bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Comparative Study of Learning Characteristics of RN and Generic Students
Authors: Linares Aletta Z 
Published: April 2021

ABSTRACT
The constructs of locus of control, self-directed learning readiness, and learning style preference are related components of an individual's learning characteristics. If group differences between registered nurse and generic students on these constructs could be documented, then the educational process could be directed toward facilitating educational goal attainment for these two distinct groups of students. Three instruments were used for this study: the Adult Nowicki-Strickland Internal-External Scale (ANS-IE), Guglielmino's Self-Directed Learning Readiness Scale (SDLRS), and Rezler's Learning Preference Inventory (LPI). The sample consisted of 175 generic and 170 RN students enrolled in two BSN programs. No significant group differences were found for the three constructs except for the interpersonal mode of learning, a subscale of the LPI. Although no group differences were found, the data showed an ethnic and age effect involving all subjects. Although there are no wide differences in learning characteristics between generic and RN students, the individual variations support the use of teaching strategies that incorporate independent study and self-paced methodologies.
Accelerated LPN-RN Nursing Education: Is Role Socialization Lost Along the Way?
Authors: Boyar Dawn C , Senturia Brenda B , Palisin Helen 
Published: April 2021

ABSTRACT
In response to a critical shortage of registered nurses, an accelerated transition program for licensed practical nurses (LPNs) was developed and implemented. A study of the program was undertaken to evaluate students' academic achievement and socialization into the RN role. NCLEX-RN scores and the Professional Nursing Questionnaire (PNQ) of Minnick, Yocum and Scherubel were used for evaluation. Experimental program students were compared with students in the second year of conventional twoyear nursing programs. Results of role socialization revealed no significant differences between the groups at either the beginning or end of the program. NCLEX-RN scores were not significantly different. The lack of significant results may be attributable to the inability of the PNQ to detect changes over a short time, or to LPNs' knowledge of the RN role prior to program entry. NCLEX score results indicated that comparable academic achievement was possible in the accelerated program.
Risk-Taking Propensity of Nurses: ADN and BSN
Authors: Masters Marcia L , Masters Robert J 
Published: April 2021

ABSTRACT
Nursing literature indicates that skills in decision making are inherently important to the modern nurse. The literature also reports a controversy between the associate degree nurse (ADN) and the bachelor degree nurse (BSN). This conflict relates to educational level and experience in terms of leadership and decision-making skills. All decisions involve risk. Therefore decisions in nursing should be influenced by the risk-taking propensity of the individual nurse. The literature shows a linkage between risk-taking propensity and both training and experience.
The major purpose of the study was to attempt to correlate risk-taking propensity of nurses by level of education and experience. The study investigated whether differences exist between risk-taking propensity of recently graduated ADNs and BSNs without experience. In addition, the study attempted to determine any differences in risk-taking propensity of ADNs and BSNs with practical experience. The results were analyzed in terms of decisionmaking competency.
Smoking Practices Among Nursing Students: A Comparison of Two Studies
Authors: Casey Frances S , Haughey Brenda P , Dittmar Sharon S , O'Shea Robert M , Brasure John 
Published: April 2021

ABSTRACT
Findings of numerous studies that have explored the smoking practices of nurses reveal a high incidence of smoking that is incongruent with the health beliefs of the profession. Nurses who smoke are less likely to teach or positively influence patients who smoke. They may even undermine health teaching efforts of other health professionals. Studies of smoking practices of nursing students also reveal high incidences of smoking. Included among the determinants of this practice are lack of knowledge of the health effects of smoking, the academic setting, and the role that nursing education may play. In this comparison of two independent studies similar in design, smoking rates were similar to that of the female population and to registered nurses. Students who smoke either started smoking or increased their smoking in nursing school. They knew the health hazards of smoking and most had tried to quit in the past. Challenging opportunities exist for nurse educators to study and implement strategies to prevent smoking initiation and encourage cessation among future nurses.
Integrating Experienced and Novice Nurses into Graduate Home Health Education
Authors: Alley Janet M , Donckers Susan W , King Judith C 
Published: April 2021

ABSTRACT
Preparing master's-level professionals in home health nursing presents challenges because nurses come to graduate programs with varying degrees of home health experience. The purpose of this study was to examine how nurses with varying experience in home health nursing are integrated into graduate clinical practicum courses. Representations of 10 home health graduate programs were surveyed regarding how they adapt their clinical practicums to meet the special needs of their novice and experienced nurses. Respondents revealed that individualization was used to meet the individual needs of students. Individualization allows for creativity in developing learning experiences that are both challenging and satisfying for the student. However, lack of consistency in the advanced practice skills of graduates, and lack of time efficiency for faculty and agency personnel can also occur. Faculty members need to share creative ways of teaching students, to identify unique opportunities for clinical experiences, and to collaborate on research.
Degree of Comfort in Providing Care to PWAs: Effect of a Workshop for Baccalaureate Nursing Students
Authors: Williams Roma D , Benedict Susan , Pearson Bonnie C 
Published: April 2021

ABSTRACT
A low-incidence area of HIV/AIDS was the site for this study, which examined baccalaureate nursing students' degree of comfort in providing basic nursing care to people with AIDS (PWAs), and determined the effect of a National Institutes of Health (NIH)-sponsored one-day workshop on HIV/AIDS on this degree of comfort. The pretest-posttest study revealed no statistically significant decrease after the workshop in the amount of discomfort associated with providing basic nursing care to PWAs. However, there were changes in the ranking of nursing procedures following the workshop. Included is a discussion of the workshop's effect on students' comfort level and implications for nurse educators. Ideas for related studies in the area of HIV health care are explored.
The Teamwork Project: A Collaborative Approach to Learning to Nurse Families
Authors: Warner Marguerite , Ford-Gilboe Marilyn , Laforet-Fliesaer Yvette , Olson Joanne , Ward-Griffin Catherine 
Published: April 2021

ABSTRACT
The purpose of this exploratory study was to gain insight into students' perceptions of learning to nurse families using a team approach. A sample of 112 thirdyear baccalaureate nursing students provided data from clinical journals and responses to a teacher-developed questionnaire regarding number of home visits made with a partner, the extent to which partners shared responsibility for the nursing care of two families, perceived benefits and disadvantages of teamwork, roles assumed by team members, perceived outcomes of the team approach, and suggestions for revision of the approach. The degree to which students shared responsibility was moderate and positive perceptions of teamwork were significantly correlated with the degree of sharing of nursing activities. Using Spradle/s qualitative method of domain analysis, interpretation of data from students' clinical journals revealed subjective aspects of the experience that appeared to influence teamwork practices and attitudes. Results suggest that the shared assignment approach offers students a unique opportunity to learn about the realities of collaborative nursing practice.
Experienced Faculty Orientation Offerings: Do They Meet Faculty Needs?
Authors: Morin Karen H , Romeo Kathleen C 
Published: April 2021

ABSTRACT
The purposes of this descriptive study were to identify existing orientation protocols for seasoned nurse faculty who change academic positions and which orientation protocols these faculty perceived helpful. Subjects were drawn from 460 NLN-accredited generic baccalaureate programs. All subjects (N =372) had a minimum of three years' prior teaching experience and were employed at the institution within 1990-91 and 1991-92. A two-part questionnaire, adapted from Mills (1983), was used. Some form of orientation was offered to 81% of the sample, with 27% reporting an orientation of less than one day. Topics addressed by orientation programs for the majority of the sample included conceptual framework and curriculum; teaching and library resources; and organizational structure. Areas not addressed included introduction to local nursing organizations and the community in general. Results suggest that experienced faculty receive some form of orientation. The scope is limited, with such topics as clinical placement and student evaluation omitted.
The Need for Significant Reform: A Practice Driven Approach to Curriculum
Authors: MacLeOd Martha L P , Farrell Pat 
Published: April 2021

ABSTRACT
The central theme of the curriculum revolution is the preparation of graduates with new and different perspectives and abilities who can function well in a rapidly changing health care environment. Discussions of approaches needed to prepare such graduates center on making substantive changes within the education system. Experience from a collaborative undergraduate nursing program reveal that revised structural and power relationships between nursing education and nursing practice are needed to support such fundamental changes in nursing curricula. This article explores structural and power relationship issues arising from implementing a practice-driven, phenomenological approach to a 4-year undergraduate nursing curriculum. The meaning of a practice-driven approach, the inherent benefits and risks, the outcomes and evaluation issues are included in the discussion. It is suggested that if learning to nurse is grounded in nursing practice as well as in nursing academia, then systems of nursing practice and of educating nurses must change.
Clinical Teaching Effectiveness Described in Relation to Learning Outcomes of Baccalaureate Nursing Students
Authors: Krichbaum Kathleen 
Published: April 2021

ABSTRACT
Grounded in cumulative findings on teaching effectiveness from K-12 education, higher education, and professional education, this process-product study empirically explored the relationship between 24 specific teacher behaviors generally thought to be effective for student learning and learning outcomes of baccalaureate nursing students. Two measures of learning in a critical care practicum taught by staff nurse preceptors were used: performance in the practicum as assessed on a clinical evaluation instrument developed by faculty, and performance on a standardized test of knowledge in critical care. Important aspects of clinical teaching effectiveness included the ability to set clear objectives to help students organize their learning, to ask appropriate questions, to provide specific and timely feedback to students, and to convey a positive, concerned attitude. Certain teaching behaviors showed significant relationships with cognitive learning outcomes, while others were tied to performance outcomes.
Study Groups: Are They Effective in Preparing Students for NCLEX-RN?
Authors: Ashley Jane , O'Neil Jean 
Published: April 2021

ABSTRACT
The effectiveness of faculty-directed study groups as an intervention to prepare nurse candidates for NCLEX-RN was evaluated. The NCLEX-RN performance of a baccalaureate class who had participated in study groups was compared to the performance of a prior class who had not participated in study groups. Academic subgroups within the classes were compared to determine if study groups were equally effective across levels of academic achievement.
The possible reasons for the significant difference in the NCLEX-RN passing rate between "at-risk" students who participated in study groups and at-risk students who did not participate in study groups are discussed. Discussion also considers possible factors influencing the generally better performance of study group participants at all academic levels. Suggestions for future intervention research direct attention to time intensity of interventions and research control through random assignments to treatment groups.
Statewide Nursing Articulation Model Design: Politics or Academics?
Authors: Rapson Mary F 
Published: April 2021

ABSTRACT
Designing statewide nursing articulation models is more about politics than it is about academics. Resolution of the articulation question lies in collaboration, establishment of trust, dialogue, and compromise that identifies a common ground tolerable for all stakeholders in the region or state. Achieving satisfactory articulation outcomes frequently involves negotiation of conflicts, assumptions, beliefs, goals, and sometimes program survival. This article reviews factors that influence the process of articulation model design, describes steps in the process, discusses issues essential for successful implementation, and briefly describes research evaluating the effectiveness of statewide or regional articulation models. The nursing profession continues to face many workforce issues and must engage in effective strategic planning to achieve an adequate workforce. One important strategy is to build a strong, flexible educational infrastructure that includes a quality, efficient statewide articulation that enhances educational mobility for nurses with diverse backgrounds and levels of preparation.
Congruency in Defining Critical Thinking by Nurse Educators and Non-nurse Scholars
Authors: Gordon Joanne M 
Published: April 2021

ABSTRACT
This study investigated nurse educators' definition of the concept critical thinking. A sample of 201 baccalaureate nurse educators in midwest nursing programs completed a questionnaire identifying their perception of critical-thinking skills and characteristics, and their agreement with non-nurse critical-thinking experts on items often considered to be critical thinking. This study found that nurse educators agreed with non-nurse critical-thinking experts on the skills and dispositions; however, significant differences were found between nurse educators and non-nurse experts regarding concepts related to critical thinking. Nurse educators were more likely to identify researching, problem-solving, decision-making, and planning as critical thinking. Despite their assertion otherwise, it is apparent from this study that nurse educators have a different perception of critical thinking than scholars in other disciplines. This study suggests that practice disciplines such as nursing may perceive critical thinking differently than educators in nonpractice disciplines.
Student and Staff Relationships in a Clinical Practice Model: Impact on Learning
Authors: Atack Lynda , Comacu Margret , Kenny Renee , LaBelle Nancy , Miller Debra 
Published: April 2021

ABSTRACT
This qualitative study describes the perspectives of diploma nursing students and staff nurses on the student-staff relationship and the impact this relationship has on student learning. Staff and students, working in a clinical practice model setting in a large urban hospital, participated in focused interviews following a 15-week clinical practice assignment. Findings revealed there were several commonalities in staff and student perceptions of the relationship. Both staff and students described role perception, staff characteristics, and the workplace environment as important factors influencing the relationship and student learning. Students also identified working in a collegial relationship as being important to learning and their socialization into the nursing profession.
The NCLEX-RN Experience: Qualitative Interviews With Graduate of a Baccalaureate Nursing Program
Authors: Eddy Linda L , Epeneter Beverly J 
Published: April 2021

ABSTRACT
It is important for nursing faculty to pay attention to individual as well as institutional results on the National Council Licensure Examination for RNs (NCLEX-RN). This study was designed to identify themes to help faculty understand the NCLEX-RN experience from students' perspectives and help future students pass the examination at the first sitting. A sample of 1998 graduates of a baccalaureate program was selected, which included 10 students who were successful and 9 who were unsuccessful on the first testing attempt. Participants were interviewed about the testing experience and the relationship between nursing education and the NCLEX-RN. Findings indicate that participants who passed on the first attempt accepted responsibility for learning, were proactive in test preparation, took the examination when they felt ready, and used stress management techniques to cope with this challenge. The unsuccessful participants tended to perceive their lack of success on the NCLEX-RN was the responsibility of others, seemed less able to manage stress, and took the examination when they did not feel ready. Both successful and unsuccessful participants felt unprepared to answer NCLEX-RN-type questions and believed nothing had prepared them for this experience.
An International Collaboration in Nursing Education Viewed Through the Lens of Critical Social Theory
Authors: Ekstrom David N , Sigurdsson Hrafn Oli 
Published: April 2021

ABSTRACT
Critical social theory, including the work of Jürgen Habermas, provides a valuable lens for viewing phenomena within their sociopolitical contexts. According to Habermas, the lives and experiences of individuals, groups, and societies in the western world are strongly influenced by the forces of economics and power. These influences may interfere with communication and, therefore, the transmission and regeneration of culture and its meaning. This article describes the experience of initiating an international exchange program at a university school of nursing in the eastern United States. Examined through the lens of Habermas' theory, constraints and obstacles encountered in this process are revealed. Specifically, the inhibiting influence that politics and economics may have on active communication and the potential benefits of shared meaning and understanding achieved by interaction and discourse are examined.
Medication Errors: More Basic Than a System Issue
Authors: Polifroni E Carol , McNulty John , Allchin Lynn 
Published: April 2021

ABSTRACT
The Institute of Medicine's 2000 report drew attention to both U.S. health care agencies and the medication errors that occur within them. However, this attention focused on a more basic and fundamental issue within the medication error concern: nurses' mathematical skills and competence. This article describes a nationwide study assessing processes to validate mathematical skills for medication administration. Practices within educational and acute care institutions are explored, and recommendations for future action are noted with a call for 100% accuracy on all mathematical examinations for medication administration.
Teaching Baccalaureate Nursing Students to Prevent Medication Errors Using a Problem-Based Learning Approach
Authors: Papastrat Karen , Wallace Sharon 
Published: April 2021

ABSTRACT
An objective of the baccalaureate nursing curriculum at Thomas Jefferson University, Jefferson College of Health Professions is to facilitate nursing students' transfer of medication error knowledge into preventive action in the clinical unit. Using a problem-based learning approach, first-semester students are exposed to situations that reflect the real-world scope and complexity of medication administration and errors. Using the frameworks of Failure Mode Analysis and Human Error Mode and Effects Analysis, student groups identify hypotheses, devise solutions, and develop continuous quality improvement processes to prevent errors and facilitate error reporting. Problembased learning is used in subsequent clinical experiences throughout the curriculum. This reinforcement, combined with a focus on increasingly complex pharmacological agents and medication calculations, enables students to employ critical thinking skills and develop the confidence necessary for safe, professional practice.
Creative Learning: The Mandala as Teaching Exercise
Authors: Marshall Margaret Cole 
Published: April 2021

ABSTRACT
Faculty committed to undergraduate education have discovered the need to address teaching strategies that focus on the new generation of students. In teaching an undergraduate course on Nursing the Client with a Mental Illness, the affective domain of learning is used to develop interpersonal competence, self-awareness, and self-reflection. The teaching technique used is an experiential exercise that asks students to create group mandalas using art materials on circular pieces of butcher-block paper.
The mandala concept is derived from the Buddhist tradition and means "circle" or "center" in Sanskrit. Carl Jung introduced this technique to the United States and incorporated it into his therapy. As a creative, active learning strategy, the mándalas helped the faculty meet the clinical objectives for the course and the learning needs of a new generation of students. They also helped students learn about Eastern philosophy, group process, self-awareness, and Jungian therapy.
Surgical Results in Dissociated Vertical Deviations
Authors: Duncan Lois B , von Noorden Gunter K 
Published: April 2021

ABSTRACT
The effect of surgery on dissociated vertical deviations was compared in three groups of patients treated with one of the following methods: posterior fixation sutures of the superior rectus, superior rectus recession, or superior rectus recession with posterior fixation sutures. Treatment with conventional superior rectus recession combined with posterior fixation sutures (at 12 + mm) resulted in cosmetically acceptable alignment in 88% of eyes. A standard superior rectus recession alone was less dependable. Treatment with posterior fixation sutures of the superior rectus without recession was effective in only 31% of cases after long-term observation.
Ocular Abnormalities in Terminal Deletion of the Long Arm of Chromosome Seven
Authors: Reynolds James D , Golden Wendy L , Zhang Yunjing , Hiles David A 
Published: April 2021

ABSTRACT
Patients with distal deletions of the long arm of chromosome 7q have been reported with a variety of non-specific findings. Ocular findings have been limited to hypertelorism, palpebral fissure abnormalities, strabismus and speckled indes and no intraocular pathology with the exception of one case with unilateral optic nerve coloboma. We report a patient with terminal deletion of the long arm of chromosome 7 with marked ocular abnormalities including severe microphthalmus and large retinal colobomas.
Oral Fluorescein Angioscopy in Aphakic Children
Authors: Morgan Keith S , Franklin Rudolph M 
Published: April 2021

ABSTRACT
Seven children who had undergone removal of congenital cataracts were evaluated postoperatively for cystoid macular edema during outpatient visits. Fluorescein was administered orally in a fruit juice cocktail, and the eyes examined by angioscopy 10-20 minutes and 45-60 minutes after dye ingestion. No evidence of macular leakage was observed in any of the U eyes examined. It appears that this diagnostic procedure is feasible in young patients, and that the incidence of cystoid macular edema after congenital cataract extraction may be less than has been previously reported.