bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Demystification of the Clinical Nurse Specialist Role: Perceptions of Clinical Nurse Specialists and Nurse Administrators
Authors: Tarsitano Betty J , Brophy Elizabeth B , Snyder Dona J 
Published: April 2021

ABSTRACT
Differences of nurse administrators and clinical nurse specialists regarding components of the clinical specialist role were investigated. To be effective in facilitating the maximum use of the abilities of the clinical specialist, it is essential that nurse educators establish a data base about the clinical nurse specialist role from the perspective of employers and the clinical nurse specialists themselves. Subjects were 54 nurse administrators and 35 clinical specialists from a large metropolitan area. The results indicated that, generally, both groups were in agreement except for the research component. Administrators placed a higher value on research than did the clinical specialists. Both groups valued the clinical practice component with the clinical specialists tending to see themselves more heavily committed to direct specialized patient care than did the administrators. The educational component was also valued with the consultant function receiving the highest rating of all the functions surveyed. The administration component was valued least highly of all the components. It is recommended that nurse educators evaluate their educational endeavors in preparation of clinical specialists especially for research functions, and, also, consultation and those functions supportive of nursing staff.
Meeting the Challenge of Multiple Academic Roles Through a Nursing Center Practice Model
Authors: Duffy Diane M , Halloran M Catherine S 
Published: April 2021

ABSTRACT
Filling the multiple requirements of academic life - to teach, to conduct research, and to give service to the community - can be difficult for any academician. When the educator is also a nurse, meshing academic life with that of a practicing professional adds to the difficulties. Maintaining control and managing resources for practice can be time consuming and wearisome. The authors use quotes from the sociologist Paul Starr to describe and examine this professional dilemma. The process they followed in implementing a practice model in a community nursing center is described. Using this approach teaching, research, and service requirements were biended with practice for greater professional control and more productive scholarly endeavors.
The Effects of a Well Older Adult Clinical Experience on Students' Knowledge and Attitudes
Authors: Greenhill E Dianne , Baker Marion F 
Published: April 2021

ABSTRACT
Is a planned learning experience with well older adults a positive influence on a nursing student's attitude, level of gerontological knowledge, and willingness to work with older adults after graduation? Students in a baccalaureate program were divided into treatment or control groups based on their attitudes on the Kogan's Attitude Toward Old People Scale. Knowledge was measured by the PaImore's Facts on Aging Quiz (Palmore, 1977).
Half of the students were given experiences with well elderly while the other group had no experience with this population. Differences in pre- and post-test scores were compared by analysis of variance. All students, regardless of planned experience with older adults, increased their knowledge. Students who initially had negative attitudes significantly improved their attitudes regardless of the type of clinical experience. The investigation failed to support the idea that experiences with well elderly would make a difference on attitude and knowledge base. This project suggests knowledge and attitude changes are not dependent upon a particular type of clinical learning activity.
Predicting the Success of Minority Students in a Baccalaureate Nursing Program
Authors: Boyle Kathleen Kluznik 
Published: April 2021

ABSTRACT
Entering grade point average (ENTGPA), American College Test Assessment (ACT), high school rank (HSRANK), high school GPA (HSGPA), number of college credit hours prior to program admission (HRSPTA), age at admission, and an index of applicant motivation and related experience (MEP) were investigated to determine the best predictive combination of variables for success among minorities in a baccalaureate nursing program. Final GPA, program completion, and State Board Examination (SBTPE) performance were used as indicators of success. Minority students (N = 145) admitted between 1971-1981 were identified by record review. Two minority subgroups, blacks (n = 111) and nonblack minorities (n = 34) were compared using multiple regression and discriminant analysis procedures. ACT was the strongest, most consistent predictor of SBTPE performance and final GPA for all minorities. ENTGPA and ACT provided substantial predictive power for both subgroups, but explained markedly less variance for blacks. HSGPA, HRSPTA, and HSRANK explained some variance differently by subgroup. ENTGPA provided the only discrimination between graduates and dropouts. Cognitive attributes are critical to academic success among minorities, although predictors may vary in explanatory power by minority group. Variables interfering with program completion need to be explored.
Facilitating Student Involvement in Large Classroom Settings
Authors: Boman Jeanette 
Published: April 2021

ABSTRACT
Diminishing resources and increasing student enrollment in the basic and post-basic programs at the Faculty of Nursing, University of Alberta, have led to large teacher-student ratios in the area of classroom lectures. This article is a discussion about the issue of student involvement in the learning process where there may be 100 or more students in one class. The meaning of student involvement, factors which inhibit student involvement, and strategies to increase student involvement in a large classroom situation are addressed.
Top Ranked Schools of Nursing: The Role of the Dean
Authors: Pollock Susan E 
Published: April 2021

ABSTRACT
The Top Ranked School of Nursing Study (TRSN) was a nationwide investigation for the purpose of delineating a composite of elements that constitute a top ranked school. The role of the dean was identified as the most frequent, if not the most significant, element of administration. The influence and scope of the administration in a TRSN were described as were the ways in which these endeavors are pursued and supported. The findings will be of benefit to anyone interested in promoting and improving nursing scholarship.
Belief Systems Which Influence Research in Nursing: Implications for Preparing Future Investigators
Authors: Arnold Jean M , Sherwen Laurie N 
Published: April 2021

ABSTRACT
In the view of the authors, students enrolled in their first research course should become aware of the different belief systems held by investigators about research. All nurse researchers, including faculty who teach undergraduate research courses, have either consciously or unconsciously adopted a belief system. That philosophy determines what the educator sees as appropriate nursing theory, research questions, research designs and methods for nursing inquiry. Students may be confused by the apparent discrepancies in the content and methods of teaching a research course between two and among faculty who possess divergent philosophical views. They should be aware of some of the important belief systems which can influence theory development and research in nursing in order to use nursing research in clinical practice.
Two dichotomous belief systems influencing approaches to the study of the phenomenon of pain are discussed: Empiricism and Phenomenology. Teaching strategies which help students know and appreciate different philosophical orientations are proposed. Finally, a rationale for including this content within an undergraduate research course will be given.
Multiple Role Women: The Real World of the Mature RN Learner
Authors: Green Clarissa P 
Published: April 2021

ABSTRACT
The last quarter of this century is revealing exciting changes in university nursing education. With the endorsement of the BSN as entry to practice has come an unprecedented demand for university education for mature RN learners. Because of their personal, educational, and professional histories, their lack of familiarity with the university community, and their complex lives, these women present a unique challenge to university educators. Effective teaching of this large population of students is contingent upon educators' appreciation of them as mature female learners who lead busy lives and experience "academic shock" as part of their transition to becoming a baccalaureate graduate.
Choosing a Career: Why Not Nursing for More High School Seniors?
Authors: Stevens Karen A , Walker Eleanor A 
Published: April 2021

ABSTRACT
Using a descriptive design, 641 college-bound high school seniors (CBHSS) in the Washington, DC, metropolitan area were surveyed to determine why nursing is not selected more frequently as a career. The findings indicated that the decision to choose or not choose nursing was significantly influenced by demographic characteristics (age, ethnicity, and race), past experiences with nurses/illness, and characteristics preferred in a future career. Those respondents who selected nursing cited wanting to help people, to do important work, and to work with a variety of people as important reasons for their choice. Those not choosing nursing indicated dislike of dying people and the salary as the main reasons for choosing another career.
Education of Nursing Students With Special Needs
Authors: Magilvy Joan K , Mitchell Andrea C 
Published: April 2021

ABSTRACT
Recent legislation such as the Americans with Disabilities Act will have a significant impact on higher education in nursing. A survey was conducted to describe the extent to which BSN and ADN nursing programs in the United States admit and graduate special needs and chronically ill students, and to identify the accommodations which have been successful in providing nursing education to these students.
Responses received from 86 schools of nursing in 44 states indicated that most schools have had contact with students with special needs such as visual, hearing, or mobility impairments, learning disabilities, and mental or chronic illnesses. Learning disabilities and mental impairment were cited most frequently as having been present among the student population. Few programs have had experience with students with vision problems. While most programs responding had little experience with providing special accommodations to special needs students, most were aware of accessibility on their campuses.
Recent legislation aimed at creating opportunities for disabled individuals to successfully enter the work force creates challenges for schools of nursing in education of students with special needs. Issues are raised that must be addressed to meet this important challenge.
Factors Associated With Perceived Competency Levels of Graduating Seniors in a Baccalaureate Nursing Program
Authors: Mozingo Johnie , Thomas Sandra , Brooks Ellie 
Published: April 2021

ABSTRACT
Factors hypothesized to affect perceived competency levels of graduating seniors were examined in three classes from a BSN program in a large southeastern university (N= 204). Although externship participation was unrelated to perceived competency, employment in a health care setting during the nursing program was positively related. Trait anxiety and social support were also significantly related to competency. A pervasive theme in both quantitative and qualitative data was students' desire for more practice of technical skills. Students also expressed the desire for more positive feedback from faculty. There are a number of implications of these findings, including curricular modifications, identification and intervention with highly anxious students, and increased faculty caring and support. Given the rigor of the professional nursing role, we owe it to our graduates to send them into the work arena with a healthy sense of self-confidence.
Knowledge-Driven Problem-Solving Models in Nursing Education
Authors: Cholowski Krystyna M , Chan Lorna K S 
Published: April 2021

ABSTRACT
This paper compares the hypothetico-deductive model of clinical problem solving commonly used in current nurse education and practice with the knowledge-driven problemsolving model (Bordage, Grant, & Marsden, 1990). It is argued that the knowledge-driven model provides a more complete account of the processes involved in clinical problem solving. The knowledge-driven model emphasizes the organization and availability of relevant content knowledge stored in memory as the prime determinant of clinical problem solving. This contention is discussed in relation to the development of a clinical problem-solving task for nursing students and its implications for nursing curricula.
Fostering Dialogical Community Through a Learning Experience
Authors: Porter Eileen Jones 
Published: April 2021

ABSTRACT
Dialogue and community are two common foci of the recent nursing education literature. The author came to a new understanding of these concepts while teaching a capstone seminar course for registered nurses who were obtaining a baccalaureate degree. In this paper, this transformation is discussed in the context of one particular learning experience for the capstone course. The philosophical basis for fostering dialogical community through this learning experience is explained. The experience is described, and students' comments about the experience are cited. Finally, conclusions drawn as a result of the experience are compared to the themes of dialogue and community in the recent nursing education literature.
A Research Development Program for Minority Honors Students
Authors: Inouye Jillian 
Published: April 2021

ABSTRACT
This article describes an experiential undergraduate honors research program for minority students. Through a participatory and mentoring process students are able to complete a research project, present it at a national colloquium, and prepare it for publication in a 2-year program. A review of the literature on different methods to teach research was presented. The outcome of the project suggests the model was highly successful in achieving its goals.
Evaluation of the Facts on Aging Quizzes I & II
Authors: Lusk Sally L , Williams Reg A , Hsuing Stella 
Published: April 2021

ABSTRACT
The Facts on Aging Quizzes (FAQ) I and II (Palmore, 1977, 1981) were designed to assess knowledge and to measure misconceptions regarding the elderly. This study compared results on the FAQ I and II administered to freshmen nursing students. In contrast with Palmore's (1981, 1988) findings, the FAQ I and II were not related (r=.04) and alpha coefficients were low (a=.45 and .32 respectively). However, use of theta coefficients (which make fewer stringent assumptions about items being parallel) resulted in values of .60 and .64 respectively. The factors emerging in this study differed from Palmore's (1977, 1981, 1988) conceptual structure and Norris, Tindale, and Matthew's (1987) factor structure and explained only 45% of the variance. Results from this study suggest that while the FAQ I and II may be useful as a stimulus for discussion, revisions and testing need to be done if they are to be used for research purposes.
Evaluating Teaching Effectiveness
Authors: Kirschling Jane Marie , Fields Jonathan , Imle Margaret , Mowery Melinda , Tanner Christine A , Perrin Nancy , Stewart Barbara J 
Published: April 2021

ABSTRACT
Major reform in nursing education is underway, with increased emphasis being placed on the importance of the teacher-student relationship. An instrument for evaluation of teaching effectiveness, developed at the Oregon Health Sciences University School of Nursing, attempts to capture the student's perception of the quality of the teacher-student relationship as well as other salient aspects of teaching practices. The evaluation tool contains 26 items evaluating teaching effectiveness and 14 items that evaluate the course. The teaching effectiveness items yield five scales including: knowledge and expertise, facultative teaching methods, communication style, use of own experiences, and feedback. Psychometric testing has been completed and there is evidence of construct validity in relation to teaching effectiveness and internal consistency reliability for the five scales.
Characteristics of Graduate Adult Health Nursing Programs
Authors: Stokes Elizabeth , Whitis Grace , Moore-Thrasher Lavanda 
Published: April 2021

ABSTRACT
This descriptive study explored the current characteristics and emphases of graduate programs which offer adult health nursing curricula. All NLN-accredited master's programs offering the adult health focus were requested to send selected demographic information and materials/bulletins normally sent to prospective students. The Conrad and Pratt model for curriculum decisionmaking was used to organize results related to environmental input and curriculum design variables. Descriptive statistics were employed to analyze admission requirements, types of study permitted, length of program, type of courses (core, electives/cognates, specialty) and completion requirements.
Results indicated that adult health graduate programs have multi-tracks. Students were generally attending part-time. Full-time study completion time was four to six semesters. Evening and one day per week offerings were frequently found, as were numerous innovative strategies. Prevalent admission requirements were: graduation from an NLN-accredited BSN program, current licensure, specified GPA, GRE scores, health assessment and statistics courses, professional references and possible personal interview. Most programs required core courses in theory/conceptual frameworks, issues, roles, statistics and research. Electives/cognate courses and thesis/non-thesis options were present in most programs.
An Honors Program: Directing Our Future Leaders
Authors: Hartshorn Jeanette C , Berbiglia Violeta A , Heye Mary 
Published: April 2021

ABSTRACT
Development of future leaders is a priority of nurse educators. In this article an honors program, which was initiated to prepare students who would contribute to nursing science and become effective leaders, is described. The process used to gain faculty and administrative support is highlighted. The discussion also includes specifics regarding recruitment and selection of students and sequencing of courses. Evaluation of the program suggests that graduates assume leadership positions within the profession. Honors programs such as this one help to prepare leaders and scholars for tomorrow.
The Development of Students' Perceptions of Effective Teaching: The Ideal, Best and Poorest Clinical Teacher in Nursing
Authors: Benor Dan E , Leviyof Iris 
Published: April 2021

ABSTRACT
This article attempts to study students' perceptions of effective clinical teacher in nursing. To do this, 123 students from three schools with different curricula identified the important characteristics of a clinical teacher, using a modified NCTEI instrument. Then each respondent assessed to what extent her or his best and poorest clinical teachers possess these characteristics. The profile of an effective clinical teacher which emerged places the highest weight on the nursing competencies of the teacher and downplays both interpersonal relationships and personality traits. Differences between 2nd and 3rd year students were found in the placement of teaching skills and evaluation characteristics. No differences were disclosed among the compared schools. Conflicting research findings are analyzed. The results strongly suggest that the image of the ideal clinical teacher is not rooted in an existing teacher figure. The possible implications of the findings on the role model function of the clinical teacher are discussed.
Returning to School to a Baccalaureate Program: Is There an Easy Way to Learn?
Authors: Duff Viola M 
Published: April 2021

ABSTRACT
Registered nurses returning to school need to learn many new skills in their first courses at the university. The assignment presented here assisted students in learning the course content and honing other skills needed for their academic life. Design and implementation of the assignment as well as comments and recommendations for change will be given.
Preventing Nursing Student Exposure Incidents: The Role of Personal Protective Equipment and Safety Engineered Devices
Authors: Schaffer Susan 
Published: April 2021

ABSTRACT
This descriptive study used a self-selected sample of 580 newly licensed Virginia registered nurses to examine risk factors for percutaneous (needlestick) and mucocutaneous (splash) exposure incidents to blood or body fluids that occurred while they were nursing students. Fifty-one exposure incidents were reported by 42 respondents (7% of total). Twenty of 31 percutaneous exposure incidents were potentially preventable through the use of safety-engineered devices. Similarly, 4 of 10 mucocutaneous incidents occurring during routine procedures were potentially preventable through the use of personal protective equipment. Limited use of safetyengineered devices and personal protective equipment in the occurrence of nursing student exposure incidents suggests that active steps by schools of nursing to ensure student access to and use of personal protective equipment and safety-engineered devices may minimize exposure incident risk for students.
Responses of Baccalaureate and Graduate Programs to the Emergence of Choice in Nursing Accreditation
Authors: Bellack Janis P , Gelmon Sherril B , O'Neil Edward H , Thomsen Catherine L 
Published: April 2021

ABSTRACT
Specialized accreditation in nursing is a widely recognized and respected hallmark of program quality. The advent of a second specialized accrediting agency for baccalaureate and higher degree programs in nursing prompted a survey of these programs to determine their choice of nursing accreditation agency, factors influencing their choice, their perceptions of the value added by nursing accreditation, and the difficulties encountered with the accreditation process. These study variables and the relationships between choice of accrediting agency and types of degree-granting nursing education programs offered by the institution, agency membership in the National League of Nursing (NLN) or the American Association of Colleges of Nursing (AACN), expected date of next accreditation vieit, geographic region, public versus private status, and type of institution (Carnegie classification) were analyzed. Findings revealed that nearly a quarter (24%) of respondents intend to continue with the NLN Accrediting Commission (NLNAC), whereas 30% indicated they have already switched to the Commission on Collegiate Nursing Education (CCNE) or intend to do so prior to their next accreditation cycle. However, nearly a quarter (24%) of respondents said they plan to be accredited by both agencies for the immediate future, and 21% indicated they are still undecided. Study findings suggest an end to single-source accreditation, and the beginning of a new market-oriented approach.
Content Validity Exercises for Nursing Students
Authors: Beck Cheryl Tatano 
Published: April 2021

ABSTRACT
In instrument development, the assessment of content validity is a critical step. However, content validation often is given superficial and cursory attention. Because the procedure involved in assessing content validity is not addressed in depth in research textbooks, nursing students may not fully understand or appreciate the intricacies required in this crucial process. The purpose of thia article ia to share some content validity exercises the author has developed for use with both undergraduate and graduate nursing students. These exercises involve an instrument, entitled the Postpartum Depression Screening Scale, which the author is currently developing.