bluuebunny/crossref_metadata_2025_split huggingface dataset:
Evaluation of 70/30 D,L-PLa for Use as a Resorbable Interbody Fusion Cage
Authors: Toth Jeffrey M , Wang Mei , Scifert Jeffrey L , Cornwall G Bryan , Estes Bradley T , Seim Howard B , Turner A Simon 
Published: April 2021

Abstract
Titanium lumbar interbody spinal fusion devices are reported to be 90% effective for single-level lumbar interbody fusion, although radiographic determination of fusion has been debated. Using blinded radiographic, biomechanic, histologic, and statistical measures, researchers in the present study evaluated a radiolucent 70/30 poly(L-lactide-co-D,L-lactide) (70/30 D,L-PLa) interbody fusion device packed with autograft or rhBMP-2 on a collagen sponge in 25 sheep at 3, 6, 12, 18, and 24 months. A trend of increased fusion stiffness, radiographic fusion, and histologic fusion was demonstrated from 3 months to 24 months. Device degradation was associated with a mild to moderate chronic inflammatory response at all postoperative sacrifice times.
Correlation of the Change in the International Normalized Ratio and Decreasing the Coumadin Dosage Following Total Joint Arthroplasty
Authors: Rosenbaum Cathy Creger , Woods Scott E , Hasselfeld Kimberly A 
Published: April 2021

Abstract
This retrospective pilot study determined whether a change in the daily International Normalized Ratio (INR) correlates with a decrease in Coumadin (DuPont Pharma, Wilmington, Del) dosage. Four hundred seventeen patients yielded 1167 pairs of INR values and Coumadin doses. An increase in INR >0.4 units correlated 81% with a decrease in the Coumadin dose (P<.05). In patients aged ≥70 years, the correlation fell to 70% compared to an 89% correlation in patients aged <70 years (P<.05). The correlation fell to 78% in women, while men exhibited an increase to 87% (P<.05).
Although this is a pilot study, when managing postoperative Coumadin anticoagulation for orthopedic patients, an increase in INR >0.4 units correlates highly with the need to decrease the Coumadin dose. A prospective study is needed to test the usefulness of this parameter.
Osteoinduction by a Collagen Mineral Composite Combined With Isologous Bone Marrow in a Subcutaneous Rat Model
Authors: Alvis Mark , Lalor Peggy , Brown Melissa K C , Thorn Malahki R , Block Jon E , Hornby Samantha , Berg Richard , Reddi A Hari 
Published: April 2021

Abstract
In a subcutaneous implant rat model, Collagraft alone (n=8), Collagraft plus isologous bone marrow (n=8), and marrow alone (n=8) were evaluated. Twelve rats were euthanized at 11 days and 12 at 21 days. Explants were evaluated histologically for evidence of bone formation, and osteogenic activity was determined by an assay for alkaline phosphatase. Histological bone formation was absent in all groups at 11 days. At 21 days, in the Collagraft alone and bone marrow alone groups, no bone induction was noted. In contrast, 21-day specimens from the Collagraft plus bone marrow group showed newly formed bone. Alkaline phosphatase activity was negligible (<0.05 units/mg) in all 11-day specimens. Activity in Collagraft plus bone marrow specimens at 21 days (0.38 units/mg) was significantly higher than any other group (P<.001 for all comparisons). This study demonstrates that Collagraft plus bone marrow is an osteoinductive matrix.
Extended Thromboprophylaxis after Hip or Knee Replacement
Authors: Friedman Richard J 
Published: April 2021

Abstract
Early discharge from the hospital after total joint arthroplasty has increased the need for extended outpatient thromboprophylaxis. Multiple controlled clinical trials and several meta-analyses of these data have examined various agents in different regimens. These data indicate that extended prophylaxis with a low-molecular-weight heparin after knee or hip arthroplasty significantly reduces the number of venous thromboembolic episodes with no increases in major bleeding. The data also show that >98% of patients given long-term low-molecular-weight heparin prophylaxis remain free from symptomatic deep venous thrombosis and pulmonary embolism. Therefore, to minimize patient risk safely and cost-effectively, extended prophylaxis with low-molecular-weight heparin oncedaily for 4 weeks after surgery should be considered for patients undergoing total joint arthroplasty.
Bleeding Associated with Thromboprophylaxis: A Multifactorial Issue
Authors: Cushner Fred D 
Published: April 2021

Abstract
Although postoperative bleeding is a legitimate concern when anticoagulant agents are used in thromboprophylaxis during total joint arthroplasty, the incidence of bleeding reported in clinical trials must be evaluated. Postoperative bleeding is a multifactorial effect that may be influenced by variables such as preoperative risk factors; the protocol, timing, and dose of the anticoagulant; and the surgical procedure and technique, as well as by the specific anticoagulant used. Because the reported rates of bleeding associated with various anticoagulants are low and the risks of venous thromboembolism in the absence of prophylaxis are high, thromboprophylaxis is a safe and effective strategy for reducing morbidity and mortality in patients undergoing total joint arthroplasty.
The Effect of Delayed Autogenous Bone Grafting on the Healing of Diaphyseal Defects in a Canine Model
Authors: Box Gloria G , Lindsey Ronald W , Curylo Lukas , Miclau Theodore , Alexander Jerry W , Perren Stephan M 
Published: April 2021

Abstract
Bone grafting of osseous defects is often delayed to minimize the risk of infection, however, the effect of this delay on defect healing is not clear. Unilateral oblong unicortical diaphyseal femoral defects (30x4.5 mm) were created in 3 groups of 1 8 adult canines that were grafted with autogenous bone immediately, at 2 weeks, and at 6 weeks. After an 8-week healing period, paired femurs, which consisted of defect versus intact specimens, were assessed by biomechanical testing and microradiography. No differences were demonstrated biomechanically or radiographically between the healing defects with immediate versus delayed bone grafting. This study suggests that within the first 6 weeks postoperatively osseous defects can be grafted with autologous bone without adversely affecting bone graft incorporation.
Plaster and Synthetic Cast Temperatures in a Clinical Setting: An in Vivo Study
Authors: Ahmed Sonya S. , Carmichael Kelly D. 
Published: April 2021

Previous studies have reported thermal injuries with thick cast materials and warm dip water temperatures, often much higher than is clinically applicable. The goal of this study was to assess the temperature produced in vivo by current casting techniques and materials. The study was done using clinically applicable materials and water temperatures.
A single volunteer was used to test skin temperatures produced with various casting techniques. We tested several types of fiberglass and plaster of 5 or 10 layers, used soft roll of 1 or 3 layers, and used dip water temperatures of 30°C and 40°C. We tested 2 plaster types: Johnson & Johnson Specialist Fast Set and Specialist Extra Fast Set (New Brunswick, New Jersey). Fiberglass tested included 3M Scotchcast Poly Casting Tape and Scotchcast Plus (St Paul, Minnesota), Royce Medical Techform (Camarrillo, California), and DeBusk Classic Synthetic Tape (Powell, Tennessee). The highest temperature reached using 30°C water temperature was 39°C with 10 layers of 3M Scotchcast fiberglass and 1 layer of soft roll. The highest temperature reached with 40°C water was 39.5°C, which was reached twice: once with Johnson & Johnson Fast Set Plaster with 5 layers of plaster and 3 layers of soft roll, and once with DeBusk Classic Synthetic Casting Tape of 10 layers with 1 layer of soft roll.
Under the clinically applicable conditions described in this study, using the materials we tested and with a normal vascular supply, it is unlikely that temperatures high enough to cause a burn will be produced. We caution that good clinical judgment is advised if a patient reports a cast is too hot.
Teaching Methodologies: Knowledge Acquisition and Retention
Authors: Roberts Karen K , Thurston Hester I 
Published: April 2021

ABSTRACT
In studying the curriculum of a nursing program, knowledge acquisition and retention by nursing students is a primary concern of nursing instructors. The purpose of this study was to determine if a lecture which stimulated several senses would significantly increase knowledge acquisition and retention compared to lectures that stimulate only the auditory sense. Forty-three, junior year, diploma nursing students who had essentially the same clinical experience were the subjects randomly assigned to either Group A or B for this study. Group A (control group) attended a formal lecture on "Spinal Cord Injuries" which stimulated only the auditory sense. Group B (experimental group) attended a lecture on the same subject which stimulated the auditory, visual, and tactile senses. A pretest was given to evaluate the knowledge base prior to the lecture, a posttest was given immediately after the lecture to evaluate initial knowledge acquisition, and a retention test was given three weeks later to evaluate amount of knowledge retained.
Students attending the multimodal lecture demonstrated a significantly higher retention test score at the .05 level although they did not demonstrate a significantly higher gain score from pretest to posttest.
The Effects of an Undergraduate Clinical Internship on the Self-Concept and Professional Role Mastery of Baccalaureate Nursing Students
Authors: Olson Roberta K , Gresley Ruth Seris , Heater Barbara Stewart 
Published: April 2021

ABSTRACT
Purpose: The purpose of this investigation was to determine whether an eight-week undergraduate clinical course would enhance students' self-concepts and increase their perception of competence in critical care, teaching/collaboration, planning/evaluation, professional development, leadership and interpersonal skills, and communication.
Research Questions: Is there a need for an undergraduate clinical internship? Will there be a difference in self-concept and perception of role mastery between the group of students who participated in the internship and those who did not participate?
Methodology: Nursing students at the University who were between their junior and senior years were offered the opportunity to enroll in the course (didactic and clinical). Eight interns enrolled in the course; five non-interns enrolled in the didactic portion only; and the remaining 36 classmates were designated as the control group.
Design: A pretest-post test designed was utilized. Two instruments were used: 1) The Tennessee Self-Concept Scale and 2) The Six-Dimensional Scale of Nursing Performance.
Results: One way ANOVA with .05 level of significance was used as the statistical test. There were no significant differences noted.
Conclusions: The number of interns and non-interns was too small and the consequence is low statistical power. The generic program in nursing at this university provides a strong conceptual and practice base to students and an internship is unnecessary. The pretest-post test of the 6-D Scale of Nursing Performance may not be sensitive in picking up behavior changes when there are changes.
Concerns of Final Year Baccalaureate Students About Nursing Dying Patients
Authors: Milton Isabel C 
Published: April 2021

ABSTRACT
The study was designed to investigate whether final year baccalaureate nursing students in one Faculty of Nursing had concerns about nursing dying patients. This was done to determine when concerns were expressed how these related to students' personal (family) experiences with death and/or to critical experiences in learning to nurse dying patients.
Critical Thinking and Nursing Education
Authors: Gross Yukie T , Takazawa Evelyn S , Rose Charles L 
Published: April 2021

ABSTRACT
This study evaluated the impact of nursing education on students' critical thinking abilities, as measured by the Watson-Glaser Critical Thinking Appraisal (WG). In addition, the WG and the NLN Pre-Admission Test were related to GPA and NCLEX. A sample of 108 AS and BS students at the University of Hawaii School of Nursing were tested at entry and exit. AS and BS students showed comparable improvement in critical thinking ability. NCLEX was best predicted by the GPA, which in turn summed up effects of WG and NLN. The results confirm the efficacy of nursing education in improving critical thinking skills and suggest that the GPA is more important than the WG in predicting the NCLEX. The latter effect was more prominent in the BS group. Further investigation of the role of critical thinking in nursing and academic performance is suggested.
The Effects of a Support Group on Student Attrition Due to Academic Failure
Authors: Brown Mary Louise 
Published: April 2021

ABSTRACT
This article describes a research project which tested the effect of a support group on student attrition due to academic failure. The investigator hypothesized that if specific supportive behaviors were rendered in a group setting, the group members would (a) achieve an increased perception of self-competence, and (b) experience academic success. The sample for this study was selected from two consecutive classes in an upper division BSN program and was comprised of students who had achieved only minimal passing grades in the first semester nursing course. Following utilization of the support group, a significant difference in academic failure, and therefore attrition, existed between the experimental and control groups, thus supporting part of the original hypothesis. The recommendation is made that when the study is replicated, an attempt be made to determine specific factors responsible for the effects noted in this study.
A Contextual Analysis of Faculty Productivity
Authors: Holzemer William L , Chambers Donald B 
Published: April 2021

ABSTRACT
This study examined the contextual effects of the educational environment on faculty productivity (N = 241) from 25 nursing doctoral programs. There was a modest contextual effect upon faculty productivity after removing the contributions of individual characteristics. Highly productive programs were characterized by faculty of senior rank who had extensive teaching experience and who worked in highly productive environments. In addition, faculty who perceived their environment positively were more productive. There was also a significant individual effect upon faculty productivity after removing the contributions of the environment. Highly productive faculty were characterized by having higher academic rank, being older, and reporting a higher percentage of time spent on research activity. The significance of the contextual effects of working in a productive environment, perceiving the environment positively, and time spent on research activity are discussed.
Reducing Nursing Students' Anxiety Level and Increasing Retention of Materials
Authors: Phillips Ann P 
Published: April 2021

ABSTRACT
The purpose of this descriptive study is to examine the effects active learning, collaboration and modified group testing have on reducing students' anxiety and increasing learning and retention of material. Subjects consist of 34 associate degree nursing students enrolled in the Advanced Adult Health nursing class at North Georgia College. Most of the students are married, have children and work part time.
A self-reporting questionnaire suggests a reduction of the students' anxiety during the quarter. The attitudinal questionnaire reveals an atmosphere of collaboration among peers. Data evaluating learning and retention of material were analyzed using the parametric (T-test) and nonparametric (Wiley Rank Sum test) methods. Examination of the Null Hypotheses I and II suggests there were increased learning and retention of material as evidenced by higher grades on the comprehensive final examination than on the quizzes given after presentation of content. Principles of andragogy as defined by Knowles (1980) and cooperation with peers as described by Johnson, Johnson, Holabec, and Roy (1984), Johnson, Johnson, and Maruyama (1983), and Johnson and Johnson (1975) form the theoretical foundation.
Competencies of Liberal Education and Registered Nurses' Behavior
Authors: Bottoms Marjorie Sullivan 
Published: April 2021

ABSTRACT
The purpose of this study was to determine the relationship between liberal education competencies as demonstrated in the behavior of nursing graduates and the type of nursing education program completed by the graduates. A secondary purpose was to examine graduate behavior as these competencies are demonstrated in both personal and professional life.
A self-report instrument was developed and mailed to a random sample of registered nurses in Iowa. An analysis of a subsample (N = 565) of subjects who obtained no education beyond licensure is reported.
Major findings were:
1. Nurses with basic baccalaureates apply more compentencies in their personal lives than associate degree graduates and more competencies in their professional lives than hospital diploma graduates.
2. There is a disordinal interaction of scores with diploma graduates reporting more personal behaviors and associate degree graduates reporting more professional behaviors.
3. Nursing graduates reported more liberal education behaviors applied in their personal lives than in their professional lives.
The Senior Preceptorship as a Method for Anticipatory Socialization of Baccalaureate Nursing Students
Authors: Dobbs Kathleen K 
Published: April 2021

ABSTRACT
This study supported the effectiveness of a senior preceptorship experience as a method for promoting anticipatory socialization to the working role of professional nurses. Anticipatory socialization was evidenced by changes in role expectations and self-image. Corwin's Nursing Role Conception Scale was administered to 103 generic baccalaureate nursing students immediately prior to and after their final clinical course, a preceptorship experience. A significant decrease in perceived role deprivation (p < .01) and a significant increase in the work -centered role models (p < .01) indicated changes in students' self-image and role expectations.
For many nurses, the most stressful time of their career was the period immediately after graduation. A difficult period of transition from student to practitioner is not unique to nursing. But, it seems to be more of a problem for baccalaureate nurse graduates than for other nurse graduates (Schmalenberg & Kramer, 1979).
Pregraduation preceptorship is an increasingly popular approach for dealing with this problem. While nursing education, service, and students applaud the preceptorship experience as easing role transition, there is little research data to document this belief.
Perceptions of Caring by Nurse Educators
Authors: Komorita Nori I , Doehring Kathleen M , Hirchert Phyllis W 
Published: April 2021

ABSTRACT
The purpose of this paper is to report on nurse educators' perceptions of caring behaviors. A review of the literature indicated a lack of consensus between nurses and patients of exactly what constitutes caring behaviors. Since subjects in previous studies were based on nurses educated at various levels, it was hypothesized that a more homogeneous sample of nurses with advanced education might provide different findings. Using the Larson CAREQ, 110 nurse faculty, managers, and clinical specialists/ practitioners were asked to indicate what they believed were the most and least important caring behaviors. Because the 72 educators' findings were similar to those of 38 other nurses with advanced education, their responses were combined. A clear difference between the perceptions of nurses and patients was obtained, and the data support the results of previous studies - nurses have a tendency to consider comfort and trusting relationship items as most important while patients perceive behaviors associated with physical care as most important. No significant differences were found between educators according to type of programs or functional groups, and few differences were found according to age, years of experience, or clinical areas.
The Composing Processes of Nursing Students in Writing Nurses' Notes
Authors: Sorrell Jeanne Merkle 
Published: April 2021

ABSTRACT
In this exploratory research, a microethnographic approach was used to investigate how nursing students learn to write nurses' notes. The research focused on the perceptions and behaviors of first-year nursing students as they learned to write nurses' notes in the classroom, campus lab, and hospital. Aspects of the environment were identified that facilitated or hindered the process of learning to write nurses' notes. Adoption of a mental organizing framework by the students appeared to facilitate the composing process. The use of a standard flow sheet appeared to hinder the writing-to-learn and writingto-remember aspects of the composition of nurses' notes. Students were aware of a hostile authence for their nurses' notes - a court of law. The study provides important information on the assessment and decision-making processes that students use in learning to write nurses' notes, as well as the various environmental influences that must be considered in on-the-job writing. Findings suggest that nurses and educators should consider how to restructure the learning environment to facilitate composition of effective nurses' notes.
Learning a Complex Nursing Skill: Student Anxiety and the Effect of Preclinical Skill Evaluation
Authors: Bell Margaret L 
Published: April 2021

ABSTRACT
The purpose of this study was to identify the anxiety profile of undergraduate nursing students when learning a complex psychomotor skill, and to determine the effect of preclinical skill evaluation on student anxiety and performance when applying the skill in a patient situation. Findings support preclinical skill evaluation as an effective strategy for reducing anxiety related to initial transfer of skill learning from a laboratory to a clinical setting and enhancing self-confidence.
Undergraduate Nursing Students' Lived Experience of Health: A Phenomenological Study
Authors: Beck Cheryl Tatano 
Published: April 2021

ABSTRACT
In order to function as promoters of health, nursing students first need to examine their own meaning of health. A phenomenological study was conducted to explore 56 undergraduate nursing students' lived experience of health. Using Van Kaam's (1966) phenomenological methodology, three necessary constituents of health emerged: optimal unfolding, peaceful contentedness, and perpetual vigilance. These necessary constituents were synthesized into a valid description of the total experience of health as perceived by undergraduate nursing students, i.e., the experience of health is basking in peaceful contentedness permeated by optimal unfolding and perpetual vigilance. Implications for both nursing students and faculty are discussed.
Retention of English-as-a-Second-Language (ESL) Students: Approaches Used by California's 21 Generic Baccalaureate Nursing Programs
Authors: Memmer Mary Kelly , Worth Charles C 
Published: April 2021

ABSTRACT
A rapidly growing number of California's ethnic minority nursing students are individuals whose primary language in not English; these English-as-a-second-language (ESL) students often have high attrition rates. This research surveys the approaches used in all of California's 21 generic baccalaureate nursing programs to retain their ESL students until graduation. Comparisons between the five programs with the highest ESL student retention rates and the group as a whole show significant differences.