bluuebunny/crossref_metadata_2025_split huggingface dataset:
Teaching Communication Skills: Effects of Two Methods of Instruction and Selected Learner Characteristics
Authors: Norris Joan 
Published: April 2021

ABSTRACT
Performance outcomes were compared for groups of students (N = 147) randomly assigned to role play or lecture instruction for learning basic communication skills. These students also differed on the attributes of learning style and traditional-nontraditional status. Analysis of variance with age as a covariant was used in a factorial design to compare performance of the various subgroups on objective tests at two time intervals and on instructor ratings of students' skills on four dimensions of communication in process recordings of actual nurse-patient interactions.

Significant (p = <.05) differences were demonstrated as follows: 1) the field-independent learning style group had higher mean scores on objective tests than did the field-dependent group, and 2) the nontraditional group (older with prior academic degrees and life experience) had higher mean scores on the initial objective test and on instructor rated process recordings for the dimensions of caring, concreteness and empathy than did the traditional BSN student group in the sample. Differences in student evaluation ratings of the instructional method which were significant (X
2
p = < .05) included: 1) role-play students indicated greater interest, active involvement and preference for the method, and 2) lecture students indicated greater confidence that the method met the objectives and that they understood the material although no differences in overall mean performances were demonstrated. Interactive effects and the implications of the study findings are discussed.
Relationship of Nursing Program Predictors and Success on the NCLEX-RN Examination for Licensure in a Selected Associate Degree Program
Authors: Woodham Ruth , Taube Kurt 
Published: April 2021

ABSTRACT
This ex post facto correlational study sought to determine the relationship of selected admission criteria and performance in the integrated nursing major didactic courses of an associate science in nursing degree program as predictors for performance on the licensing examination for registered nurses. A significant positive relationship at .01 with NCLEX was individually demonstrated with all of the seven ASN nursing courses and with SAT verbal scores. Not significant were age at graduation from the program, high school class rank percentile, and SAT math scores. Multivariate regression weights derived from an equation using course grades of 104 graduates were used to predict NCLEX scores. The predicted scores correlated strongly (n=. 78551, p<.001) with the actual scores. Ten predicted and actual scores were provided for demonstration.
Educational Preparation for Clinical Teaching: Perceptions of the Nurse Educator
Authors: Karuhije Harriett F 
Published: April 2021

ABSTRACT
Clinical teaching in nursing has been found to be as problematic as it is in other practice-oriented professions. Numerous studies have identified and classified both effective and ineffective clinical teaching behaviors. Absent from the literature are investigations seeking the perceptions of the teachers regarding the adequacy of their preparation for the task and the possible reason(s) for ineffective performance. During the 1983 NLN convention and an ADN workshop, 211 nurse educators responded to a questionnaire soliciting their perception about the adequacy of their graduate program in preparing them for clinical teaching responsibilities. In addition, recommedations were sought on content necessary to effective performance. The study data reveal some startling findings and raise serious questions about the priority graduate programs assign to the content desired by survey participants as necessary for effective clinical teaching. Specific recommendations to address the problem are presented.
The Impact of Expectations on Faculty Job Satisfaction
Authors: Christian Patricia L 
Published: April 2021

ABSTRACT
Although job satisfaction of nurses within the clinical area has been heavily studied, the satisfaction of nurse faculty members has seldom been examined. This study looks at the relationship of the role of the department chairperson to the satisfaction of faculty. The sample was composed of 163 faculty in eight state supported baccalaureate/masters programs. Age, length of service, size of the department, and the size of the program served as control variables. Two self-designed instruments (CPQ-E and CPQ-P) based on Need Fulfillment Theory created an Expectation Discrepancy Score for each faculty member. Job satisfaction was measured by the JDI. The relationship between the Expectation Discrepancy Score and job satisfaction was found to be significant (Fg= 15.786,p< 05). Several recommendations were suggested.
Substance Abuse Education in Schools of Nursing: A National Survey
Authors: Hoffman Agnes L , Heinemann M Edith 
Published: April 2021

ABSTRACT
A concern whether the expansion of knowledge in substance abuse nursing and the contemporary prevalence of substance use disorders had influenced current educational offerings in schools of nursing provided an impetus for this national survey. The purpose of the study was to obtain information about current curricular offerings in substance abuse by schools of nursing. A total of 1,035 questionnaires were mailed to schools of nursing. Respondents included 336 schools representing a 36% return rate. The sample included 154 baccalaureate (46%), 126 associate degree (38%), and 56 diploma (17%) programs. All but one state (Alaska) of the U.S. were part of the sample. The questionnaire used for this study was adapted from one developed for a survey of alcohol and drug abuse content taught in medical schools (Pokorney & Solomon, 1983). Modifications were limited to placing questions in a nursing context. All responding schools included substance abuse in curricular offerings with the largest number (N = 192; 57%) reporting the teaching of alcohol and drug content in a combined manner. The number of required hours of instruction reported most frequently was one to five (N = 242; 72%), which did not differ significantly for the three types of programs. The relatively small number of required hours of instruction would seem disproportionate to the scope and prevalence of substance abuse problems present in patient populations.
Feminist Pedagogy: A Framework for Nursing Education?
Authors: Hezekiah Jocelyn 
Published: April 2021

ABSTRACT
This article describes the feminist pedagogical strategies used in a nursing course in the post-RN Bachelor of Science in Nursing (BScN) program, Aga Khan University, Karachi, Pakistan. A variety of concepts that have direct relevance for nurses were discussed within small groups. These settings provided the venue for an examination of the issues that nurses, as primarily female, face in a patriarchal Muslim society and an androcentric health care system. Emphasis is on the process used in terms of feminist pedagogical practices and its relationship to feminist theory and critical pedagogy. The five process goals suggested by Schniedewind (1983) formed the basis for an exploration of this relationship through an analysis of the content and practices used in the course. It is demonstrated that the teaching practices advocated by feminist pedagogy hold much promise for nursing education to empower nurses and to make an impact on the health care system.
Success in Baccalaureate Nursing Programs: A Matter of Accommodation?
Authors: Haislett Judith , Hughes Robbie B , Atkinson George , Williams Calvin L 
Published: April 2021

ABSTRACT
This article explores student learning styles as an important variable in four-year baccalaureate nursing programs. Student learning styles were assessed by Kolb's Learning Style Inventory-1985 (LSI-1985), which identifies the accommodator, diverger, assiinilator, and converger learning styles. The authors examined the relationship between learning style and academic performance as measured by grade-point ratio (GPR) and studied behaviors and attitudes as measured by Brown and Holtzman's (1964) Survey of Study Habits and Attitudes. Analysis indicated that this sample (N = 100) included mainly assimilators and divergere, making reflective observation the most common mode of learning. Compared to the accommodator/converger group, the assimilator/diverger group earned a significantly higher GPR, significantly better scores on the study habits variable of Work Methods (WM), and moderately better scores on the study attitude variable of Educational Acceptance (EA). Accommodators were identified as the most at-risk learning style group, and specific interventions were suggested to assist accommodators in adapting to the academic rigors of a nursing curriculum.
A Model for the Integration of HIV/AIDS Content into Baccalaureate Nursing Curricula
Authors: Duffy Pam Reid 
Published: April 2021

ABSTRACT
The HIV/AIDS epidemic has posed unprecedented challenges for nurse faculty. The purpose of this article is to describe a model for the integration of HIV/AIDS content into health professions' curricula over time, specifically into baccalaureate nursing programs. The model was developed through nurse faculty experience with a professional AIDS education project over five years, with over 16,000 trainees. The model includes three stages: the imported guest speaker, mainstreaming, and integration. In the last stage, it is noted that HIV/AIDS serves as a vehicle for curricular development that prepares nurses to meet care problems beyond those limited to HIV. It is hoped that this model will be useful for nurse educators now facing the complexities of curriculum development necessary in response to HIV/AIDS.
Education and Practice Collaboration: A Strategy for Curriculum Development
Authors: Beddome Gail , Budgen Claire , Hills Marcia D , Lindsey A Elizabeth , Duval Phyllis Manchester , Szalay Laurie 
Published: April 2021

ABSTRACT
Five schools of nursing in British Columbia formed a collaborative partnership in 1989; four represented diploma programs, and one a post-RN program. Their partnership benefited each in the development of a baccalaureate nursing curriculum. Committed to the principle of a curriculum being driven by practice, rather than the reverse, the collaborative partners employed a variety of strategies to include nurses from practice in the development of the curriculum. One strategy used by the partnership was a Delphi survey of nurses in practice. This article describes the results of this survey and their implications for nursing curricula.
NCLEX Job Analysis Study: Questionnaire Development
Authors: Chornick Nancy L , Yocom Carolyn J 
Published: April 2021

ABSTRACT
Job analysis studies have become pervasive in professional and occupational licensure. The intent of the National Council's job analysis studies are consistent with the Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 1985), which state that "Job Analyses provide the primary basis for defining content domain." It is an appropriate methodology to validate licensure examinations. A job analysis study must delineate the content domain in order to measure critical skills and knowledge needed for safe practice. The adequacy of a job analysis study is critically dependent on the data collection instrument. This article describes the systematic process used by one national organization to develop a job analysis data collection instrument in order to ensure the integrity, validity, and defensibility of its examination.
Senior Nursing Students' Self-Reported College Experiences and Gains Toward Liberal Education Goals
Authors: Zaborowska Rita 
Published: April 2021

ABSTRACT
The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective Uberai arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.
Cooperative Learning and Feminist Pedagogy-A Model for Classroom Instruction in Nursing Education
Authors: Beck Sharon E 
Published: April 2021

ABSTRACT
This article reports on a research study conducted as part of a doctoral dissertation on the development of a cooperative learning teaching model in nursing education. The subjects for the study were a convenience sample of registered nurses who were pursuing a baccalaureate degree in nursing at an urban university. Principles of feminist pedagogy were incorporated as part of the cooperative learning model. The teacher/researcher taught two sections of the same course and, through the use of action research, developed a model for using cooperative learning strategies as the primary teaching modality. End of class and end of semester evaluations provided feedback that suggested that this was an exciting and effective alternative to traditional classroom teaching.
Community-Based Research: A Tool for Community Empowerment and Student Learning
Authors: Kelley Barbara R 
Published: April 2021

ABSTRACT
Teaching Nursing Research is most often done close to the end of the student's educational experience. This article describes Northeastern University College of Nursing's experience using community-based research projects as a method of teaching nursing concepts and skills to beginning nursing students. By using Paulo Freire's model of Community Empowerment, a group of inner-city teens developed a drug awareness manual that is used to teach elementary school students about drugs and drug use. Through this model, students also learn that healthcare is a partnership among individuals, communities and professionals.
Curriculum Revolution: Realities of Change
Authors: Rentschler Dorothy Devine , Spegman Adele Mattinat 
Published: April 2021

ABSTRACT
This article describes the experience of a generic nursing baccalaureate program's shift from a Tylerian model to a humanistic-educative model. A shift to a humanisticeducative model required a change hi views, beliefs, and values of education and nursing practice. Kuhn's (1962) model for paradigm shift is used as a framework for presenting the stages of change which occurred, beginning with considerations to change the old curriculum model and continuing through implementation of the new. The issues which surfaced during implementation are presented. The struggles and realities of change are discussed in terms of how they affected and influenced this department of nursing's move to a new paradigm.
Students Practice Essential Components of Community Health Nursing in Home Health Care
Authors: Bradley Patricia J 
Published: April 2021

ABSTRACT
Because home health differs from community health nursing, using home health agencies as clinical sites to teach community health nursing may be inappropriate. This retrospective descriptive study compared the perceptions of students who took community health before it included a home health placement with those whose course included home health. Mailed surveys were returned from 28(63.6%) of the 44 students enrolled prior to the home health placements and from 30(60%) of the 50 students enrolled afterwards. Students whose experience included home health rated the home visit experience significantly better in terms of providing them an opportunity to perform health promotion and to care for family as client. They found the course more relevant, felt safer in making home visits, and were more likely to consider working in community health nursing. This study supports using home health agencies as clinical placements for community health nursing if they are supplemented with aggregate-level experiences.
An Approach to Defining and Operationalizing Critical Thinking
Authors: Jacobs Phyllis M , Ott Barbara , Sullivan Betty , Ulrich Yvonne , Short Lois 
Published: April 2021

ABSTRACT
The faculty in a midwestern university confronted the imperative to define and measure critical tninking in the nursing undergraduate curriculum. Theoretical and operational definitions were developed by faculty through literature review, extensive discussion, student participation, and evaluation. These activities also led to the generation of a list of indicators to assess the presence of critical thinking. Through the process faculty have developed a deeper understanding of critical thinking and fostered students' critical thinking abilities.
A Comparison of Critical Thinking Abilities Between Accelerated and Traditional Baccalaureate Nursing Students
Authors: Pepa Carole A , Brown Janet M , Alverson Elise M 
Published: April 2021

ABSTRACT
Critical thinking is an outcome expected of all nursing graduates. The purpose of this study was to evaluate the influence of an accelerated nursing curriculum on students' abilities to think critically. The Watson-Glaser Critical Thinking Appraisal (WGCTA) was used to measure the critical thinking ability of the student nurses. The sample consisted of two groups of BSN students: traditional (n=45) and accelerated (n=43). Both groups completed the WGCTA at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the test scores of the two groups at the beginning of the curriculum (f=- 2.42) but no significant difference at the end (t=- 1.76). Findings also revealed significant differences in preand post-curriculum test scores of traditional students (i=-2.84) but no difference for accelerated students (t- 1.65). Findings have implications for BSN program development.
Spiral Processes of Becoming: Women's Experiences Within the Context of Doctoral Education
Authors: Gray D Patricia , Grams Kathryn , Kosowski Margaret , Dorman Regina , Pless Betsy , Davis Sheila , Sims Glenda 
Published: April 2021

ABSTRACT
The purpose of this qualitative study was to explore women's experiences of being a doctoral student. We report on interviews from 11 women, 8 of whom were Caucasian and 3 of whom were African- American. Participants in the study described their experiences as doctoral students in ways that reflected a spiraling process of becoming. This process included experiences of confidence, support and self-discovery. This research has implications for nursing faculty and women engaged in doctoral education as well as for women who anticipate entering doctoral programs.
Decision-Making Task Complexity: Model Development and Initial Testing
Authors: Lewis Marsha L 
Published: April 2021

ABSTRACT
Preparing skilled decision-makers requires an understanding of the decision-making tasks nurses face. This article presents the development and initial testing of a model of decision-making task complexity in nursing. The Decision-Making Task Complexity Model has its roots in Newell and Simon's (1972) Information Processing Theory. The Model includes two components, content and context, along with five characteristics in each component. The content component of the model was initially tested using a single sample repeated measures design. Case study examples of a weaning task in critical care were developed to include all combinations of the four independent variables: irrelevance, ambiguity, conflict, and change. Forty-one registered critical care nurses rated each case study example on a scale from 1 (least complex) to 7 (most complex). Results indicated that when conflict was manipulated the ratings were consistently higher. Implications for nursing education and the development of decision-making skills are described.
Development of Strategies to Identify the Learning Needs of Baccalaureate Nursing Students
Authors: Kelly Elizabeth 
Published: April 2021

ABSTRACT
Meeting the learning needs of nursing students today requires a shift in paradigms and the use of multimethods of teaching. This article describes case-control research undertaken to measure the effects of learning strategies on the final grades of first semester junior level, baccalaureate nursing students. The strategies used and how the students learned to use the strategies are presented. Research results did not provide statistical significance because of the small sample size. However, several trends related to ethnicity, student age, and the content of nursing courses were found. These findings suggest the need for further nursing education research in the areas of information processing and the use of learning strategies within academic and clinical settings.
Perceived Level and Sources of Stress in University Professional Schools
Authors: Beck Deborah L , Hackett Margaret B , Srivastava Rani , McKim Edna , Rockwell Beverley 
Published: April 2021

ABSTRACTThe purpose of this study was to investigate the perception of level and sources of stress in students of two baccalaureate nursing programs, to compare these groups in their perceived stress and to compare the nursing groups to those enrolled in other health-related disciplines: Medicine, Pharmacy and Social Work. The study was descriptive correlational in design. The sample consisted of 552 full-time university students enrolled in years 2, 3 and 4 of their programs in selected disciplines. Data were collected by means of a queetionnaire consisting of three main instruments; the Beck-Sri vastava Stress Inventory (BSSI), the General Health Questionnaire 30-item version (GHQ-30) and a demographic profile. Data were analyzed using the SPSSx Statistical Package and included analysis of variance, frequency distribution, measures of correlation, item analysis and factor analysis. The results revealed that baccalaureate nursing students, regardless of year in program or university of attendance, experienced higher levels of stress and higher levels of physiological and psychological symptoms than students in other health-related disciplines. Identified stressors among the disciplines are also reported in the article.
Nursing Students' Stress During the Initial Clinical Experience
Authors: Admi Hanna 
Published: April 2021

ABSTRACT
The purpose of this exploratory longitudinal study was to identify nursing students' perceptions of stress in their initial clinical experiences in a hospital setting. Guided by the relational view of stress, a Nursing Student's Stress Scale (NSSS) was developed to include six subscales: adequate knowledge, close supervision, averse sights, causing pain, insufficient resources, and reality conflict. The NSSS was administered three times during the clinical experience to 46 nursing students. Results showed significant differences between the students' preclinical expected stress levels and the actual levels of stress in the clinical setting. Theoretical, methodological, and practical implications of the findings are discussed. Nurse educators are encouraged to acknowledge students' perceptions of stressful situations as a basis for stress reduction intervention. Students must first cope with their own stress in the clinical reality before being expected to deal with patients' stress.