bluuebunny/crossref_metadata_2025_split huggingface dataset:
Learning From Experience: Differences in How Novice vs. Expert Nurses Diagnose Why an Infant is Crying
Authors: Holden George W , Klingner Ann M 
Published: April 2021

ABSTRACT
Diagnosing client health problems is a well -recognized task for nurses. This study examined the effects of nursing education and experience on that problem-solving process by comparing the performance of four groups of nurses. Junior and senior nursing students, nursing students who were parents, and pediatrie nurses solved two computerpresented problems. The task involved acquiring information in order to evaluate competing causal hypotheses. One problem concerned why an infant was crying and the other was a control problem. A number of group differences were identified. The experienced groups of pediatrie nurses and parents differed from the student nurses by using less information and selecting different information units, such as information about the infants age, earlier in the problems. Parents were the most accurate; they did not select any incorrect hypotheses. The dual roles of education and experience are discussed and it is proposed that computerpresented simulations can be an important tool for understanding problem-solving processes, as well as for promoting clinical skill development.
Knowledge, Retention, and Attitude Effects of Computer-Assisted Instruction
Authors: Gaston Susan 
Published: April 2021

ABSTRACT
The effects of computer-assisted instruction (CAI) and lecture upon knowledge, retention, and attitudes of baccalaureate nursing students were compared in this research study. Retention was of particular interest, since few nursing CAI studies have investigated this concept. A two-group posttest design with a second posttest eight months later was used. Lesson content for both the CAI and lecture groups was the nursing research problem. The CAI group used an interactive tutorial written in BASIC. The lecture group was presented the same content using transparencies. There were no significant differences in knowledge, retention, or attitudes between the CAI and lecture group. Attitudes toward CAI were positive. CAI is as effective as lecture for learning knowledge and retention.
A Review and Synthesis of the Research on Role Conflict and Its Impact on Nurses Involved in Faculty Practice Programs
Authors: Lambert Clinton E , Lambert Vickie A 
Published: April 2021

ABSTRACT
A review of the literature is presented that offers an overview of state-of-the-art research on role conflict and its impact on nurses involved in faculty practice programs. The literature is described in terms of: 1) where the research has been reported; 2) who the researchers have been and from what discipline they have come; 3) the major theoretical perspectives used; 4) the unit of analysis studied; and 5) the research methods used.
Ethnicity, Academic Skills and Nursing Student Achievement
Authors: Safian-Rush Donna , Belock Shirley 
Published: April 2021

ABSTRACT
In 1982, Florida legislation mandated the use of the College Level Academic Skills Test (CLAST) to measure student achievement in college-level communication and computation skills. The exam is currently used in Florida's schools of higher education as a requirement for admittance to the junior year.
This article addresses the CLAST as a predictor variable of academic success for students (N= 55) seeking a baccalaureate degree in nursing and for their ability to pass the examination for registered nurse licensure on their first attempt. The study also looks at other factors such as student grade point averages, ethnicity, foreign birth, and age to determine their importance, if any, in the success rate of nursing students and graduates.
Results of the Pearson Product Moment Correlation Coefficient Index showed that CLAST scores do correlate positively with licensure exam scores, as does age. Ethnicity and sex did not reveal any correlations, which may have been due to the small sample size.
Nursing Role Orientation of Three Groups: From the Naive to the Realistic
Authors: Brotherton Sarah E 
Published: April 2021

ABSTRACT
A comparison was made of the responses of nursing students, non-nursing students, and nurses to an instrument designed to measure nursing-role orientations. In addition, the nursing students were evaluated on this instrument before and after taking a professional role development course.
Factor analyses indicated that, in general, this instrument did not measure the orientations as planned; however, it did reveal a "nursing awareness" continuum. The factors generated by the responses of the non-nursing students reflected naivete regarding nursing, while the nurses were realistic. The nursing students were similar to the nonnursing students before taking the professional role development course and similar to the nurses after the course. Although there were no significant pretest-posttest differences, the nursing students' factors indicated greater knowledge of nursing professionalism after completing the course. Nursing role orientations should not be considered fixed entities, but conceptions affected by nursing experience. The failure of the instrument to measure nursing role orientations as intended supports suggestions that nursing role orientations have changed in recent years. More "modern" orientations may be appropriate at this time.
A Comparison of RN Students in Two Types of Baccalaureate Completion Programs
Authors: Thurber Frances W 
Published: April 2021

ABSTRACT
The purpose of this study was to compare perceptions of nursing programs and attitudes toward professional nursing behaviors in entering and exiting registered nurse students enrolled in generic and second step baccalaureate degree completion programs. The convenience sample of 233 registered nurse students was drawn from eight baccalaureate nursing programs in a metropolitan area. Data included a student profile, perceptions of program in which enrolled, a professional attitude scale, and demographics. Data were factor analyzed to cluster items into distinct empirical groups and then examined by analysis of variance using program type and entry/exit status as covariates.
Factor analysis of program perception data delineated six principal factors. On two of the factors, overall nursing role attainment and communication ability, entering second step students held significantly higher expectations. However, responses of exiting students as to how well expectations had been met were similar between the two program types. Similar analysis of the professional attitude scale differentiated five factors. Results showed that among students entering both program types, second step entrants had significantly more professional attitudes (p < .01). Differences between the exiting groups were not significant. This study suggests that professional attitude formation is not dependent upon type of baccalaureate completion program in which enrolled but may relate to type of prior nursing education.
Guided Design: Evaluation of a Model for Teaching Nursing Research
Authors: Selby Maija L , Tuttle Dorothy M 
Published: April 2021

ABSTRACTEvaluation of strategies for teaching research is a major priority in nursing education. This quasiexperimental evaluation of the Guided Design model for teaching nursing research showed highly significant (p *s .0001) improvements in knowledge of research and attitudes toward research among three classes of graduate nursing students. In this model, a hypothetical professional, created by the instructor, guides students through the development of a research proposal to address a problem in a reality-based clinical situation. The instructor structures the class so that at each research step, students receive instructions, apply new learning to closed problems, and then engage in group decision-making, regarding the appropriate research step in their proposal; upon completion of each step, they receive feedback regarding the hypothetical professional's decisions. The consistent improvement in our students' research performance and attitudes suggests that Guided Design is a useful model for teaching nursing research.
RNs' Perceptions of Their Baccalaureate Programs: Meeting Their Adult Learning Needs
Authors: Beeman Pamela 
Published: April 2021

ABSTRACT
The American Nurses' Association's (ANA) 1985 resolutions have resulted in an influx of registered nurses into a variety of baccalaureate programs. The purpose of this study was to compare ways in which 12 baccalaureate programs in nursing were perceived by RN students and to note significant differences among programs in meeting adult learning needs.
Data were gathered using the Beeman Educational Environment Measure for Adult Nurses instrument, which contains statements related to adult learning principles. Findings revealed significant differences among three groups of students on three scales: RNs in RN-only programs (BRNs; n = 129); RNs in basic BSN programs (n = 59); and non-RNs (n = 96). RNs in basic programs indicated that facets of their programs often inhibited learning while BRNs found that their programs better promoted an orientation to learning, met their practical concerns, and more often fostered adult characteristics such as self-direction and independence. All students found their educational environments offered them some support.
Nursing Image as Reflected in Sex Role Preferences
Authors: Van Cleve Lois 
Published: April 2021

ABSTRACT
This study examined the relationships between sex role preference and image of nursing among 43 female freshman students of nursing. Student nurses who envisioned themselves as fulfilling a more traditional female role saw nursing differently from those who envisioned themselves as more liberal. The Dreyer Sex Role Preference Profile delineated two groups. A two-tailed test of proportions was used to analyze the data with significance determined at the .05 level. The groups differed significantly on nine of the 19 attributes of nursing, and differed in the importance to self on eight of the 19 items. Interestingly, however, none saw themselves as strongly traditional.
Attitudes About Faculty Practice, Perceptions of Role, and Role Strain
Authors: Steele Ruby L 
Published: April 2021

ABSTRACT
This study examined the opinions and beliefs of 292 faculty and 53 deans regarding clinical practice of nursing faculty and their perceptions of role and role strain. Research hypotheses were formulated to test for statistically significant differences between practicing and nonpracticing faculty. Respondents ranked their perceptions of the importance of various faculty responsibilities and indicated the degree of difficulty they experienced in fulfilling those obligations. Significant differences appeared. Practicing faculty ranked practice higher in importance than did nonpracticing faculty or deans. They (practicing faculty) believed that being actively involved in the clinical area increased their teaching effectiveness and scholarly productivity. Although the practicing faculty did not rank research as high a priority as did nonpracticing faculty or deans, they reported less role strain and felt more confident in other aspects of the faculty role.
Professional Autonomy and Ethical Decision-Making Among Graduate and Undergraduate Nursing Majors: A Replication
Authors: Cassidy Virginia R , Oddi Lorys F 
Published: April 2021

ABSTRACT
The purpose of this study was to validate the findings of a previous investigation of differences in perceptions of idealistic and realistic moral behavior and attitudes toward autonomy, patients' rights, and traditional role limitations among four groups of nursing students. A sample of 147 associate, generic baccalaureate, degree completion, and master's students anonymously completed the Judgments About Nursing Decisions (JAND) and the Nursing Autonomy and Patient Rights Scale (NAPRS). Only three findings from the original study were validated: that both age and ethics education have effects on attitudes toward autonomy as measured by the NAPRS and that, overall, there is a consistent lack of significant findings on JAND scores among groups studied.
Clinical Structure and Evaluation in Baccalaureate Schools of Nursing
Authors: Karns Phyllis , Nowotny Mary 
Published: April 2021

ABSTRACT
A descriptive survey method was used to study clinical structure and evaluation in NLN-accredited baccalaureate degree schools of nursing. A 68% response rate of 198 mailed questionnaires elicited responses from deans, directors, associate deans or curriculum committee chairpersons regarding the schools' clinical structure and evaluation methods. Structure of the clinical courses was almost equally divided; 69 programs had an integrated focus and 60 had a specialty focus. The majority of schools (59%) used the pass-fail method for grading clinical performance and 41% used numerical or letter grades (A-F). Most of the programs used faculty-developed evaluation tools that varied between clinical courses. Study results showed a significant difference at the .001 level in faculty satisfaction. Faculty who graded pass-fail were more satisfied than those who used numerical or letter grades.
Preceptorial Students' View of their Clinical Experience
Authors: Peirce Anne Griswold 
Published: April 2021

ABSTRACT
A preceptorial is a one-on-one reality-based clinical experience in which the staff nurse supervises the learning experience. Many schools of nursing use preceptor clinicals for the last clinical experience, but no studies were found that examined how students viewed that experience. This qualitative study was undertaken to ascertain how undergraduate preceptorial students view their clinical experience. In addition, since the program studied also uses preceptorials for its students' first clinical experience, the study examined differences in perception about the preceptorial between first- and second-level students.
The students were asked to complete an anonymous open-ended questionnaire about their clinical experience. Content analysis was performed on the answers using the whole response to the question as the unit of analysis. Indicators of reliability and validity were established.
Two themes emerged from the analysis: what students desire from their clinical experience and the factors that influence the preceptorial clinical experience. In addition, differences were found between perceptions of students in the first and last preceptorial clinical experiences. The results were discussed in terms of clinical experiences and possible differences in perception of clinical between those who have preceptorial and traditional faculty-led clinical experiences.
Validation of Prior Nursing Knowledge and Performance in BSN Education by RN Students
Authors: Kearney Rose T 
Published: April 2021

ABSTRACT
This ex post facto study was designed to investigate the use of validation testing of prior nursing knowledge by registered nurse (RN) students for possible correlates usable in baccalaureate nursing education. Record reviews were used with a convenience sample of 182 registered nurses enrolled in a baccalaureate nursing program. Criteria for selection of records included documentation of performance on a standardized validation exam and achievement in two required junior-level clinical courses. The four null hypotheses were rejected with the validation exam as the dependent measure. Significant positive relationships were found with mean scoring on the validation measure and achievement in prerequisite and required upper-division course work. Findings also indicated significantly higher scores on the validation exam after a longer time since graduation from the basic nursing program. Implications of practice experience and academic achievement in the basic nursing program need to be considered in the case of RN students who wish to pursue a baccalaureate in nursing.
Competence to Provide Health Education: Perception of Nursing Students and Faculty
Authors: Milde Frances K , Heim Carol L 
Published: April 2021

ABSTRACT
A survey study was conducted to examine perceptions about health education competence. Faculty and students from two baccalaureate nursing programs completed a 41-item questionnaire rating both present and desired competence to provide health education. The results indicated that: (1) students had a higher expectation of performance for the role of health educator than did the faculty, (2) the present performance level for all groups was at a lower level than the desired performance for the future, (3) faculty and students perceived less competence for application of the teaching process with groups than with individuals, (4) students currently perceive themselves at the same level that faculty identifies as the desired level of competence, and (5) the desired performance level for graduates was defined as ability to perform without supervision and with reasonable efficiency.
A Phenomenological Study of Faculty-Student Caring Interactions
Authors: Dillon Rosemary Shyne , Stines Pauline Wright 
Published: April 2021

ABSTRACT
Caring is an essential component in nursing that must be affirmed and nurtured. A National League for Nursing resolution in 1990 called for the incorporation of caring in nursing curriculum. Kelle/s (1992) study of the major influences on senior nursing students' professional selfconcept concluded that faculty were the dominant role models of caring. Nurse educators must determine effective ways of demonstrating caring. This study explored the perceptions of faculty caring behaviors as experienced by students at the practical nurse and nurses' aide levels. The research replicated a phenomenological study of baccalaureate nursing students (Beck, 1991). The results indicate that the participants perceived caring as recognition of their unique individuality and the sharing and giving of self and time by the faculty. Some unusual responses, deemed to be "positive-negatives" by the authors, are apparently unique to students at this entry level. The knowledge acquired in this study could be utilized by nursing faculty in order to reinforce or enrich caring interactions with students.
Critical Reflections About Professional Ethical Stances: Have We Lost Sight of the Major Objectives?
Authors: McAlpine Heather 
Published: April 2021

ABSTRACT
Increasingly, the professional literature reflects a call for the adoption of a (feminist) "ethic of caring" as a model for moral education in nursing. But what is not clear is the relationship between "care" and "ethics," or between an "ethic of caring" and "moral education." Has ethics, and the issue of ethics education for nurses, become entangled with what may be a separate issue of an "ethic of caring" for the nursing profession?
This article presents an overview of evolving ethical stances of three professions, and shows how the dichotomous views within philosophy and psychology have strongly influenced ethical thought in nursing. Major questions concerning the stances are raised. Nurse educators need to have a critical awareness of the scope and complexity of the discussion, and the ability to closely scrutinize conclusions reached by each profession's theorists. Viewpoints concerning what should comprise ethics education in nursing will depend on the particular ethical stance adopted. Ethics education for nurses will continue in its present confused state until there is focused and directed critical reflection about what is currently known regarding moral development, ethical thought, and the role of education in both.
Literary Works as Case Studies for Teaching Human Experimentation Ethics
Authors: Cassidy Virginia R 
Published: April 2021

ABSTRACT
Case studies are widely used as a teaching strategy for a variety of topics in various disciplines. They are particularly valued as a teaching strategy in the teaching of ethics because they provide a context for understanding the complexities of situations involving ethical dilemmas. This article describee the successful use of two literary works as case studies in teaching master's students about the ethical issues in human experimentation. Pygmalion and Flowers for Algernon were selected to exemplify the ethical considerations important in the conduct of research with human subjects. Students found the assignment both personally and professionally stimulating and recommended continued use of the assignment in the course.
A Special Pathway for Registered Nurses with Baccalaureate Degrees in Fields Other than Nursing
Authors: Frik Seigina M , Speed Denise J , Pollock Susan E 
Published: April 2021

ABSTRACT
In response to the need for nurses with advanced degrees, Lehman College of The City University of New York instituted a special pathway to graduate education for registered nurses with baccalaureate degrees in other disciplines. More commonly referred to as the non-BSN program, this alternative pathway has provided the opportunity for approximately 65 registered nurses to obtain the masters degree in nursing during the past six years. The purpose of this study is to evaluate the effectiveness of the bridge course in preparing registered nurses with baccalaureate degrees in fields other than nursing for graduate nursing education.
Intervention to Promote Safer Sexual Behaviors and Educate Peers About HIV/AIDS
Authors: Nokes Kathleen M 
Published: April 2021

ABSTRACT
Sexually active college students are at risk for infection with the Human Immunodeficiency Virus (HIV). Nursing students can learn a variety of desirable professional skills and provide an important service to their college peers by participating in an ongoing intervention to promote safer sexual behaviors. Since 1989, nursing students at a publicly supported urban college have been providing a HIV Primary Prevention intervention on a sustained basis. During each semester, at least 1,000 college students complete a quiz that tests their knowledge about condoms and engage in discourse with a nursing student about HIV/AIDS. Content analysis of the evaluations submitted by the nursing students (N=43) identifies how this independent study enhances both professional and personal growth.
Academic Outcomes and Stress in Full-Time Day and Part-Time Evening Baccalaureate Nursing Students
Authors: O'Connor Priscilla C , Bevil Catherine A 
Published: April 2021

ABSTRACT
This study examined differences in stress and academic outcomes in generic baccalaureate nursing students enrolled in a full-time day program and those enrolled in a part-time evening program. The study also sought to identify the relationship between stress and academic outcomes and between selected demographic variables and stress in these two groups of nursing students. Day and evening students did not differ on trait or state anxiety scores measured at the beginning of the semester; by mid-semester, state anxiety scores increased in evening students only. Nevertheless, no relationship between stress and academic outcomes was found in either group. Of the demographic variables examined, age and number of dependents were related to stress. There was no relationship between hours employed and stress scores. Students enrolled in an evening nursing program were able to achieve academic outcomes comparable to their day counterparts despite reporting greater stress and more hours spent in employment each week. The high stress reported by both day and evening students has implications for the development of support programs and stress reduction interventions in nursing schools.