs about the aged have been rampant, and college students have not been immune (Grassi-Russo & Morris, 1981; Miko, 1987).
The area of aged sexuality is of particular concern to nurse educators, because perpetuation of myths and lack of knowledge regarding elderly human sexuality can have far-reaching effects on elderly nursing care. Negative attitudes toward sexuality of the elderly may even be detrimental to the health of older persons by leading them, their care givers, and significant others to believe aged sexual feelings and actions are abnormal (Falk, 1980).
It is also conceivable that interest in caring for the elderly and quality of nursing care provided to this population may be adversely affected by stereotypical beliefs, negative attitudes, and inadequate knowledge. Therefore, educating nursing students to effectively care for older clients includes uncovering and changing negative attitudes and misinformation about aged sexuality.
Professional Autonomy and Ethical Decision Making Among Graduate and Undergraduate Nursing Majors
Authors: Cassidy Virginia A , Oddi Lorys F 
Published: April 2021

ABSTRACT
The purpose of this study was to determine differences in perceptions of ethical dilemmas and attitudes toward autonomy among four groups of nursing students. A randomly selected sample (n=130) of students enrolled in associate degree, generic baccalaureate, degree completion, and master's study completed the Judgments About Nursing Decisions (JAND), the Nursing Autonomy and Patient's Rights Scale (NAPRS), and a demographic data sheet. Using one-way analysis of variance procedures, significant differences were found among groups on autonomy, patients' rights, and rejection of traditional role limitations. No significant differences were found on perceptions of idealistic and realistic moral behavior. Additional analysis produced significant findings when student groups were compared by age, RN status, and participation in ethics courses and seminars. Lack of significant differences on perceptions of ethical dilemmas may have resulted from the relatively low level of reliability of the JAND with the groups studied. Differences in attitudes are attributed to experience as a registered nurse, participation in an educational offering, and exposure to the bureaucratic environment of the health-care system.
Computer Simulations as a Measure of Nursing Students' Decision-Making Skills
Authors: Lowdermilk Deitra Leonard , Fishel Anne Hopkins 
Published: April 2021

ABSTRACT
Use of computer simulations was studied as a strategy to evaluate clinical decision-making skills of 64 senior baccalaureate nursing students who were randomly assigned to experimental and control groups. All students completed Kolb's learning Style Inventory, a pre- and posttest that was a computer assisted instruction (CAI) clinical simulation specific to the student's clinical placement, and a 36 item attitudinal and evaluative questionnaire developed for the study. The experimental group completed three additional simulations over a 7 week period. Change scores from pre- and posttests were analyzed to determine: 1) if students completing a CAI series demonstrated higher achievement on informationgathering and decision-making skills than students who did not complete the series; 2) if there was a correlation between achievement and clinical grades; and 3) if there was a relationship between achievement and a particular learning style. Although all students demonstrated that significant learning had occurred during the semester, there was no difference between the students completing the full CAI series and those who did not. Students who made significant improvements in decision-making scores also earned higher clinical grades. Success on the CAI series was found to be independent of learning style. Most students expressed positive attitudes about CAI.
An Examination of Role Strain for University Nurse Faculty and its Relation to Socialization Experiences and Personal Characteristics
Authors: Mobily Paula R 
Published: April 2021

ABSTRACT
The purpose of this study is to describe the degree of perceived role strain and the major sources of role strain in nurse faculty employed in major universities; and to explore the relationship between selected socialization experiences and personal characteristics and the degree of role strain experienced. The sample (N= 102) was comprised of full-time tenure track nurse faculty employed in major universities that offered National League for Nursing-accredited undergraduate and graduate programs in nursing, and were located in institutions classified as Research Universities I by the Carnegie Council on Policy Studies in Higher Education (1987). The majority of faculty were experiencing some degree of role strain, with a substantial number experiencing moderate to high degrees of role strain. The major sources of role strain were role overload and both intrasender and interrole conflict. Analysis of the relationship between socialization experiences and personal characteristics and the degree of role strain experienced revealed nine statistically significant relationships. Implications for administrators and faculty are discussed.
Perceptions of the Organization's Climate: Influenced by the Organization's Structure?
Authors: Grigsby Karen A 
Published: April 2021

ABSTRACT
Currently, little is known about organizational climates in schools of nursing, and what structural factors are associated with climate variations. The purpose of this study is to describe the organizational structure and climate, and the interrelationship between these factors, in two schools of nursing. Results indicated that the sample organizations exhibited characteristics of both the bureaucratic and professional models of organizational structure, although one school was more closely aligned to the professional model. Organizational climates differed in the two schools, and the school that structurally resembled the professional model had a more facultative climate. Organizational structure was significantly (p<.01) related to the climate dimensions of autonomy (r= - .35), work pressure (r = .49), and control (r = .59). The schools differed significantly (p<.01) on the climate dimensions of administrative support (t = 3.31, df= 54), autonomy (t = 3.30, df= 56), work pressure (t = - 4.36, df= 60), and control (t = - 6.74, df= 55). Administrative support and autonomy were higher in the school structurally resembling the professional model, and work pressure and control were higher in the school structurally resembling the bureaucratic model.
Teaching Nursing Research Through Collaboration: Costs and Benefits
Authors: Pennebaker Duane F 
Published: April 2021

ABSTRACT
The purpose of this study was to present findings about the costs and benefits derived from a collaborative approach in teaching undergraduate nursing research. Data were collected from students who completed 38 collaborative research projects. The greatest costs were related to time for meetings and maintaining involvement. The greatest benefits reported were enhancement of intellectual stimulation and support received from student peers. Overall the mean for the benefit items (M = 2.82) was greater than the mean for the cost items (M = 2.08). A number of significant differences for costs, benefits, satisfaction, and marks were found related to student group size and type of project. The degree to which the benefits of collaboration were subscribed to by students reflect in part the value students perceived in working together and the advantages of collaboration in learning nursing research. The chief advantages were promotion of a context for research which was congruent with the realities of nursing practice, the complexity and difficulty of clinically oriented research, and the knowledge that nursing research often requires cooperation if findings are to be meaningful and possess implications that can be translated into practice.
Needs Assessment as a Marketing Strategy: An Experience for Baccalaureate Nursing Students
Authors: Colangelo Rosanna , Goldrick Barbara 
Published: April 2021

ABSTRACT
A marketing needs assessment was undertaken as a community health project for baccalaureate nursing students. The objectives of the project were: (1) to conduct a needs assessment utilizing the concepts of marketing in health planning, and (2) to identify health needs of a community based on active participation by members of the community. Through a collaborative effort with a community health agency, students were able to integrate the principles of marketing and participative decisionmaking into a learning experience. The results of the needs assessment provided the agency with valuable information for strategic planning.
Potential Outcomes of Clinical Experience
Authors: Monahan Rita Short 
Published: April 2021

ABSTRACT
This exploratory study examined potential outcomes of clinical experience. Sixteen baccalaureate nursing students completed data collection instruments. The eight students in the control group completed the clinical course as prescribed in the curriculum; the eight students in the experimental group received no assigned clinical experience. The first hypothesis, that there would be an increase in the identification of accurate clinical nursing judgments as a result of clinical experience, was not supported. The second hypothesis, that there would be progress in the development of professional identity as a result of clinical experience, was not supported. Analysis of demographic and secondary data supports a conclusion that the learning outcomes of clinical experience have yet to be identified.
Nursing Proficiency Tests: Characteristics of Examinees Who Succeed
Authors: Hendryx Michael S 
Published: April 2021

ABSTRACT
Proficiency examinations used for course credit or exemption allow nurses and nursing students to complete educational objectives economically and quickly. Understanding the work and educational experience of examinees who pass these tests can assist other examinees in deciding whether to take such a test and in preparing for one. Analyses of eight commonly used proficiency examinations in nursing revealed demographic, work, and education variables related to successful performance. For many of the tests, current work experience or an RN certification predicted better performance. The results are useful for educational planning and counseling, and also support the content validity of the tests.
The Effectiveness of an Intervention to Promote Successful Performance on NCLEX-RN for Baccalaureate Students at Risk for Failure
Authors: Ashley Jane , O'Neil Jean 
Published: April 2021

ABSTRACT
This study evaluated the effectiveness of an intervention designed to enhance the performance of high-risk baccalaureate students on the National Council Licensure Examination for Registered Nurses (NCLEX-RN).
Thirty senior nursing students met risk criteria drawn from the NCLEX-RN prediction literature: a nursing grade point average (GPA) of 2.40 or below, a ranking on the Mosby Assesstest at or below the 20th percentile, and/or a diagnosed learning disability. Fourteen students in this nonrandomized, posttest-only study received the intervention. Sixteen students served as a control group. The groups were equivalent on 12 academic variables prior to treatment. Concepts of test-wiseness and testcoaching served as the basis for the intervention.
The NCLEX-RN passing rate for the group participating in the intervention was 92.9% compared to 50% for the control group. The findings of this study provide preliminary evidence that a long-term intervention can assist high-risk students in passing the NCLEX-RN.
Students' Academic Performance in Nursing as a Function of Student and Faculty Learning Style Congruency
Authors: Joyce-Nagata Barbara 
Published: April 2021

ABSTRACT
The purposes of this study were to identify learning styles of traditional baccalaureate nursing students, registered nurse baccalaureate students, baccalaureate nursing students holding a previous non-nursing degree, and nursing educators and to determine the effects of teacher/student learning style congruency on academic performance, when controlled for students' previous academic achievement. Kolb's Learning Style Inventory and a Descriptive Data Questionnaire were administered to 334 nursing students and their respective nurse educators from two nursing schools in Mississippi. Learning style scores were computed and faculty and student learning style congruency was described as: 1) matched on both abstract-concrete and active-reflective dimensions; 2) matched on only the abstract-concrete dimension; 3) matched on only the active-reflective dimension; or 4) not matched on either dimension. There were no significant differences in learning style among the three groups of nursing students, and learning style congruency between student and faculty did not appear to significantly affect academic performance of students.
The Practice Role in the Academic Nursing Community
Authors: Broussard Anne B , Delahoussaye Carolyn P , Poirrier Gail P 
Published: April 2021

ABSTRACT
The practice role of nurse educators has emerged as a mechanism to unite practice, research, and education. The long-term outcome of such a synthesis should be an improvement in the quality of nursing care delivered to clients. Clinically focused nursing research designed by nurse educators who maintain a practice role or nurse clinicians who maintain a teaching role has the potential to unify and thus advance the profession. The authors discuss the historical background from which the practice role evolved, and efforts of recent nursing leaders to facilitate the incorporation of the nursing practice role by educators. Models for faculty practice are identified, and advantages of faculty practice are reviewed. The authors also describe barriers to the establishment of faculty practice, contemporary developments impacting faculty practice, and research needed to advance faculty practice.
Nurse educators in many academic communities in the 1990s are discovering that not only must they produce scholarly work in addition to their teaching and service to the university and community, but that they may also be under growing pressure to be engaged in clinical practice. This pressure may be self-imposed or may be an expectation of their colleagues in nursing education or the administrators of their nursing programs. The focus of this research brief will be to describe the historical background from which this "new" role evolved, to discuss strategies or models developed to facilitate the faculty practice role, and to identify faculty practice issues that have emerged with the adoption of this role in academia. An additional focus will be to critically review faculty practice-related research performed since Chicadonz' (1987) review.