bluuebunny/crossref_metadata_2025_split huggingface dataset:
Managing Thromboembolic Risk in Hip and Knee Arthroplasty: State of the Art
Authors: Colwell Clifford W 
Published: April 2021

Abstract
Deep vein thrombosis and pulmonary embolism are major causes of morbidity and mortality after knee and hip arthroplasty in the United States. Although patients frequently receive prophylaxis for thromboembolism postarthroplasty, surgeons vary in their choice of modality and often use suboptimal strategies due to the possibility of provoking postoperative bleeding. This article discusses the rationale for the prevention of venous thromboembolism and offers an overview of clinical recommendations for prophylaxis in knee and hip replacement surgery. Supporting medical evidence for these recommendations is described. A summary of current prophylactic regimens and discussion of duration of therapy are also presented.
Lumbar Pedicle Morphology in Adolescent Idiopathic Scoliosis
Authors: King Andrew G , Mills Tara E , Chutkan Norman B , Strohmeyer Scott E 
Published: April 2021

Abstract
Using computed tomography of lumbar spine pedicles, pedicle morphology was documented in 30 patients with adolescent idiopathic scoliosis. Lumbar pedicles are relatively symmetrical in patients with adolescent idiopathic scoliosis; however, a statistically significant difference was found between males and females at L2-L4. A trend for increased transverse pedicle width was observed on the concavity versus the convexity. At levels L3-L5, 90% of the pedicles were >5.5 mm but pedicles L1 and 12 were smaller, only >5.5 mm in 34% and 42%, respectively. Safe insertion of 5.5-mm screws is possible at L3-L5, but more cephalic pedicles necessitate caution.
Interobserver Variability of the Insall-Salvati Ratio
Authors: Kadakia Nimish R , Ilahi Omer A 
Published: April 2021

Abstract
Thirty-six patients presenting with knee pain were enrolled in a prospective study to assess the variability of the radiographic measurement of patellar height by the traditional and modified Insall-Salvati ratios.
The traditional and modified Insall-Salvati ratios were measured from a lateral knee radiograph using a standard hand-heid ruler by four physicians in varying order.
The observers were in agreement in classifying the radiographs in two thirds of the cases when the traditional method was used but in less than one-half of the cases when the modified ratio was used. The source of the difference in the two ratios is a greater variability in measuring the distance from the inferior margin of the articular surface to the tibial tubercle.
Cementless Total Hip Arthroplasty for the Treatment of Advanced Tuberculosis of the Hip
Authors: Wang Qiaojie , Shen Hao , Jiang Yao , Wang Qi , Chen Yunsu , Shao Junjie , Zhang Xianlong 
Published: April 2021

The question of whether a total hip arthroplasty (THA) should be attempted in a patient with a current or previous tuberculosis infection continues to cause controversy. The goal of this study was to evaluate the clinical result of cementless THA for the treatment of advanced tuberculosis of the hip.
Eight patients with advanced tuberculosis of the hip treated by cementless THA were retrospectively analyzed. None of the patients had draining sinus preoperatively. For patients with a confirmed preoperative diagnosis of tuberculosis and elevated C-reactive protein and erythrocyte sedimentation rate, antituberculous medication was prescribed for at least 2 weeks preoperatively. Inflamed soft tissues and destroyed bones were completely curetted out intraoperatively. All 8 patients received 1-stage cementless THA after thorough debridement. Antituberculous medications were prescribed for all patients for the first 6 months postoperatively. No patient experienced wound-healing complications. Mean Harris Hip Score was 35 (range, 30–43) preoperatively and 91 (range, 87–95) at last follow-up. At an average 46-month follow-up (range, 34–59 months), no reactivation of tuberculosis was detected. All 8 patients revealed stability by bone ingrowth on both the socket and femoral stem.
Cementless THA is a safe and effective procedure for advanced tuberculosis of the hip. With thorough debridement followed by a complete course of antituberculous chemotherapy, active tuberculous infection should not be considered a contraindication for THA.
Comparison of Dorsal and Volar Approaches to the Proximal Radius
Authors: Cross Jessica D. , White Jeffery A. , Johnson Anthony E. , Blair James A. , Hsu Joseph R. 
Published: April 2021

Proximal radius exposure may be acquired by either the dorsal or volar approach depending on surgical requirements. The dorsal approach is traditionally recommended for fracture fixation of the proximal radius because of theoretically improved exposure and because the dorsal aspect of the bone is the tensile surface. The posterior interosseous nerve can be visualized and protected using this approach. The volar approach is preferred for biceps repair and boasts a distal extensile approach with adequate soft tissue coverage. Impingement on the bicipital tuberosity and biceps tendon, in addition to positioning on the compression side of the bone, makes the anterior or anterolateral position for plate placement less desirable.
The goal of this study was to quantify and compare in a cadaver model the area of bone exposed using both approaches. We hypothesized that equivalent exposures can be obtained and the posterior interosseous nerve can be identified with either the Thompson or Henry approach. Standard dorsal and volar approaches were performed on 10 fresh-frozen adult cadaveric upper-limb specimens. Cross-sectional area of exposure was quantified from digital photographs using software. The 2 approaches did not result in a significant difference in area exposed. Depending on case requirements, either the dorsal or volar approach will provide adequate exposure to the proximal radius.
Faculty and Administrator Perceptions of Decision Making
Authors: O'Kane Patricia K 
Published: April 2021

ABSTRACT
This research study was conducted in associate and baccalaureate schools of nursing. This research focused on (1) the extent of faculty participation in decision making; (2) a description and analysis of the characteristics of nurse faculty, nurse administrators, and the organizations of associate and baccalaureate schools of nursing; (3) the interrelationships between opportunities for participation in decision making and the level and type of decision making; (4) the relationships between various personal and situational variables that affect decision making, (5) the relationship between the type of involvement in decision making to the variables of job satisfaction, professional commitment, and job tension; and (6) the relationships among the variables of job satisfaction, professional commitment and job tension.
Ninety-three faculty and 10 administrators participated in the research study. Research data were collected by three instruments: the School Information Profile, the Administrative Questionnaire, and the Faculty Questionnaire. The data were subjected to frequency distribution statistics, the RELIABILITY program of SPSS, Pearson correlation coefficients, Canonical correlations, and Multiple Regression analysis. The primary study results were: (1) Faculty reported that their participation in decision making is primarily in the area of making recommendations, not final determinations. (2) Faculty stated that decision making is usually a group process. (3) Administrator perceptions were that faculty possess more decision-making power than faculty believed. (4) Faculty reaffirmed that job satisfaction and professional commitment are positively correlated, and that job tension was found to be negatively correlated to job satisfaction and professional commitment. (5) Faculty stated that they were usually involved in classroom oriented decision-making areas but desire increased faculty involvement in administration and facilities utilization.
The Technical Competence of Registered Nurses in the Administration of Oral Medications
Authors: Ignatavicius Donna D , Naumann Phyllis A Luers 
Published: April 2021

ABSTRACT
An individual who desires to become a registered nurse (RN) may choose from three types of education: associate degree, diploma, and baccalaureate degree programs. The dilemma of this decision is heightened by the strong disagreement within the nursing profession regarding which of the three modes best prepares a nurse to become a competent practitioner.
The purpose of this study was to examine variables which might explain variance in the technical competence of RNs as evidenced by skill in administering oral medications. Six variables were investigated as possible predictors of the variance in oral medication administration procedure, i.e., basic nursing education, drug knowledge, age, previous RN experience, previous nursing experience, and highest nursing education completed.
Sixty volunteer RNs in a Baltimore community hospital (252 beds) were observed twice each as they administered two oral medications to a patient. A Technical Competence Tool (TCT) was used to record performance of the 16 critical behaviors deemed essential for safe and accurate drug administration. The total scores from observation one and two were summed to obtain a total competence score. Each nurse also completed a 14-item Drug Knowledge Profile (DKP) and Demographic Data Sheet (DDS).
Although there was a wide range of total competence scores, only three percent of the variance was explained by the six predictor variables. It was concluded that the selected variables were not significant predictors of the technical competence of RNs in the administration of oral medications.
One of the major areas of concern in the nursing profession today is the difference in the clinical performance of nurses prepared at the associate degree, diploma, and baccalaureate degree levels. Skills of leadership, communication, and decision making have been the main foci for comparison by researchers, but concentration on technical skill differences has been limited. With the increasing public pressure for quality patient care and the push for accountability in the health professions, there is a need for substantive studies to examine the technical competence of registered nurses (RNs).
Rival Conceptions in Doctoral Education in Nursing and Their Outcomes: An Update
Authors: Lash Ayhan A 
Published: April 2021

ABSTRACT
The need for two distinct types of doctoral programs in nursing was historically well conceived and well articulated. The growing literature on the doctoral education in nursing, however, shows that the implementation of the concept has not produced the intended results, that is the coexistence of academic and professional doctoral programs in nursing has not resulted in the differentiated career paths for the graduates. Instead, the competing aims of doctoral education in nursing, paved the way to varying doctoral titles, and weakened the claims of professional doctoral programs as preparing for advanced clinical practice. More significantly, however, this development is threatening the future existence of professional doctoral programs in nursing.
Analysis of Stressful Clinical and Didactic Incidents Reported by Returning Registered Nurses
Authors: Lee E Juanita 
Published: April 2021

ABSTRACT
Although stress is an important issue for the returning or entry registered nurse, seldom is stress management discussed with students. This paper describes a study designed to identify and rank stressful clinical and didactic experiences of returning female registered nurses enrolled in baccalaureate degree nursing programs. A content analysis of critical incidents reported by these re-entry women is the focus of this paper.
Criteria Used for Patient Selection for Nursing Students' Hospital Clinical Experience
Authors: Goldenberg Dolly , Iwasiw Carroll L 
Published: April 2021

ABSTRACT
This study investigated the criteria used by nurse educators when selecting patients for students' hospital clinical experience. Criteria were defined as individual elements or characteristics considered when selecting patients. Factors were defined as broad categories of related criteria. The sample consisted of 54 nurse educators from college and university nursing programs. A researcherdeveloped questionnaire was used. The three most important criteria for patient selection were: students' individual learning needs, patients' nursing care needs, and matching patients' needs with students' learning needs. One-way ANOVA was performed on the factors by subjects' demographic variables. Teacher-student clinical ratio, program in which teaching, and age most influenced the factors considered (p<.05).
Career Stage: The Heterogeneity of Nursing Faculty
Authors: Grunbaum Jo Anne 
Published: April 2021

ABSTRACT
The purpose of this study was to examine attitudes of nursing faculty and determine if attitudinal differences did exist toward various facets of the work setting based on academic rank. This study also determined the effect of age on the aforementioned relationship.
Nursing faculty currently teaching at public colleges and universities were randomly selected from school catalogues and asked to participate in the study. A total of 496 affirmative responses were received from the initial and follow-up mailing. However, 27 were either ineligible to participate or returned an incomplete Job Attitude Scale. The remaining 469 responses were utilized for the descriptive statistics.
The results of a MANOVA (n=421) indicate that there are statistically significant differences in attitudes toward various factors within the work setting based on academic rank. That significance remains even when age is controlled. Full professors were more concerned with being creative, having a good relationship with subordinates, personnel policies and status. Nursing faculty who were instructors and assistant professors were interested in receiving praise, having a competent supervisor, having a good relationship with peers and a secure job.
Analysis of Coping Methods Reported by Returning RNs
Authors: Lee E Juanita 
Published: April 2021

ABSTRACT
To teach registered nurses in a baccalaureate degree program effectively, educators need to be knowledgeable of the various coping methods used by these re-entry students in response to academic and clinical stress. This article describes a study designed to identify coping methods of registered nurses enrolled in programs designed for beginning students in nursing and programs designed to build on prior nursing education.
A Comparison of Clinical Evaluation Tools in Hospitals and Baccalaureate Nursing Programs
Authors: Grabbe Linda Louise 
Published: April 2021

ABSTRACT
This study compared nurse educators' and hospital administrators' expectations of graduating baccalaureate students by analyzing the content of clinical evaluation tools in two settings: the last medical-surgical rotation and the beginning staff-level position. Ten baccalaureate nursing programs and 10 large university hospitals were studied as pairs. Evaluation tool criteria were divided into six role categories: care giver, client teacher, manager- team member, communicator, investigator, and professional. The study yielded data regarding similarities and differences regarding behaviors expected by schools and hospitals. The highest rates of similarity were found in the care giver and professional roles. The greatest difference was found in the manager-team member role with hospitals including many more of the behaviors. Few behaviors in the investigator role were included by school-hospital pairs, but schools included more of the behaviors than hospitals.
Stresses and Threats Reported by Baccalaureate Students in Relation to an Initial Clinical Experience
Authors: Pagana Kathleen Deska 
Published: April 2021

ABSTRACT
Based upon the theory of cognitive appraisal of stress, an instrument was designed to describe the aspects of a clinical experience that were challenging or threatening. The qualitative data largely reflected the threatening, rather than the challenging, aspects of the experience. Thus, this research report provides a typological analysis of qualitative data describing the threatening nature of an initial medical-surgical experience for 262 baccalaureate students.
Content analysis was used to determine the six predominant themes of threat which included personal inadequacy, fear of making errors, uncertainty, the clinical instructor, being scared or frightened, and fear of failure. The threats elaborated upon in this research should provide the instructor with some insight into understanding the stressors inherent in the clinical experience. The students' comments offer direction for nurse educators to pursue in facilitating therapeutic discussions with nursing students.
The Effects of Interactive Video on Cognitive Achievement and Attitude Toward Learning
Authors: Schare Barbara L , Dunn Sally C , Clark Helen M , Soled Suzanne W , Gilman Barbara R 
Published: April 2021

ABSTRACT
The purpose of this experimentally designed study was to determine the effects of an interactive videodisc program, entitled "Diabetic Health Assessment," versus traditional lecture on cognitive learning and affective behaviors of baccalaureate nursing students. It was hypothesized that: 1) there would be no significant difference in the cognitive achievement scores between those students taught by an interactive videodisc program (experimental group) compared to those students taught by a traditional lecture method (control group), and 2) there would be a statistically significant difference in student attitude toward learning between those students taught by an interactive videodisc program compared to students taught by a traditional lecture method.
Eighty-three third-year baccalaureate nursing students at a major urban university served as subjects and were randomly assigned to either a control (n = 41) or an experimental group (n = 42). The multivariate analysis of covariance with two criteria and the pretest as the covariate was significant (p = .000, df = 4, 140) indicating that the adjusted posttest scores on the two measures were significantly different for the experimental group compared to the control group. The univariate F for the cognitive measure was nonsignificant (p - .283, df = 2, 72) indicating that students' achievement under interactive video is not significantly different than under traditional lecture. The univariate F for the affective measure was significant (p = .000, df = 2, 72) indicating that the students learning by interactive video possessed a more positive attitude toward learning than those learning by traditional lecture method of instruction.
America's First School of Nursing: The New England Hospital for Women and Children
Authors: Davis Althea T 
Published: April 2021

ABSTRACT
This is a historical research about America's first school of nursing. The purpose of this research is to explore and analyze the philosophy, training methods, and the setting in which nursing education began in America. The methodology included the use of primary sources and a site visit to the New England Hospital for Women and Children, now known as the Dimock Health Center. The findings reveal that through feminist endeavors, and women physicians as nurse educators, the New England Hospital for Women and Children emerged as a leader in training nurses. In addition, this institution is credited with graduating two prominent historical pioneers who were admitted to Nursing's Hall of Fame.
Direct Articulation of AD Nursing Students Into an RN-to-BSN Completion Program: A Research Study
Authors: McHugh Marylou K 
Published: April 2021

ABSTRACT
A study was undertaken to investigate the educational validity of direct articulation for AD students into an upper division RN-completion program through transfer of nursing credit. The results suggested that there is a common core of content in both associate- and baccalaureate-level nursing curricula, and that transferring associate degree nursing (ADN) credit into an RN-to-BSN upper division program is defensible. Statistical analysis revealed no significant difference between ADN seniors graduating from National League for Nursing (NLN)-accredited programs and candidates for university admission in composite scores on the ACT-PEP validation battery if the student achieved a final GPA of 2.75 or above. Based on these results, the faculty has recommended the adoption of a general policy of direct articulation for students from state-approved, NLN-accredited ADN programs into the RN-to-BSN program at La Salle University.
Responses of Schools of Nursing to Physically, Mentally, and Substance-Impaired Students
Authors: Swenson Ingrid , Havens Beverly , Champagne Mary 
Published: April 2021

ABSTRACT
Responses of schools of nursing to physically, mentally, and substance-impaired applicants and matriculating students were assessed in a 12% simple random sample (n = 132) of the 383 baccalaureate and 715 associate degree nursing schools and programs accredited by the National League for Nursing. A self-administered questionnaire concerning experiences, policies, procedures, and factors influencing decision-making was sent to the 132 deans and directors of the nursing schools and programs. Criteria for denning impairments, resources for developing criteria, methods of identifying impairments, actions taken, and individuals involved in the decision were also assessed.
While the schools used external resources to guide decision-making, the majority of the responsibility was with the school of nursing faculty and administration. Schools offered a range of options for impaired individuals continuing in the program while under treatment; nevertheless, seeking treatment was a frequent requirement for continuation in the program.
Integrating HIV/AIDS Policies and Curricular Content Into Baccalaureate Nursing Programs
Authors: Ryan Marilyn E , Jones Lorraine , Irvine Phyllis , Hodson Kay E 
Published: April 2021

ABSTRACT
A model used by one school of nursing to implement HIV/AIDS policies, sequenced instructional opportunities, and a research-based evaluation process is described. In the evaluation phase, a study was undertaken to measure students' retention of HIV/AIDS knowledge and their application of universal precautions (U.P.). Findings revealed that 59% of junior baccalaureate nursing students and 75% of seniors retained knowledge about HIV/AIDS and U.P. Seniors indicated that in their role as nursing student or technician/extern, supplies and equipment were readily available and that they had sufficient time to implement U.P. However, only 64% admitted to following correct procedures, even though 96% acknowledged feeling confident in their ability to do so. Knowledge about HIV/AIDS and consistent application of U.P. protects nursing students, prevents legal problems, and promotes the quality of patient care.