bluuebunny/crossref_metadata_2025_split huggingface dataset:
Nursing Students' Opinions on Interpersonal Violence
Authors: Kiner Henrietta P 
Published: April 2021

ABSTRACT
This study examines the opinions of professional nursing students toward interpersonal violence and compares their responses to published expert opinion. The subjects included all nursing students enrolled in a selected associate degree program. A questionnaire, consisting of 23 opinion statements and coded to the subject's semester level, was prepared and distributed by the nursing faculty. Using a four point Likert scale, the subjects indicated their intensity of agreement to these statements. Also included were two open-ended questions regarding tie cause and prevention of violence and several inquires of demographic relevance. Frequency distributions were applied to all the responses with further statistical analysis of specific variables done through one-way analysis of variance, T-test, and correlation studies. The results showed a remarkable congruency of student opinion although the variables of ethnicity, previous work experience, being a parent, having a college degree, and age were associated with certain opinion choices. This study suggests that contemporary students enter nursing programs with appreciable educational and work related experiences and at a sophisticated level in regard to cognizance about sociological issues. The author suggests that nursing educators not only make curricular revisions in theory content and its clinical application but also in teaching methodology.
Community Program Planning: A Clinical Outcome
Authors: Kuennen Jackie , Moss Vicki A 
Published: April 2021

ABSTRACT
Healthcare reform has affected all aspects of the healthcare system including nursing education. According to Nursing's Agenda for Health Care Reform, a major focus of future care will be in the community. Critical thinking skills are needed to practice effectively in this domain. Critical thinking has been identified by the NLN as an outcome criteria for baccalaureate education. The following community health project was designed to develop this outcome skill of critical thinking.
The Role of Empowerment in Neighborhood-Based Nursing Education
Authors: Gauthier Mary Anne , Matteson Peggy 
Published: April 2021

ABSTRACT
It is a challenge to prepare nursing students for practice in the rapidly changing healthcare arena. A longitudinal clinical education experience, external to tertiary institutions and supportive of lifelong learning, creative and critical thinking is one way to empower students to provide appropriate care within a diverse population and evolving healthcare system. Nursing faculty, nursing students, community providers and neighborhood residents participate as colleagues in a joint venture of assessment, intervention, and learning.
Caring Experiences of Nurse Educators
Authors: Grigsby Karen A , Megel Mary Erickson 
Published: April 2021

ABSTRACT
Central to nursing practice today is the theme of caring. Yet nursing faculty are themselves experiencing a lack of caring. Faculty frequently voice the complaint that no one in the school of nursing work environment cares about them as they struggle to balance the demands of work with the demands of a personal life. A descriptive phenomenological approach was used to facilitate understanding of the caring experiences of nurses who teach. The question guiding this study was, "How do nurse educators experience caring in their work situations?" Nomination and purposive sampling techniques were used to select seven nurse faculty as participants. Unstructured interviews, lasting approximately one hour, were audiotaped and transcribed. Colaizzi's (1978) methodology was used to analyze the resulting data. Resulting themes included: 1) Caring is Connection and 2) Caring is a Pattern of Establishing and Maintaining Relationships. The use of narrative, journaling, and dialogue are suggested as techniques that will help nurse educators experience caring in schools of nursing.
Critical Thinking of Beginning Baccalaureate Nursing Students During the First Clinical Nursing Course
Authors: Sedlak Carol A 
Published: April 2021

ABSTRACT
The development of critical thinking is an essential component of baccalaureate nursing education and yet little is known about beginning nursing students' critical thinking abilities in making clinical decisions. The purpose of this study was to describe the critical thinking of seven beginning baccalaureate nursing students during their first clinical nursing course. Qualitative methodology using the case study approach was used to describe students' critical thinking from their perspectives. Sources of data for describing students' critical thinking included reflective journal writing, interviews, and the researcher's nonparticipatory lab observations. Paul's (1993) dimensions of reasoning were used as a framework to describe students' critical thinking. Four major themes revealed through the data analysis were: development of the professional self-perspective, development of a perfectionist perspective, development of a caring perspective, and development of a self-directed learning perspective. The descriptive nature of the study indicated that beginning students do indeed think critically. Opportunities for dialogue in a supportive environment are instrumental in facilitating students' critical thinking and growth as reflective practitioners.
Critical Thinking: A Model
Authors: Videbeck Sheila L 
Published: April 2021

ABSTRACT
The emphasis on critical thinking in nursing has increased in response to the rapidly changing health care environment. This emphasis is underscored in nursing education by the National League for Nursing (NLN) accreditation process with the inclusion of a required outcome criterion related to the critical thinking abilities of baccalaureate nursing graduates. This article proposes a model and an accompanying process that can provide direction for nurse educators in the development and evaluation of nursing students' critical thinking abilities.
Differences in Classroom Teaching Preferences Between Traditional and Adult BSN Students
Authors: Thompson Cesarina , Sheckley Barry G 
Published: April 2021

ABSTRACT
The primary purposes of this study were to identify the best teaching practices for adult baccalaureate (BSN) nursing students and to examine if adult students' teaching preferences differed from those of traditional BSN students. The sample consisted of 206 adult and traditional students in four BSN programs. The adult nursing student sample was further subdivided into two groups: adults with no prior nursing education (adult non-nurses) and adults with prior nursing education (RN's). Using a two-part, selfadministered questionnaire, respondents were asked to rate the frequency with which 41 teaching strategies were used in their best and in their worst classroom learning experiences in nursing. In most cases, adult non-nurses' teaching preferences did not vary significantly from the preferences of traditional students. However, adults with no prior nursing education did show a preference for knowledgeable and organized instructors. In contrast RNs' preferred classroom situations were where time on task was emphasized, cooperative learning was encouraged, and expectations for learning were high. Results indicate that classroom teaching preferences vary as a function of prior experience with the subject matter and are not attributable to age itself. Findings suggest that prior experience with course content is a more important consideration in planning programs than generalized adult experience.
The Preceptor Model of Clinical Instruction: The Lived Experiences of Students, Preceptors, and Faculty-of-Record
Authors: Nehls Nadine , Rather Marsha , Guyette Monica 
Published: April 2021

ABSTRACT
The preceptor model of clinical instruction will become increasingly popular due to the cost of undergraduate education, the scholarly demands of research and teaching, and an interest in developing new partnerships among students, clinicians, and teachers. It is quite timely, therefore, that nurse researchers reveal the nature and utility of this instructional model prior to its widespread use. To that end, hermeneutic interviews (N=31) were conducted with senior-level undergraduate nursing students (n=10), staff nurse preceptors (n=11), and master's and PhD-prepared faculty-of-record (n=10). Employing interpretive phenomenology, the authors identified common meanings, relational themes, and a constitutive pattern designated learning nursing thinking. An examination of this pattern and its associated themes may help identify those teaching practices that should be extended and those that should be altered.
NCLEX-RN™: From Job Analysis Study to Examination
Authors: Chornick Nancy L , Wendt Anne L 
Published: April 2021

ABSTRACT
The National Council Licensure Examination for Registered Nurses (NCLEX-RN™) is used by boards of nursing in licensure decision making and must be job related and reflect current entry-level nursing practice. This article describes the rigorous process used to develop the licensure examination for registered nurses.
A Five-Year Study of Graduates' Performance on NCLEX-RN™
Authors: Alexander Judith E , Brophy Gail Howard 
Published: April 2021

ABSTRACT
A 5-year study of graduates' performance on NCLEX-RN was conducted using data from July 1988 through February 1994. This time frame related to the "new" test plan introduced in 1988 with pass/fail results for NCLEX analysis. Using a quota sampling technique of 188 graduates, selected admission and curriculum variables and National League for Nursing (NLN) Comprehensive Achievement Test scores were studied in relationship to NCLEX-RN examination results. The strongest indicators of success were SAT verbal scores, nursing grade point average, and NLN Comprehensive Achievement Test scores. In addition, logistic regression analyses identified three nursing courses in combination with the NLN Comprehensive Achievement Test score as a strong model for prediction. Even though pass/fail data limit statistical analyses, the predictor variables were strong at P=0.0001. These findings are consistent with prior studies.
Critical Thinking and Clinical Competence: A Study of Their Relationship in BSN Seniors
Authors: May Barbara A , Edell Vivian , Butell Sue , Doughty Jana , Langford Cheryl 
Published: April 2021

ABSTRACT
National nursing organizations and nurses in the workplace identify critical thmking skills as essential to competent nursing practice. This study sets out to test the relationship between critical thinking skills and clinical competence because it seems that competent practice depends on critical thinking abilities. This study focuses on one school of nursing's response to the challenge of denning and measuring critical thinking and clinical competence and examining their relationship. An exploratory nonexperimental design was used with a heterogeneous sample consisting of two graduating nursing classes (N = 143). While the group of participants was able to think critically and practice competently according to set standards, there were no statistically significant correlations between critical thinking and clinical competence total scores. One conclusion for these findings is that critical thinking may not emerge as an associated factor with clinical competence until some time after nursing students become practicing nurses.
Evaluation of Critical Thinking in a Baccalaureate Nursing Program
Authors: McCarthy Patricia , Schuster Pamela , Zehr Pearl , McDougal Diane 
Published: April 2021

ABSTRACT
The assessment of critical thinking traditionally has been accomplished through observation of students by faculty in clinical settings and evaluation of written patient assessments and care plans. Quantitative measurement has become a current focus of nurse educators. The purpose of this cross-sectional study was to compare and contrast critical thinking abilities in beginning and graduating nursing students using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). The CCTST revealed a significant difference in critical thinking from the sophomore year to the senior year. There also were significant differences between sophomores end seniors on the overall score for the CCTDI, with subtest differences in truth-seeking, analyticity, self-confidence, and inquieitiveneee.
Construct Validation of the Transcultural Self-Efficacy Tool
Authors: Jeffreys Marianne R , Smodlaka Ivan 
Published: April 2021

ABSTRACT
The study was designed to further validate the Transcultural Self-Efficacy Tool (TSET) by identifying: (a) the presence and growth in transcultural self-efficacy (TSE) perceptions over time, and (b) select demographic variables influencing differences in TSE percepts among student groups. The TSET was administered to 566 culturally diverse students enrolled as first-semester (novice) students or fourth-semester (advanced) students in undergraduate nursing programs. The results supported the conclusion that TSE is a dynamic construct that changes over time and is influenced by previous health care experience and education. This was evidenced in the different ratings of self-perceptions between novice and advanced students on the three TSET subscales: cognitive, practical, and affective. Gender, age, ethnicity, and income were not significant predictors on any of the subscales. The results supported a change in the expected direction on several scores, thus providing an estimate of construct validity. Implications for further research and applications are discussed.
Information Literacy in an Undergraduate Nursing Curriculum: Development, Implementation, and Evaluation
Authors: Verhey Marilyn P 
Published: April 2021

ABSTRACT
With the increasing complexity of nursing practice and health care delivery, developing information literacy in students for lifelong learning is a vital element of nursing education. The San Francisco State University School of Nursing has developed, implemented, and evaluated an integrated program of information literacy in its undergraduate curriculum. The curriculum strand includes a variety of instructional strategies woven through all semesters of the nursing program. To evaluate the information literacy program, an exploratory descriptive approach was taken using two different cohorts of students. Baseline testing prior to implementation of the information literacy program and posttesting after implementation of the program revealed selected positive occurrences in students' use of bibliographic databases and journal literature. However, students did not perceive they were more successful in accessing information, and faculty assessment of students' ability to evaluate information did not change from 1992 to 1996. These and other evaluation findings have implications for the development of an information literacy curriculum and its integration with other facets of student learning.
Data-Driven Graduate Curriculum Redesign: A Case Study
Authors: Meeker Patricia B , Byers Jacqueline F 
Published: April 2021

ABSTRACT
This article discusses the use of Knowles' adult learning theory as the framework for a curriculum redesign within the leadership and management track of a master's of science in nursing program. Health care executives within the university service area were surveyed regarding their organizational needs for advanced practice nurses. A second survey was mailed to a sampling of all RNs in the university service area. In response to perceived community needs, the curriculum of the leadership and management track was redesigned to allow for role specialization within the program. In addition, the university has an infrastructure to support distance learning and an experienced staff able to support distributive learning, providing wide geographical access to students in distant locations.
Using Gaming to Help Nursing Students Understand Ethics
Authors: Metcalf Barbara L , Yankou Dawn 
Published: April 2021

ABSTRACT
The authors developed an ethics game that uses specially designed ethical situations for students to consider. Two studente argue a course of action based on the scenario and defend that action using content discussed in class. Substantive issues include decision-making models, values as they pertain to the situation, professional responsibilities, ethical principles, social expectations, and legal requirements. Points are awarded based on how compelling each argument is. All students have an opportunity to participate. The benefits of using the game are that students gain confidence in their ability to defend an ethical decision, are able to see ethical situations from more than one perspective, and have an opportunity to clarify values. In addition, ethical principles and decision-making models are brought to life in a fun way. Difficulties involved in using the game include class size and limited time between the students learning course content and using it in the game.
Seeing the Forest for the Trees: A Qualitative Synthesis Project
Authors: Beck Cheryl Tatano 
Published: April 2021

ABSTRACT
Although qualitative studies are increasing in the discipline of nursing, their clinical application and knowledge development will be impeded unless the rich understandings revealed in these individual studies can he synthesized. Meta-synthesis is an invaluable method for accumulating knowledge from individual qualitative studies. This article describes a project focusing on qualitative synthesis that the author required her nursing students in a graduate-level research course to complete. In addition, qualitative meta-synthesis is defined, and its benefits are discussed. Then, Noblit and Hare's approach for synthesizing qualitative studies is described. The remainder of the article is devoted to explaining the actual course project and students' evaluation of the project. The benefits of having graduate students conduct a meta-synthesis are many, and as one student shared, "It was a wonderful, very interesting, and challenging way to teach us."
A Problem-Based Learning Trial on the Internet Involving Undergraduate Nursing Students
Authors: Choi Heejung 
Published: April 2021

ABSTRACT
This article describes the application of a nursing educational program developed on the basis of problembased learning (PBL) and Internet technology, and reports student satisfaction and perceived learning effectiveness. This study was conducted in two phases - the development of a Web-based educational program and the application of this program using PBL strategies to teach undergraduate nursing students. The results showed this program was an effective method of delivering PBL to nursing students and the interaction between tutors and students influenced student satisfaction and learning effectiveness.
Performance Improvement in Higher Education: Adapting a Model from Health Care Agencies
Authors: Anderson Patsy , Cuellar Norma , Rich Karen 
Published: April 2021

ABSTRACT
Because a nationwide nursing shortage continues to affect consumers of nursing education, it is currently more important than ever for nurse educators to continue to define and evaluate the quality of their programs. The authors propose that a model used by an industry leader in health care accreditation, the Joint Commission on Accreditation of Healthcare Organizations, can be adapted to evaluate the quality of nursing programs. This model is improvement oriented and data driven, targeting program functions and processes, rather than being problem focused.
Normal Saccadic Velocities
Authors: Raab Edward L 
Published: April 2021

ABSTRACT
Although it is desirable that each laboratory establish its own normal values, this study examines the comparability of results obtained in two different laboratories with the Tracoustics RV-275 recorder. Twenty neurologically normal subjects, ages 8 to 32 years, with no history of strabismus or ocular muscle surgery, were studied. Horizontal saccades of 20 degrees across the midline, with fixation by the recorded and by the non-recorded eye, were observed. Peak velocity determinations distributed normally and ranged from 281 to 541 (mean and SD = 393 ± 50) degr/sec. Mean velocities recorded during non-fixation were similar to those recorded during fixation. Based on these results, a twenty degree peak horizontal saccadic velocity of less than 300 degr/sec using this equipment is highly likely to be abnormally slow, irrespective of antagonist or symmetric movement comparisons; the latter cannot be relied on in cases of bilateral or multiple rotation abnormalities. The recording sequence may influence antagonist and symmetric pair comparisons.
Are Anisometropia and Amblyopia Common in Duane's Syndrome?
Authors: Tredici Tomas D , von Noorden Gunter K 
Published: April 2021

ABSTRACT
Seventy cases of Duane's syndrome are summarized with particular attention to the prevalence of anisometropia and amblyopia. We found a 17% prevalence of anisometropia and a 3% prevalence of amblyopia among these patients. Amblyopia and anisometropia are not more common in Duane's syndrome than in the general population.
Consecutive Accommodative Esotropia
Authors: Raab Edward L 
Published: April 2021

ABSTRACT
This paper reports nine patients who developed accommodative esotropia following correction of intermittent exotropia. Eight cases originally were exotropic; one was exotropic secondary to previous surgery for nonaccommodative esotropia. All had the pattern of "divergence excess." In seven patients recession of both lateral recti had been performed in conventional amounts; one case had a recession/resection procedure, and one case recession of the lateral recti followed by resection of the medial recti. In all cases the consecutive accommodative esotropia included an abnormally high distance/near relationship. All were controlled by appropriate optical or drug treatment, and six cases deteriorated later. Surgical overcorrection was not a prominent contributing factor. Preoperative occlusion and/ or the +3.00 D test would not have predicted the persistence of the high distance/near relationship. There were no other obvious indicators of this complication.
Frequency of Naturally Occurring Strabismus in Monkeys
Authors: Kiorpes Lynne , Boothe Ronald G , Carlson Melvin R , BS Dalia Alfie 
Published: April 2021

ABSTRACT
A colony of Macaca nemestrina monkeys was screened for naturally occurring strabismus. Thirteen cases of naturally occurring strabismus were documented, 12 esotropes and one exotrope. The characteristics of the strabismus in these monkeys were similar to those of human clinical cases. Four of the affected monkeys showed interocular differences in grating acuity. We estimated the incidence of strabismus in the monkey colony to be 4%.
A Controlled Study of Silver Nitrate Prophylaxis and the Incidence of Nasolacrimal Duct Obstruction
Authors: Hick John F , Block Diane J , Ilstrup Duane M 
Published: April 2021

ABSTRACT
The caustic property of silver nitrate prompted a doubleblind, controlled study of a possible causal relationship between use of the agent for prophylaxis against ophthalmic infection in the newborn and the subsequent development of nasolacrimal duct obstruction. Follow-up of 145 newborns randomized either to 1% silver nitrate prophylaxis or to 1% tetracycline prophylaxis revealed no statistically significant difference in the incidence of nasolacrimal duct obstruction between the two groups at either two weeks or two months of age. It is concluded that silver nitrate prophylaxis does not predispose to nasolacrimal duct obstruction in the newborn.