bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Validation Study of a Self-Directed Learning Readiness Scale
Authors: Crook Joan 
Published: April 2021

ABSTRACT
In a study that investigated the predictive validity of a self-directed learning readiness scale (SDLRS), scores received by 63 first year nursing students on this scale were compared to alternate measures of self-directedness. These measures included nominations as self-directed learners by peers and faculty; entry grades from high school; and grades received at the end of the first year nursing program in five subjects. Results showed a significant correlation between SDLRS scores and peer nomination scores and between SDLRS scores and first year final subject grades. While these correlations were statistically significant, they explained only 7% and 8% of the variance thus not reaching an educationally meaningful level. Limitations of the alternate measures as a substitution for a "gold standard" are discussed.
Changing the Locus of Control of Registered Nurse Students With a Futuristic-Oriented Course
Authors: Dufault Marlene A 
Published: April 2021

ABSTRACT
Locus of Control research has established that college students are becoming more external, and that internality is preferable. If an external locus of control is associated with poor self-esteem, alienation, depression, and "burn out" in nurses as it is with other individuals, then we need to reverse this trend. Lefcourt (1976) tells us that in the future, methods fostering internality will be crucial. Toffler (1980) says that to break out of the rigid mentality of the Second Wave, future-oriented nurses must be self-responsible. Self-responsible, internally controlled practitioners will enable themselves and the nursing profession to grow as they will anticipate and participate in the selection of the knowledge, skills, and characteristics they need to grow. The purpose of this study was to determine if a course which explores the transition into a futuristic-oriented professional nursing role would move registered nurse students in a baccalaureate program toward stronger internality. A basic pretest-intervention-post test experimental design was used and results of an analysis of covariance significantly determined the efficacy of the course in encouraging greater internality, F (3,60) = 49.55, p<.0001.
The Effect of Nonspecific Imaging Practice on the Mental Imagery Ability of Nursing Students
Authors: Eaton Sharon L , Evans Susan B 
Published: April 2021

ABSTRACT
Mental imagery practice has assisted in the acquisition of psychomotor skills in several fields. Nursing education programs include many psychomotor skills which students need to learn quickly and efficiently. Examining imagery ability might be the first step in improving methods of teaching psychomotor nursing skills.
This study hypothesized that subjects with low imagery who were exposed to non-specific imaging practice could have their imagery ability enhanced through the use of imaging exercises.
A within subjects experimental design was used. Sixty sophomore nursing students were divided into high and low imagers based on scores on the shortened form of the Betts' QMI Vividness of Imagery Scale. Each group received one of two treatments - nonspecific imaging practice sessions or relaxation practice sessions; all subjects were posttested on the Betts'. A one-way analysis of variance with followup planned comparison tests using power analysis showed a highly significant main effect for low imagers.
Pulmonary Nurse Specialists: Preparation for the Advanced Practice Role
Authors: Norton Linda Celentano , Sexton Dorothy L 
Published: April 2021

ABSTRACT
A survey was done to determine the factors that influence nurses' decisions to prepare as specialists in pulmonary nursing. A questionnaire that included items concerned with biographic variables and perceptions toward pulmonary nursing was distributed on selected adult units of two medical centers and one community hospital in south central Connecticut. Data were collected from 113 medicalsurgical nurses. Subjects were primarily women (96.5%) and in the 20-30 age range (mean = 30, SD = 7.06, median = 27.6). On the average, subjects had been employed for 7.5 years (7.03, median = 5.37). Thirty percent of the sample expressed a desire to work with pulmonary patients. This group had a positive score on the semantic differential (p = 0.0001). Nurses (N = 11) who had worked with a pulmonary clinical specialist rated their impression of caring for pulmonary patients more positively than those who had not (p = 0.044). Although only 13 subjects expressed an interest in preparing as a pulmonary nurse specialist, they had a positive score on the semantic differential (p = 0.0001). Limitations, recommendations for further study, and implications for nursing and nursing education are addressed.
A Clinical Evaluation Tool for Nursing Students Based on the Nursing Process
Authors: Cottrell Barbara H , Cox Beverly H , Kelsey Sandra J , Ritchie Patricia J , Rumph Elizabeth A , Shannahan Mary K 
Published: April 2021

ABSTRACT
An integrated curriculum was implemented in an upper division baccalaureate nursing program which required letter grades for clinical courses. The second semester clinical course involved student evaluation in four different settings. The original evaluation tool lacked both the discrimination needed for letter grades and the competencies common to all the settings. A computerized evaluation tool was developed to identify behaviors which could be evaluated and assigned a letter grade in all four clinical settings, and to provide formative and summative evaluation of performance for students throughout the semester. The tool focuses on the four areas of the nursing process, each of which is weighted according to the conceptual framework of the curriculum and the ability of a student at this level. In each of these four areas, entry level behaviors were identified and then built upon by progression from fundamental skills to more complex and independent behaviors. Students are rated on a criterion-referenced rating scale. A statistician verified that the tool was mathematically sound. Once developed, the tool was placed on computer where both students and faculty evaluate student clinical performance every two to four weeks. Because the tool was placed on computer, students receive immediate feedback, which facilitates formative evaluations. Trends in student performance can be identified easily, and faculty paperwork is decreased. The tool also promotes objectivity in evaluation and student awareness of expected behaviors. Finally, faculty and students have become more familiar and more comfortable with computers.
Nursing Fundamentals Texts: Where's the Ethics?
Authors: Killeen Mary L 
Published: April 2021

ABSTRACT
A primary source of information on professional ethics for nursing students is the nursing fundamentals text used in the initial courses. This study systematically evaluated nursing fundamentals texts for their coverage of ethically relevant content. Forty-two nursing fundamentals texts published from 1965 to 1985 were evaluated for: 1) inclusion of a professional code of ethics; 2) interpretive statements, discussion and examples; and 3) guidelines for ethical decision making. Forty-five percent of the texts contained no content on ethics, with the remainder varying in their depth of coverage. Analysis revealed a moderate correlation (r = 0.59) between the year of publication and the average number of pages accorded content on ethics in that year. The results reflect a gradual, although irregular, trend toward inclusion of greater amounts of content on ethics. Recommendations were proposed that would facilitate the inclusion of content on ethics into nursing curricula. These included: 1) greater communication between faculty and text publishers regarding the importance of content on ethics, 2) inclusion of ethics as a curricular thread, 3) small-group workshops to increase faculty sensitivity to the need for preparation in ethical decision making, and 4) an elective course in nursing ethics.
Role Modeling: A Method for Teaching Caring in Nursing Education
Authors: Nelms Tommie P , Jones Josephine M , Gray D Patricia 
Published: April 2021

ABSTRACT
This study focused on the belief of some nurse educators that caring cannot be taught directly and is learned by students from faculty role-modeling and faculty student interactions in clinical, classroom, and other situations. The purpose was to further explore these beliefs to determine if nursing students perceived that they learn caring behaviors through observing role-modeling by faculty, as well as to explore students' perceptions of other means by which they learn about caring.
Since opportunities for faculty to model nurse caring behaviors in the clinical setting are varied and serendipitous, a videotaped scenario simulating a patient care situation, using professional actors, was created and shown to nursing students. The videotape was seen by 137 BSN and ADN students who then recorded their perceptions on a two-page open-ended questionnaire developed by the researchers. Results from this study indicated that students do learn about caring from faculty role-modeling, as well as from health care staff they encounter, often in a very paradoxical way. Many interesting and unintended results also occurred through the use of this research approach.
A Comparison of Preceptor and Educator Valuing of Nursing Student Clinical Performance Criteria
Authors: Ferguson Linda M , Calder Barbara L 
Published: April 2021

ABSTRACT
This comparative study investigated similarities and differences between nurse preceptors and nurse educators in their valuing of selected clinical competence criteria in evaluation of the clinical performance of baccalaureate nursing students. An assumption basic to the study was that if performance criteria were valued differently, student evaluations could differ. Analysis by multiple t tests and discriminant analysis demonstrated that preceptors and educators are more similar than different in their valuing of the selected performance criteria. Significant differences were demonstrated on individual items relating to application of theory to practice and nursing care planning. Although setting of nursing practice was a significant factor in the valuing, experience and educational preparation of the preceptors were not.
Development and Study of an Instrument to Measure Role Strain
Authors: Lengacher Cecile A 
Published: April 2021

ABSTRACT
The purpose of the Lengacher Role Strain Inventory (LRSI) is to assess the characteristic of role strain in female nursing students who have multiple roles (being in school, having a family, and being employed). The LRSI consists of a 100-item Likert-type scale instrument. It was administered to 327 students (a pilot and five groups) in three different colleges. Reliability and internal consistency were determined with alpha coefficients. Coefficients of .93, .94, and .95 were obtained for female nursing students and .95 and .87 were obtained for the nonnursing community college student groups. Evidence of construct validity of the LRSI may be seen in comparing the mean scores of female nursing students and male and female nonnursing students using a contrasted-groups approach. Tests of significance between the nursing student groups and the nonnursing students resulted in significant differences of p<.05, p<.01, p<.0001, and p<.0000.
Anatomy and Physiology as a Predictor of Success in Baccalaureate Nursing Students
Authors: Griffiths Margaret J , Bevil Catherine A , O'Connor Priscilla C , Wieland Diane M 
Published: April 2021

ABSTRACT
The purpose of this two-part study was to identify early indicators of students' success (N= 98) in a baccalaureate nursing program. Part I determined how well six variables predicted competence on a criterion-referenced anatomy and physiology (A/P) examination. A multiple regression model was used to analyze the relationships among the predictor and the criterion variables. Data analyses show that only two predictors, grade point average and type of college in which the A/P course was taken, were significantly related (p = 0.0001) to A/P test scores. Part II used students' A/P score to predict success in the didactic component of clinical nursing coursework. In part II, a simple regression model was used to predict the relationship between A/P test score and success in the second clinical nursing course. These resultsindicated that A/P test score was significantly related (?? 0.003) to success in the second clinical nursing course.
An Analysis of the Impact of Participation in an International Study Program on the Cognitive Development of Senior Baccalaureate Nursing Students
Authors: Zorn CeCelia R , Ponick David A , Peck Susan D 
Published: April 2021

ABSTRACT
As we move into a global society, increasing attention is being given to international and transcultural learning in higher education. The purpose of the study was to analyze the impact of participation in a 3-month international study program on the cognitive development of senior baccalaureate nursing students. Using Perry's theory of adult cognitive development as a conceptual basis and a quasi-experimental cohort design, data were collected from eight students participating in a semester abroad program in England and 20 randomly selected students not participating in the program, using the Measurement of Epistemological Reflection. The students participating in the program demonstrated significantly more cognitive growth (p= .044) and were 3.125 times as likely to advance in the Perry positions. Within a shrinking educational economy, these findings provide support for the establishment or revision of international study.
Bridge to the Future: Nontraditional Clinical Settings, Concepts and Issues
Authors: Faller Helen Stewart , Dowel Marsha A , Jackson M Adrienne 
Published: April 2021

ABSTRACT
Healthcare restructuring in the wake of healthcare reform places greater emphasis on primary healthcare. Clinical education in acute care settings and existing community health agencies are not compatible with teaching basic concepts, principles and skills fundamental to nursing. Problems of clients in acute care settings are too complex and clients in the community are often too dispersed for necessary faculty support and supervision of beginning nursing students. Nontraditional learning settings offer the baccalaureate student the opportunity to practice fundamental skills of care and address professional skills of negotiation, assertiveness, organization, collaboration and leadership. An overview of faculty designed clinical learning experiences in nontraditional sites such as McDonald's restaurants, inner city churches, YWCA's, the campus community and homes are presented. The legal, ethical and academic issues associated with nontraditional learning settings are discussed in relation to individual empowerment, decision making and evaluation. Implications for the future address the role of the students and faculty as they interact with the community in which they live and practice.
Intensive Immersion of Nursing Students in Rural Interdisciplinary Care
Authors: Erkel Elizabeth A , Nivens Anita S , Kennedy D Elizabeth 
Published: April 2021

ABSTRACT
The goal of the Rural Interdisciplinary Practicum is to develop culturally sensitive health professionals who can function within an interdisciplinary team to deliver care in rural settings. Nursing and other health professions students enroll in a 4-semesterhour elective which is offered in an intensive 5-week, 5 days per week block in the summer. Working closely with preceptors and faculty, students are immersed in a rural community. They gain expertise in their own specialties, collaborate in an interdisciplinary team approach to community-based care, and gain experience with culturally and geographically diverse groups. By actually living and practicing in a rural community, students learn that rural healthcare presents unique challenges as well as opportunities for a positive, high quality lifestyle, both personally and professionally. Findings to date indicate that the practicum positively influences students' attitudes toward rural, interdisciplinary practice.
Faculty Mentoring and Administrative Support in Schools of Nursing
Authors: Kavoosi Mary C , Elman Nancy S , Mauch James E 
Published: April 2021

ABSTRACTThis study investigated the relationship between senior nursing faculty mentoring activities and support for faculty mentoring provided by nursing program administrators. Eighty nurse administrators and 389 senior nursing faculty from NLN-accredited MSN programs completed questionnaires. Twenty-five percent of the faculty sample reported that they did not mentor junior faculty in their present work setting, while 75% reported being engaged in mentoring activities which focused on career and personal development. Mentoring activities reported by senior nursing faculty were not significantly related to the three levels of administrative support: (1) formal support, (2) conceptual support, and (3) no support. The majority of institutions expressed support for the concept of mentoring and nurse administrators used informal mechanisms to support faculty mentoring. Significant differences were found between the three different levels of support and two supportive activities used by nurse administrators to facilitate mentoring relationships: (1) to arrange gatherings, and (2) to provide funding for joint projects.
Critical Thinking: Prevailing Practice in Baccalaureate Schools of Nursing
Authors: Videbeck Sheila L 
Published: April 2021

ABSTRACT
This study describes the prevailing practice of NLNaccredited baccalaureate nursing programs with respect to the NLN-required outcome criterion of critical thinking. Currently accredited 4-year baccalaureate nursing programs scheduled for an accreditation site visit in the 1992 to 1993 and 1993 to 1994 academic years were invited to participate by providing a copy of the self-study report pages relevant to NLN Required Outcome Criterion 1: Critical Thinking. Of the 124 programs in the population, 55 used the newly approved accreditation criteria and provided the requested materials. This article describes the prevailing practices regarding the definition and evaluation/measurement of critical thinking.
Nursing Education: Focus on Flexibility
Authors: Clark Mary Jo 
Published: April 2021

ABSTRACT
Curricular change requires input from both service and education. However, it is sometimes difficult to obtain a complete picture of nursing practice from the clinical arena. The curriculum committee of the University of San Diego Philip Y. Hahn School of Nursing conducted a study with focus groups comprised of nurses from several different areas of practice to obtain information for curriculum changes. Both the focus group process and its outcomes are reported here. Flexibility was the key theme that emerged from all of the focus group sessions. Other themes were categorized in terms of issues addressed and included professional issues, health care systems issues, nursing education issues, and advanced practice issues. The focus group strategy proved to be an effective means of gaining the broad spectrum of insights needed for curriculum revision.
The Impact of an HIV/AIDS Training Course for Baccalaureate Nursing Students
Authors: Carney Jamie S , Werth James L , Martin Jane S 
Published: April 2021

ABSTRACT
This study focuses on the impact of a specialized course to train baccalaureate nursing students to work with individuals with HIV disease. The overall goals of the course were to increase general and specific knowledge while improving beliefs regarding individuals with HIV disease. The course outline included components to increase knowledge in the areas of epidemiology, medical considerations, treatment, ethical and legal issues, and psychosocial issues. Pretests and posttesta were given to participants and to a comparison group which had not received educational training. Results indicated the training significantly increased HTWAIDS knowledge, and participants reported more positive beliefs about individuals with HIV disease.
Concept Maps: A Strategy to Teach and Evaluate Critical Thinking
Authors: Daley Barbara J , Shaw Christine A , Balistrieri Toni , Glasenapp Kate , Piacentine Linda 
Published: April 2021

ABSTRACT
The purpose of this article is to describe a study that implemented concept maps as a methodology to teach and evaluate critical thinking. Students in six senior clinical groups were taught to use concept maps. Students created three concept maps over the course of the semester. Date analysis demonstrated a group mean score of 40.38 on the first concept map and 135.55 on the final concept map, for a difference of 98.16. The paired t value comparing the first concept map to the final concept map was -5.69. The date indicated a statistically significant difference between the first and final maps. This difference is indicative of the students' increase in conceptual and critical thinking.
Evaluation of Graduates of an Associate Degree Nursing Program
Authors: Failla Salva , Maher Mary Ann , Duffy Charles A 
Published: April 2021

ABSTRACT
Approximately 58% of the RN nursing programs in the United States are associate degree programe (ADN). The curricula of these programs are designed to prepare graduates to competently provide direct patient care. The purpose of this descriptive comparative study -was to evaluate the nursing performance of ADN graduates as perceived by graduates, faculty, and employers. In the first phase of the study, graduates and faculty completed the Six-Dimension Scale of Nursing Performance (6DSNP) at the time of graduation. Six months later, the graduates again were asked to complete the same questionnaire along with their employers. Findings indicated a significant difference in the planning and evaluation performance of graduates at graduation and 6 months later as perceived by the graduates. Graduates rated themselves significantly higher in all areas of performance when compared to faculty and employers. There was no significant difference in the perception of graduate performance between faculty and employers. This outcome assessment provides needed data on perceptions of ADN programs.
Critical Thinking: Perceptions of Newly Graduated Female Baccalaureate Nurses
Authors: Duchscher Judy E Boychuk 
Published: April 2021

ABSTRACT
Nursing education strives to develop critical thinking through emphasis on process, inquiry, and reasoning. Although North American nursing education programe have recommended integrating the critical thinking construct into the conceptual framework that supports undergraduate nursing programs, critical thinking is still ambiguously and inconsistently applied within the profession. The research described in this article explored the development of thinking in five newly graduated baccalaureate RNs by accompanying them on the conceptual, theoretical, and practical evolutionary journey of their first 6 months in nursing practice and explicating their knowledge development over time, offering insights into the role of undergraduate education in teaching, and fostering critical thinking as an approach to nursing practice.
Ensuring Cultural Diversity Among California Nurses
Authors: Martin-Holland Judy , Bello-Jones Teresa , Shuman Ann , Rutledge Dana N , Sechrist Karen R 
Published: April 2021

ABSTRACT
The California Strategic Planning Committee for Nursing cultural diversity work group surveyed deans and directors from RN prelicensure and vocational nurse education programs in California in 1998. With a 49% response rate, key survey findings were that 48% of programs were actively recruiting ethnically diverse students using a variety of strategies; various approaches were being used to retain students; barriers to student success were primarily financial and educational; and most programs included curricular content and programming designed to ensure culturally competent and sensitive graduates.