bluuebunny/crossref_metadata_2025_split huggingface dataset:
Assessing Student Outcomes in a Nursing Learning Assistance Program
Authors: Foster Patricia J , PhD Grenith , Condon Vaneta M 
Published: April 2021

ABSTRACT
This study measured the apparent effectiveness of a Learning Assistance Program (LAP) in second-year baccalaureate nursing students using a process-outcome design. Seventy-eight students participated in LAP and 98 did not. SAT/ACT scores and freshman GPA were the cognitive "input" variables and the end-of-sophomore-year GPA the cognitive "outcome" variable. Affective variables at the beginning and end of the test year were the Study Attitudes and Methods Survey (SAMS) and the Survey of Reading and Study Efficiency (SR/SE). Statistical analysis included stepwise multiple regressions for evaluating the relationship between the process LAP participation) and outcomes when the entry variables had been accounted for.
Attending LAP improved participants' study attitudes and skills scores. There was a significant negative correlation between the degree of LAP participation by lower achieving students and their sophomore-yearending GPA. This may be related to the fact that students who perform poorly on tests are encouraged to participate in LAP.
Education for Executive Nurse Administrators: A Databased Curricular Model for Doctoral (PhD) Programs
Authors: Princeton Joy C 
Published: April 2021

ABSTRACT
This article reports a secondary analysis of qualitative data collected during an earlier study that investigated the educational preparation and role-related responsibilities of first-line nurse administrators employed in academe. Analysis of these original data raised several different and important research questions about role preparation for nurse administrators that had not been addressed in the earlier study, and that subsequently directed the secondary data analysis: (1) Are there knowledge domains specific to the executive nurse administrator role about which practicing administrators must have knowledge, and for which they are then accountable? And, if so, (2) What are the curricular implications for PhD programs in nursing that offer an executive nursing administration track? Secondary data analysis revealed that there are specific knowledge domains in executive nursing administration from which categories of courses can be identified. Implications are explored for role preparation in nursing administration at the PhD level based on the domains and categories of courses.
Student Clinical Experiences in Shelters for Battered Women
Authors: Urbancic Joan , Campbell Jacquelyn , Humphreys Janice 
Published: April 2021

ABSTRACT
This article describes the critical social problem of wife battering and clinical experiences for student nurses in shelters for battered women. The argument is presented that due to increasing frequency and severity, nurses must become more aware of and effective in caring for battered women and their children. In keeping with the call from nursing leaders and health care reformers, the shelter clinical experience provides students with an opportunity to shift from a focus on high technology to communitybased primary care. Students are able to function as advocates, advisers, case managers, and health care teachers, and to focus on broad concerns of daily living problems. Lindeman's four recommendations for teaching in clinical settings were used as a framework for this article.
The Pattern of Personal Knowing in Nurse Clinical Decision Making
Authors: Jenks Joan M 
Published: April 2021

ABSTRACT
The struggle to teach clinical decision making effectively continues despite recent efforts aimed at improvement. In recognizing that a complex activity like clinical decision making entails multiple patterns of knowing, qualitative research methodology was used to gain a practice-based understanding of clinical decision making. The result is a description of the pattern of personal knowledge in nurse clinical decision making. Nurse informants label the pattern of personal knowledge as knowing, and describe their success in making clinical decisions as highly dependent upon the quality of interpersonal relationships with patients, peer nursing staff, and physicians. The dynamic of interpersonal relationships and the difficulties in establishing them are identified as important influencing factors in nurses' clinical decision making.
Competence Validation and Cognitive Flexibility: A Theoretical Model Grounded in Nursing Education
Authors: Loving Gary L 
Published: April 2021

ABSTRACT
Baccalaureate nursing students' perceptions of learning clinical judgment were investigated using grounded theory methodology. Comparative analysis of the qualitative data resulted in the development of a preliminary theoretical model, competence validation (Loving, 1991), a construct describing the process by which the student's identity as a competent nurse is established. The author postulates that the outcomes of competence validation vary according to students' perceptions of educational context. Two educational contexts, learning and evaluation, are described. Students' perceptions of educational context influence their motivational orientation which, subsequently, affects students' development of cognitive flexibility, the ability to find and apply information that is appropriate to patient problem solution. Findings from the study indicate that current evaluation practices in nursing education may negatively impact students' abilities to learn independent nursing judgment.
The Quieting Response (QR): A Modality for Reduction of Psychophysiologic Stress in Nursing Students
Authors: Heaman Doris 
Published: April 2021

ABSTRACT
The purpose of this study was to investigate the effects of a 5- week stress management program for 40 junior baccalaureate nursing students. A quasi-experimental pretest-posttest control group design was used. The stress management group included training sessions using cognitive modification techniques and Stroebel's Quieting Response (QR) augmented with biofeedback techniques for self-relaxation.
A significant reduction of state anxiety (P<.001) was reported on the State-Trait Anxiety Inventory (STAI) by the experimental groups, while the state anxiety of the control groups remained relatively unchanged. There were no significant changes in trait anxiety scores. Urinary potassium excretion was measured as an index of the adrenal stress response. Findings revealed no statistically significant correlation between potassium excretion and scores on the STAI.
These results support the benefits of integrating a stress management program into curricula for nursing students.
Attitudes of Nurse-Faculty Toward Post-Tenure Performance Evaluations
Authors: Suess Linda R 
Published: April 2021

ABSTRACT
While non-tenured faculty receive feedback on their work in their annual evaluations for reappointment, many tenured faculty do not receive evaluations and feedback except when seeking merit award or promotion. Recent literature suggests that feedback on work at fixed time intervals, through post-tenure evaluations, can positively enhance faculty productivity.
This survey study examined the attitudes of faculty teaching in baccalaureate and higher degree programs in nursing toward post-tenure performance evaluations. A random, nationwide sample of 248 nurse-faculty participated in this study.
Data analysis showed that attitude toward post-tenure evaluation was not significantly related to such variables as tenure status, perceived productivity in teaching, service, scholarship, internal motivation, age, teaching experience, sex, educational preparation, or rank. Faculty clearly stated that they desire feedback on their work, an opportunity to define future objectives, and a post-tenure evaluation system in their own schools.
Nurse Educators and the Demands of Research
Authors: Melland Helen I 
Published: April 2021

ABSTRACT
The purpose of this research was to study perceptions of baccalaureate nursing faculty regarding the pressures to publish and conduct research. The research was a nonexperimental, correlational, retrospective study. One hundred baccalaureate nurse educators completed a questionnaire that assessed their beliefs regarding the pressure to publish and their preferences between teaching and research. The majority of participants reported the perception of high to intense pressure to publish, the belief that they could remain current in nursing without a major focus on research, and the belief that the increased emphasis on research diminishes the quality of classroom instruction. The majority of participants would select a teaching-only career track if they could still be promoted and achieve tenure. Recommendations included broadening the definition of research to include the teaching and application of research, and the implementation of two career tracks with promotion and tenure opportunities.
An Instrument for Measuring Autonomy-Related Attitudes and Behaviors in Women Nursing Students
Authors: Boughn Susan 
Published: April 2021

ABSTRACT
For the past 30 years, researchers have attempted to measure the characteristic of autonomy in nursing students, yet for the most part, the findings reflect neither an accurate nor current profile. Historically, there has been a misunderstanding of how women manifest autonomy due to the tradition of defining autonomy based on the male model, i.e., autonomy through power and separation. Nurse researcher-educators are in a unique position to develop instruments, conduct research, and interpret findings concerning characteristics identified as important for women nursing students. The purpose of this study was to design an instrument for quantitative measurement of autonomy-related attitudes and behaviors specific to women nursing students based on the female model, i.e., autonomy through caring and affiliation. Stability reliability (test/retest = 0.90), internal consistency (Cronbach's alpha - 0.84), and content and construct (factor analysis, contrasted groups, experimental manipulation, and convergent) validity have been established for this instrument. It is intended that the instrument be used to evaluate the efficacy of the socialization process in nursing education.
Comparison of Performance of Students in an Accelerated Baccalaureate Nursing Program for College Graduates and a Traditional Nursing Program
Authors: McDonald W Kaye 
Published: April 2021

ABSTRACT
Currently, many schools of nursing across the country have implemented various models of post-baccalaureate nursing education. There has been minimal published evaluation of this type of nursing education. In September 1989, a large urban university in the Midwest instituted a baccalaureate program for non-nurse college graduates. After completion of prerequisite science and other liberal arts courses, students complete the nursing program within a 13-month period.
This study compared the performance, measured by Schwirian's 6-Dimension Scale (1978), and academic achievement of students in the accelerated nursing program for students with college degrees (N =27) and students in a traditional nursing program (N =29). Data also were collected on selected demographic variables.
Findings indicated significant differences between the groups. Students in the accelerated group scored higher on nursing performance and passing rate on state board examination. The traditional group reported significantly more hours worked and less hours studied. There were no significant differences between the groups in terms of age, gender, and grade point average.
International Nurses' Experiences Seeking Graduate Education in the United States
Authors: Colling Joyce C , Liu Yuen Chon 
Published: April 2021

ABSTRACT
Nurses from many countries in the world continue to seek further education in the U.S. every year. This study examined their experiences (N -83) and those of the host institutions (N= 35) in the U.S. regarding the difficulties each experienced in coping with unfamiliar curricula and cultural mores, as well as financial constraints.
What Does It Mean To Be Well Taught? A Hermeneutic Course Evaluation
Authors: MacLeod Martha L P 
Published: April 2021

ABSTRACT
Evaluating courses is an ongoing part of nursing education. With the adoption of innovative approaches to nursing curricula, there is an increasing need for congruent forms of evaluation. This paper explores the character of a hermeneutic course evaluation within a practice-driven, phenomenological approach to a 4-year baccalaureate curriculum. An interpretation of evaluation data from 2 years of an introduction to nursing course reveals a distinction between learning and being well taught. The article focuses on the theme "being well taught as experiencing structure," and the importance of teaching practices that achieve a balance between specificity and flexibility. It is evident that evaluations that focus on understanding and uncovering what is usually taken for granted have the capacity not only to indicate what works and does not work in a course, but also to depict a course's phenomenological nature and to illuminate the transformative power of narrative as it situates and extends learning.
Faculty Workload and Collegial Support Related to Proportion of Part-Time Faculty Composition
Authors: Adams Deborah A 
Published: April 2021

ABSTRACT
Part-time faculty use has become more prevalent in higher education in response to enrollment shifts and budgetary constraints. This descriptive, exploratory study used a mailed survey to investigate whether fulltime nursing faculty perceptions of workload and collegial support differ with changes in the proportion of parttime faculty in Comprehensive I baccalaureate nursing programs. Workload was measured by Dick's Workload Instrument. Collegial support was measured by the Survey of Collegial Communication, adapted by Beyer, which was based on Likert's organizational model. Schools were partitioned into three strata based on the proportion of part-time faculty employed (low, medium, and high). A 30% sample of schools were randomly selected from each stratum (10 schools from each). Within each selected school, six full-time undergraduate faculty were chosen by their respective deans to participate. The total response rate was 89.4%. the results of this study did not support assertions about part-time faculty use in the literature and existing accreditation standards. Findings indicated that there were significant differences in reported total faculty workload when varying proportions of part-time faculty are employed. Faculty in nursing programs with medium proportions of part-time faculty reported higher average total workloads per week than faculty in programs with low and high proportions of part-timers. Another finding demonstrated that full-time faculty in nursing programs with high proportions of part-time faculty spend fewer hours in direct clinical supervision of their students when compared with faculty in the other two strata. There were, however, no differences in perceived collegial support among full-time faculty participants. It was recommended that further research be conducted to investigate specific workload differences found in this study using more precise quantitative measures. Communication and collegiality between part-time and full-time faculty should be further developed and researched under more controlled conditions. Case studies of arrangements that make part-time faculty use beneficial are needed. Other variables such as leadership style, scholarly productivity, and morale and their relationship to the proportion of part-time faculty employed in the nursing program should be investigated.
Teaching Population-Focused Practice to Baccalaureate Nursing Students: A Clinical Model
Authors: Peters Rosalind K 
Published: April 2021

ABSTRACT
As the future of healthcare changes, there will be an increased demand for community-focused care, especially in the areas of health promotion and disease prevention. However, to meet these future demands, nurses must develop a population-focused, wellness-oriented approach to practice. This article briefly describes why many nurses may lack this focus, and then presents a model for teaching these essential community health principles to baccalaureate nursing students. The model uses a secondary school as the setting for the community health clinical experience
BSN Students Present Research Findings on Complex Health Problems in Poster Session Format
Authors: Hinzmann Celeste 
Published: April 2021

ABSTRACT
An outcome measure of baccalaureate nursing education is the ability of undergraduates to be critical consumers of research and evaluate the applicability of findings in the clinical arena. Integrating a simulated poster session in a senior medical- surgical course as a non-traditional teaching strategy proved to be a successfui learning experience for students in developing these skills. This artieie describes how undergraduates created and presented posters to illustrate current research findings related to the care of patients with complex health problems. The outcomes of the poster session as an alternative learning experience to a written academic paper and the students' reactions are presented.
Enhancing Nursing Competence with Substance Abusing Clients
Authors: Marcus Marianne T , Gerace Laina M , Sullivan Eleanor J 
Published: April 2021

ABSTRACT
Alcohol and other drug abuse, major threats to health, pose challenges for nurses in virtually every practice setting. Progress toward increasing nursing competence in the addictions field is being made through the development of practice standards and model curricula and through federal initiatives to increase faculty expertise in this field. The next critical step is to forge creative collaborative links with practice settings, links that assure that requisite learning is reality-based and in step with the future of health care. This article outlines progress toward improving nursing competence in substance abuse and suggests reality-based learning strategies as a future direction for this important goal for nursing education. Two successful models of collaboration between education and practice, designed to augment basic curriculum and improve nursing knowledge, skills and attitudes related to substance abuse, are described.
Use of Iliad to Improve Diagnostic Performance of Nurse Practitioner Students
Authors: Lange Linda L , Haak Sandra W , Lincoln Michael J , Thompson Cheryl Bagley , Turner Charles W , Weir Charlene , Foerster Victoria , Nilasena David , Reeves Roger 
Published: April 2021

ABSTRACT
Nurse practitioners (NPs) have dual goals as primary care providers, combining the traditional goals of nursing with extended goals as diagnosticians. Diagnostic reasoning, therefore, is a critical component of NP education. Iliad, a computerized diagnostic reasoning expert system, has been used effectively to teach diagnostic skills to medical students. A pilot study was undertaken to determine the effects of Iliad training on NP students' diagnostic skill performance and to identify technical and instructional issues of implementation. The study found that the use of Iliad improved NP students' diagnostic reasoning, and that the training effects were modified by prior nursing experience. Successful use of Iliad required planning, faculty commitment, and technical support.
Use of Meta-analysis as a Teaching Strategy in Nursing Research Courses
Authors: Beck Cheryl Tatano 
Published: April 2021

ABSTRACT
In order to become knowledgeable consumers of nursing research, nursing students must be able to critically read research and determine the study's value for musing practice. As the number of nursing intervention studies rises and research topics are studied more extensively, the use of meta-analysis in the discipline of nursing will also increase. The same scientific rigor demanded of other types of research must be applied to meta-analysis. In this article two teaching strategies using meta-analysis are shared for sharpening both undergraduate and graduate nursing students' critiquing skills. On the undergraduate level, nursing students can assess the quality of the studies included in a particular metaanalysis. On the graduate level, students can use an appraisal checklist of criteria for evaluating the actual meta-analysis.
Comparison of Traditional and Non-traditional Baccalaureate Nursing Students on Selected Components of Meichenbaum and Butler's Model of Test Anxiety
Authors: Waltman Patricia A 
Published: April 2021

ABSTRACT
The purpose of this study was to compare traditional and non-traditional baccalaureate student nurses on test anxiety and major contributing factors using the model proposed by Meichenbaum and Butler. Instruments used to measure the model variables were the Test Anxiety Inventory, the Effective Study Test, the Self-Concept of Academic Ability Scale, the Cognitive Interference Questionnaire and students' admission GPAs. Analysis of data revealed no significant difference between the groups on test anxiety. A significant difference was found between the two groups on knowledge of effective testtaking skills. Significant differences were found between the two groups on two correlations: 1) academic self-concept and knowledge of time management and study organization skills and 2) academic self concept and worry. Pearson correlations indicated that for both groups cognitive interference was the strongest variable associated with test anxiety.
The Relationship Between Graduate Preparation and Clinical Teaching in Nursing
Authors: Herrmann Marilyn M 
Published: April 2021

ABSTRACT
In recent years, there has been a shift in graduate education from preparing teachers of nursing to preparing advanced clinicians. Whether this shift has made a difference in the clinical teaching skills of the nurse educator has not been addressed. The purpose of this study was to survey clinical teachers in nursing schools and examine whether or not courses in educational theory had any relationship to the "effectiveness" or "time spent" in using various teaching techniques in the clinical setting. This nonexperimental survey research used a convenience sample (692) drawn from all National League for Nursing-accredited baccalaureate schools. Only three small significant differences were found, using the t-test, for effectiveness and time spent in teaching strategies between faculty with educational preparation when compared to those without. Although results of this study failed to show significant differences in teaching techniques based on educational preparation, they did indicate a need for educational content to prepare for the teaching role. Discussion of preparation for the teaching role is included.