bluuebunny/crossref_metadata_2025_split huggingface dataset:
Nursing Faculty and Students' Attitudes Regarding HIV
Authors: Mueller Charles W , Cerny Jo Ellen , Amundson Mary Jane , Waldron Jane A 
Published: April 2021

ABSTRACT
A multidisciplinary group of health professional educators examined the faculty and student attitudes related to AIDS in undergraduate and graduate nursing programs and in a dental hygiene program. Results indicated consistent differences in attitudes toward homosexuality and intravenous drug users, AIDS-phobia, AIDS-related work stress, and willingness to work with HIV, homosexual, or intravenous-drug-using patients among faculty, undergraduate, and graduate nursing students, and certificate-level dental hygiene students. Faculty and master's-level nursing students consistently indicated the most positive attitudes and behavioral intentions. A one-year follow-up of a sample of undergraduate students revealed little change in these attitudes or behavioral intentions. Implications of these findings for nursing educators are discussed.
Multiculturalism and Pluralistic Thought in Nursing Education: Native American World View and the Nursing Academic World View
Authors: Crow Karine 
Published: April 2021

ABSTRACT
Nursing's capability to meet the health care needs of America's increasing racial diversity is dependent on its capacity to embrace multicultural groups entering the profession. Faculty should be aware of both the culture and world view of nursing's Euro-American (Anglo) culture-based curriculum. As an example of how world view and culture affect learning and performance, this article juxtaposes nursing's and the Native American's educational world view and culture. Each group's survival is dependent on the culturally determined and learned skills of its members. As faculty and students become culture brokers/interpreters between their world views, student success is enhanced. Acknowledgement of differing world views mandates that caution against generalizations, stereotyping, nefarious comparison, or the devaluing of persons be exercised. This knowledge, appropriately used, provides significant direction in guiding students and planning nursing educational approaches and programs.
A Model for Multicultural Curriculum Development in Baccalaureate Nursing Education
Authors: Smith Blenda E , Colling Kathleen , Elander Ellen , Latham Carolyn 
Published: April 2021

ABSTRACT
Valuing multiculturalism is essential to the education of professional nurses in order to incorporate knowledge of and respect for cultural values into nursing care. This article briefly examines the definitions of multicultural concepts in nursing curricula. An innovative model for curricular analysis based on a broad operational definition of multiculturalism is described and applied to a baccalaureate upper-division nursing curriculum. Faculty and student interview data are discussed. Results of the examination of course syllabi, materials, textbooks, instructional videos, and clinical experiences are enumerated. Findings include strengths as well as areas of omission, bias, and insensitivity. Implications for faculty development, recommendations for administrative action, and specific curricular changes are outlined. Heightened sensitivity to the value of multiculturalism and the need for lifelong learning on this topic are emphasized.
Knowledge and Attitudes of Nurses Toward Culturally Different Patients: Implications for Nursing Education
Authors: Rooda Linda A 
Published: April 2021

ABSTRACT
This exploratory study was designed to examine the knowledge and attitudes of nurses toward patients from culturally different backgrounds. The Cultural Fitness Survey (CFS) was used to collect data from subjects randomly selected from a pool of registered nurses employed in acute care hospitals in an urban midwestern county. Significant differences were noted in the nurses' knowledge about, and their attitude toward, Black American, Asian American, and Hispanic cultures and health care practices. Of the six demographic variables, only the level of educational preparation was significantly correlated with knowledge and biases of nurses toward culturally different patients. Nurse educators must examine the differences in objectives, content, and learning experiences related to cultural diversity that might account for these differences. Such an examination is essential in preparing nurses to practice in a global society.
Behavioral Pedagogy: A Heideggerian Hermeneutical Analysis of the Lived Experiences of Students and Teachers in Baccalaureate Nursing Education
Authors: Diekelmann Nancy L 
Published: April 2021

ABSTRACT
Utilizing predominantly behavioral approaches, nursing education has moved from hospitals to almost every major university in the last 25 years. However, this approach is not without difficulties. This study, using Heideggerian phenomenology as the philosophical background, seeks to uncover the meaning of practices shaped by behavioral pedagogy within the day-to-day lives of students and teachers in baccalaureate nursing education. The constitutive pattern, "learning-as-cognitive-gain," expresses the relationship between the themes "applying content as thinking," and "content as neutral, unproblematic, and consensual."
Nursing Curricula and Violence Issues
Authors: Ross Margaret M , Hoff Lee Ann , Coutu-Wakulczyk Ginette 
Published: April 2021

ABSTRACT
This article presents the findings of a survey of Canadian schools of nursing (N = 155) that determined the extent to which violence-related content is addressed in nursing curricula. The study yielded a response rate of 88%. Theoretical content regarding violence against children and women of all ages, and suicide as a response to abuse formed part of the curriculum of all schools of nursing, if only in readings. Child abuse and suicide received the greatest number of hours of instruction, followed by woman abuse, sexual assault, and elder abuse. University schools of nursing provided the greatest number of hours of instruction when compared with other types of schools. Schools in Western and Atlantic Canada provided the greatest number of hours of instruction on woman abuse when compared with other regions of the country. The majority of university schools provided experiential instruction in the area of violence, with the other types of schools providing very little such instruction. Findings revealed a sensitivity to the importance of including content on violence in nursing curricula; however, the approach to this content is largely incidental and heavily dependent on individual faculty interests. Implications of this study point to the need for the systematic inclusion of violence-related content and the sharing of resources among schools of nursing.
Discovering Confidence in Clinical Reasoning and Critical Thinking Development in Baccalaureate Nursing Students
Authors: Haffer Ann G , Raingruber Bonnie J 
Published: April 2021

ABSTRACT
The purpose of this preliminary investigation was to discover students' experiences of clinical reasoning and critical thinking development. Findings are reported from one group of baccalaureate nursing students participating in a clinical reasoning course. Narrative approaches were used to reveal how students experience their developing reasoning skills. Class videotapes and reflective logs in which students described their reasoning and responses to others' reasoning provided data. An interpretive phenomenological approach was used to derive a beginning understanding of the experiences of students' developing clinical reasoning and critical thinking. Confidence emerged as a significant aspect of students' experiences. This report of the investigation focuses on only one aspect of clinical reasoning and critical thinking, namely, students' perceptions of threats to confidence and ways of building confidence.
The Changing Environment of Community Health Practice and Education: Perceptions of Staff Nurses, Administrators, and Educators
Authors: Chalmers Karen I , Bramadat Ina J , Andrusyszyn Mary-Anne 
Published: April 2021

ABSTRACT
Historically, baccalaureate nursing programs in Canada have prepared graduates to practice in the community. Two recent trends- the move to prepare all registered nurses in degree programs and the changing climate in which community nursing is practiced- made it timely to explore the educational preparation required for community health practice. This article reports on one part of the study, i.e., on findings that explicate the nature of community health nursing practice in a western Canadian province, as it has changed during the past decade, as it is currently practiced, and as it is expected to develop in the future. What, in other words, is the nature of the community practice for which nursing students should be prepared?
An action research design guided the study. Participants were recruited from all major urban, rural, and northern settings in which baccalaureate nurses practice throughout the province. The perspective of relevant people was considered important, i.e., nurses practicing in the community, administrators, and educators of future community nurses. One hundred eighteen (118) participants were interviewed in 27 focus groups. Data were tape recorded, transcribed, and analyzed for content. Among the themes identified were those that captured changes community health nurses experienced in their nursing practice. Nurses also described how they thought practice would evolve in the years to come. These themes are discussed within a primary health care framework in which nurses can be expected to play a more active role in shaping community health nursing practice.
Intuition in Nursing Practice: Sharing Graduate Students' Exemplars With Undergraduate Students
Authors: Beck Cheryl Tatano 
Published: April 2021

ABSTRACT
Failure to acknowledge ways of knowing in nursing education curricula other than linear reasoning hinders the development of the full extent of mental abilities brought to learning situations by nursing students. Nurse educators are challenged to develop creative methods to facilitate nursing students' intuitive thinking. In this article, a teaching strategy is described in which graduate students' exemplars of intuition in clinical practice are shared with undergraduate nursing students. Implications of using this teaching approach to demystify the intuitive process and address its legitimacy are discussed.
Incorporating Electronic-Based and Computer-Based Strategies: Graduate Nursing Courses in Administration
Authors: Graveley Elaine , Fullerton Judith T 
Published: April 2021

ABSTRACT
The use of electronic technology allows faculty to improve their course offerings. Four graduate courses in nursing administration were contemporized to incorporate fundamental computer-based skills that would be expected of graduates in the work setting. Principles of adult learning offered a philosophical foundation that guided course development and revision. Course delivery strategies included computer-assisted instructional modules, email interactive discussion groups, and use of the electronic classroom. Classroom seminar discussions and two-way interactive video conferencing focused on group resolution of problems derived from employment settings and assigned readings. Using these electronic technologies, a variety of courses can be revised to accommodate the learners' needs.
Development of an Instrument to Measure Caring Peer Group Interactions
Authors: Hughes Linda C 
Published: April 2021

ABSTRACT
The purpose of this study was to develop psychometric properties of the Peer Group Caring Interaction Scale (PGCIS) designed to measure caring during informal peer interactions as experienced by undergraduate nursing students. The PGCIS has two subseales that address caring peer behaviors ana interactional events during which students assist their peers in the resolution of specific needs. PGCIS psychometric properties were developed using data from 873 junior students enrolled at 87 BSN schools of nursing. Internal consistency reliability was demonstrated for the 9-item Caring Behaviors and the 7-item Giving Assistance subseales with a coefficient alpha of .91 for each. Findings from an exploratory factor analysis supported the two subscale structure of the PGCIS. The PGCIS scores correlated positively with scores on the Intimacy subscale of the Organization Climate Description Questionnaire (OCDQ) and the Peer Group Interaction Scale and inversely with scores on the OCDQ Disengagement subscale. The findings from this study provide beginning support for the PCGIS as a valid and reliable approach to the measurement of caring in academic settings. Additional studies are recommended to continue the psychometric evaluation of this instrument.
The Preceptoring Map for RN-to-BSN Students
Authors: Bittner Nancy Phoenix , Anderson Amelia 
Published: April 2021

ABSTRACT
RN-to-BSN studente reflect an array of experiences often so diverse the traditional student placement challenges neither students nor preceptors. In response to this need for an alternate to the standard clinical placement for RN studente, a collaborative model was developed. Because of dramatic changes in the health care environment, the "traditional" placement for students is no longer readily available nor necessarily appropriate. These circumstances, combined with the uniqueness of RN-to-BSN students prompted the authors to develop the Preceptoring Map. The model was developed in collaboration with the research department of Massachusetts General Hospital.
The Preceptoring Map designates two tracks, the N track and the P track Using Benner's novice to expert theories, the tracks were operationalized to the student population. Determining which track will be most appropriate is multifaceted. Included in the evaluation process are the students' work experiences and expertise, critical-thinking skills assessment, and self-assessment. Faculty review these outcomes, combined with an indepth interview with the placement coordinator, to match students and preceptors for the most successful clinical placements.
The Effects of Family Nursing and Family Medicine Clinical Rotations on Nursing and Medical Students' Self-Efficacy for Health Promotion Counseling
Authors: Laschinger Heather K Spence , McWilliam Carol L , Weston Wayne 
Published: April 2021

Abstract
The effects of community-based family nursing and medicine clinical rotations on students' confidence in their knowledge and ability to counsel clients in selected health promotion areas were examined from the perspective of Bandura's (1986) self-efficacy theory. Nursing students (n=66) enrolled in a community family nursing course and medical students (n=71) enrolled in a 6-week family practice clerkship rotation completed questionnaires at three points: prior to, at completion of, and 3 months following their clinical rotations. Nursing and medical students' self-efficacy levels at pretest were similar. At posttest, nursing students' self-efficacy was significantly higher than that of the medical students. This difference was sustained at 3 months follow up. Students' conception of health (clinical vs. nonclinical) did not have an effect on posttest self-efficacy levels. Self-efficacy scores accounted for 63% of the variance in the nursing students' self-reported use of health promotion principles in their daily practice; but only 11% of the variance in medical students' daily practice. The results of this exploratory study provide information to guide theory-informed curricular decisions to design clinical learning activities that foster the development of health promotion counseling skills in both nursing and medical students.
Teaching Undergraduate Nursing Research: A Narrative Review of Evaluation Studies and a Typology for Further Research
Authors: Porter Eileen J 
Published: April 2021

ABSTRACT
Before knowledge about strategies for teaching undergraduate nursing research can be synthesized, it must be demonstrated that studies evaluating teaching outcomes are valid. A narrative review using Cook and Campbell's validity framework for experimental and quasi-experimental studies was done to appraise the validity of the eight studies in which teaching strategies for undergraduate research have been evaluated. Although the studies sampled had evidence of uncontrolled threats to validity, the research reports emphasized the teaching strategy's "contextual validity" rather than the study's internal or external validity. This insight stimulated questions about the appropriateness of a traditional perspective on validity for research designed to evaluate teaching strategies. Accordingly, a "typology for research on strategies for teaching research," loosely based on Beer and Bloomer's schema for evaluation research, was proposed. The typology consists of four categories of evaluation studies that vary according to purpose, methodological assumptions, types of validity emphasized, and student sample size. The four categories, which are minimally represented in the current literature, are complementary approaches for further evaluation studies of teaching strategies in undergraduate nursing research.
Assessing the Value of the Follow-Through Family Project for Students and Families
Authors: Broom Betty L 
Published: April 2021

ABSTRACT
Although not a new teaching strategy, the followthrough family assignment is receiving renewed attention from maternity nursing faculty in light of shorter hospital stays and increased competition for clinical sites. The purpose of this evaluation study was to assess the project's value as a learning experience for students and to determine its benefits for participating families. The findings indicate that students enjoyed establishing therapeutic relationships with their families and helping childbearing families answer health care questions. Students developed primary care skills, increased their self-confidence, and developed an appreciation of childbearing as a transition event for the family. Families appreciated students' educational support and individualized assistance. Families also enjoyed feeling that they had helped their student nurses learn. Overall, the benefits of the followthrough family project appear to outweigh the costs for both students and families.
Preregistration Nursing Education in Australia, New Zealand, the United Kingdom, and the United States of America
Authors: Lusk Brigid , Russell R Lynette , Rodgers Jan , Wilson-Barnett Jenifer 
Published: April 2021

ABSTRACT
The debate concerning nurses' diverse entry into practice was enlivened in 1995, when the American Nurses Association reaffirmed its contention that a baccalaureate degree was necessary for professional nursing practice. This debate may be informed by an appreciation of the educational routes taken by other countries that have changed from hospital-based to college-based nursing education. This paper describes and analyzes preregistration nursing education in Australia, New Zealand, the United Kingdom, and the United States, from the late nineteenth century to the present. Nurses in Australia and New Zealand are currently educated entirely at the baccalaureate level. In the United Kingdom, nursing education is in the process of becoming completely university-based, resulting hi a diploma or degree. In the United States, the majority of nurses graduate from two-year associate degree programs. This level of education, briefer than in the other countries described, potentially limits nurses' professional contributions.
Academic Leadership Style Predictors for Nursing Faculty Job Satisfaction in Taiwan
Authors: Shieh Hueih-Lirng , Mills Mary Etta , Waltz Carolyn F 
Published: April 2021

ABSTRACT
The purpose of this study was to examine the influence of nursing deans' and nursing directors' transformational and transactional leadership styles on nursing faculty job satisfaction in baccalaureate and associate degree nursing programs in Taiwan. The study provides a mechanism by which nursing deans or nursing directors can obtain feedback from nursing faculty about leadership styles. Such feedback can then serve as the basis for further development of academic nursing leadership potential in Taiwan. The theory of transformational versus transactional leadership style guided this study. A cross-sectional mailed survey design was conducted. A convenience sample of 233 nursing faculty participated in this study. Idealized influence, intellectual stimulation, and contingent reward leadership styles significantly and positively predicted job satisfaction. However, active managementby-exception significantly and negatively predicted job satisfaction. Nursing leaders should implement effective leadership styles. Study implications for nursing education administration, limitations, and recommendations for future studies were discussed.
Experiences of Japanese Nurse Scholars: Insights for U.S. Faculty
Authors: Doutrich Dawn 
Published: April 2021

ABSTRACT
The purpose of this paper is to describe the international educational experiences of Japanese nurse scholars to develop more understanding within academic settings in the United States (U.S.). Based on Heideggerian phenomenology, interpretive methods were used to analyze 42 interviews. Participants of this study were 22 Japanese nurse scholars who had received or were in the process of receiving master or doctoral degrees from schools of nursing in the U.S., and three Japanese nurse consultants. To build trust and aid with self-disclosure, participants were interviewed up to three times. The analytic process used overlapping strategies, including early identification of principal themes, interpretive writing based on exemplars, and paradigm cases illustrative of major themes. Themes discussed in this paper include: changes in the sense of self; cultural differences in selfdisclosure; the importance of the advisor; mental health issues; strategies for support; differences between practices in the U.S. and Japan; and experiences of returning to Japan.
Nurse Practitioner Curriculum for the 21st Century: A Model for Evaluation and Revision
Authors: Gagan Mary Jo , Berg Judy , Root Sylvia 
Published: April 2021

ABSTRACT
The popularity and acceptance of the nurse practitioner (NP) role, developed in response to a need for additional health care providers, have led to large numbers of educational programs that prepare nurses for NP practice. These programs, following guidelines developed by the National Organization of Nurse Practitioner Faculties Curriculum Guidelines Task Force prepare NPs who are able to provide care to individuals and families throughout the life span. However, in the present health care environment, the NP curriculum constantly must be monitored and evaluated to reflect change.
The authors developed a model for curricula revision that incorporates the elements of health policy, community needs and demands, and curriculum goals. This model promotes ongoing reflection on the educational product and assesses graduates' abilities to serve clients and communities within the constraints and opportunities afforded by the current health care system. This model is proactive and embraces the nurse practitioner curriculum guidelines as its core.