bluuebunny/crossref_metadata_2025_split huggingface dataset:
Degenerative Spondyloarthropathy of the Cervical and Lumbar Spine in Jockeys
Authors: Tsirikos Athanassios , Papagelopoulos Panayiotis J , Giannakopoulos Panagiotis N , Boscainos Peter J , Zoubos Aristides B , Kasseta Maria , Nikiforidis Panayiotis A , Korres Demetrios S 
Published: April 2021

ABSTRACT
This prospective study analyzed the long-term effects of horse riding on the cervical and lumbar spine of jockeys. Thirty-two jockeys were observed for 13 years. All jockeys had clinical and radiographic evaluation of the spine; three consecutive age groups were studied. Results were compared to age-matched, normal population control groups. The incidence of degenerative changes of the spine was higher in the jockeys compared with the control groups and was more prominent in the older age group for both the lumbar and cervical spine. These findings suggest that equestrian sports, particularly professional horse riding, apart from the increased risk of direct spinal injury caused by a fall from the horse, can lead to progressive spine degeneration as a result of repetitive trauma and increased physical stress on the spine.
Safety of a Clinical Surveillance Protocol With 3- and 6-Week Warfarin Prophylaxis After Total Joint Arthroplasty
Authors: Goldstein Wayne M , Jimenez Matthew L , Bailie David S , Wall Robin , Branson Jill 
Published: April 2021

ABSTRACT
The charts of 1869 patients were reviewed for the occurrence of deep venous thrombosis (DVT) and pulmonary embolism after total hip or knee arthroplasty. Prophylaxis consisted of 3 (group 1; n=1235) or 6 (group 2; n=634) weeks low-dose warfarin, pneumatic compression boots worn by patients in the hospital, mobilization on the first postoperative day, and a clinical surveillance protocol. Venous ultrasound or ventilation/perfusion lung scintigraphy (V/Q) was performed only if patients became symptomatic.
In group 1 , duplex ultrasound was performed on 216 patients. Twenty-three (1.8%) patients were positive for DVT. Ventilation/perfusion lung scintigraphy was performed on 25 patients, and 5 (0.4%) patients were positive for pulmonary embolism. In group 2, 117 patients were evaluated for DvT, and 1 9 (3%) patients had positive results determined by ultrasound. Twentyfive patients were evaluated with V/Q, and only 1 (0.1 6%) patient was positive for pulmonary embolism. No patient developed a fatal pulmonary embolism or postphlebitic syndrome. This prophylaxis protocol is an efficient and cost-effective method for the prevention of significant events after surgery.
Pharmacokinetics of Antibiotic Prophylaxis in Major Orthopedic Surgery and Blood-Saving Techniques
Authors: Dehne Marius G , Mühling Jörg , Sablotzki Armin , Nopens Heike , Hempelmann Gunter 
Published: April 2021

ABSTRACT
The pharmacokinetics of cefuroxime, cefotiam, clamandole, and ampicillin/sulbactam were randomly measured in 40 patients undergoing major orthopedic surgery associated with high blood and volume turnover and intraoperative blood salvage. Serum and bone concentrations and the pharmacokinetics occurring in the context of these procedures were measured. No changes in elimination half-life relative to a normal population occurred with cefuroxime, cefotiam, and ampicillin. Serum and tissue concentrations were slightly lower with cefamandole and sulbactam, but reapplication of the initial dose was required with all antibiotics 4 hours after the first application.
Use of Audiotapes for Patient Education, Medical Record Documentation, and Informed Consent in Lower Extremity Reconstruction
Authors: Krackow Kenneth A , Buyea Cathy M 
Published: April 2021

ABSTRACT
Since 1992, the authors have audiotaped each new patient visit and provided a copy of that tape to the patient. In addition, an office copy of the entire patient interaction is maintained in an office file. One hundred twelve patients seen over a 6-month period participated in a survey measuring their satisfaction with this procedure, and six attorneys were surveyed after listening to a representative tape. Ninety percent of patients had positive comments about receiving the tape. Seventy percent played the tape for others, most commonly their spouses. The attorneys concluded the patient was well served by this process, and there were no increased malpractice issues or exposure. The cost of providing patients with the tapes is minimal, and the high level of patient satisfaction and increased understanding offer a considerable benefit to patients and office staff.
Results of Neurilemoma Treatment: A Review of 78 Cases
Authors: Lee Sang Hoon , Jung Hong Geun , Park Young Cheon , Kim Han-Soo 
Published: April 2021

ABSTRACT
Between 1984 and 1994, a total of 78 patients underwent surgery for neurilemoma of the trunk or extremities. The incidence according to the involved nerve was analyzed and the follow-up results and complications after surgical treatment were reviewed. The median nerve was most frequently involved among 1 5 different nerves. Marginal excision was performed in 70 (90%) patients, incisional biopsy in 6 (8%), and wide excision in 2 (2%). Postoperative complications were paresthesia in 7 patients. There was no recurrence or malignant transformation until the average 47 months of followup. In most patients, marginal excision was sufficient to prevent local recurrence and did not impair nerve function significantly.
Hand Infections in Patients With Diabetes Mellitus
Authors: Connor Ronald W , Kimbrough Robert C , Dabezies Eugene J 
Published: April 2021

ABSTRACT
Fifty diabetic patients with hand infections were studied retrospectively. The cause of infection varied, and the infections were divided into two groups: superficial infections and abscesses. The amputation rate was 14%. Only patients who presented with an abscess required amputation, and of those patients with abscesses, 1 7.5% required amputation. Eighteen of 38 cultured infections were polymicrobial, 4 contained Enterococcus, 11 contained gram-negative bacteria, and 3 contained anaerobic organisms. Bactériologie culture analysis initiated a two-drug protocol: ampicillin with sulbactam (Unasyn; Pfizer, New York, NY) or piperacillin with tazobactam (Zosyn; Lederle, Pearl River, NY) and gentamicin (renal adjusted).
A 4- to 10-Year Follow-Up Study of the Tricon-M Noncemented Total Knee Replacement
Authors: Faraj Adnan A , Nevelos A B , Nair A 
Published: April 2021

ABSTRACT
This study reviews the clinical and radiographic results of 207 consecutive noncemented Tricon-M (Smith & Nephew Ine, Memphis, Tenn) total knee replacements (TKRs) in 1 89 patients. The patella was surfaced in 1 1 9 cases, and mean follow-up was 8 years (range: 4-10 years). At final follow-up, mean Hospital for Special Surgery score improved 45 points in 187 cases. Survivorship, with failure defined as the need for revision, was 98% at 4 years, 97% at 7 years, 94% at 8 years, and 90% at 10 years. Twenty-one (11.3%) patients went on to revision. Results for overweight and obese patients did not differ significantly from normalweight patients. The noncemented Tricon-M TKR prosthesis yields acceptable results; however, patella surfacing and the use of a tibial polyethylene insert ≥12 mm thick are recommended.
BSN vs. Non-BSN Students and Success in Graduate Study
Authors: Sime A Marilyn , Corcoran Sheila A , Libera Mary B 
Published: April 2021

Abstract
In this study, the entry and progression characteristics of graduate students (nurses) with baccalaureate degrees in fields other than nursing (non-BSN) were compared to characteristics of students whose baccalaureate degrees were in nursing (BSN). Subjects were students enrolled in the Graduate School at the University of Minnesota majoring in Nursing. Analyses showed that BSN and non-BSN students did not differ with respect to the entry or progression measures used. All non-BSN students who have been admitted have been successful in graduate study. The results of this study suggest the feasibility of serving the non-BSN population at the graduate level under certain circumstances.
The Selection of Clinical Learning Experiences in the Nursing Curriculum
Authors: Haukenes Eline , Mundt Mary Hollahan 
Published: April 2021

ABSTRACT
This article presents a model for the selection of clinical learning experiences in nursing curricula. Three groups of factors are proposed as affecting the decision making process. These are the 1) nature of nursing, 2) health needs of populations, and 3) nature of the educational environment. The authors urge a systematic approach to the identification and selection of clinical learning experiences.
Test Anxiety in Master's Students: A Comparative Study
Authors: Barnes Ruby G 
Published: April 2021

ABSTRACT
Evaluation events are major problems for graduate students in nursing. The purpose of this study was to determine the correlation of test anxiety before and cognitive interferences during a comprehensive examination. The sample (N=54) consisted of two groups of students (Group I, N=SO and Group II, N=24) in a master's program at a state university. Data were collected using three questionnaires: To measure general test anxiety, the Test Anxiety Questionnaire (TAQ) by Sarason was used; the Pre-Examination Questionnaire (PEQ) by Morris, Davis, and Hutchings (1981) was used to measure pretest anxiety; and to identify cognitive interferences during the examination, the Cognitive Interference Questionnaire (CIQ) by Sarason and Stoops (1976) was used. Findings revealed positive correlations between the two groups of students' general test anxiety and their cognitive interferences about evaluative outcome of the examination. Positive correlations were found also between the two groups' general test anxiety and their pretest anxiety immediately prior to writing the examination. No significant relationships were found between the students' performance rankings on the examination and their test anxiety.
Strategy for Teaching Evaluation Research in Psychiatric/Mental Health Nursing
Authors: Austin Joan K , Opie Nancy D , Frazier Hilda A 
Published: April 2021

ABSTRACT
The evaluation research course presented in this paper is one strategy for introducing needed evaluation research content at the graduate level in nursing. The course was developed for students who were in their final semester of completing requirements for an MSN degree with a major in psychiatric/mental health nursing. To provide for active involvement in the evaluation research process, students evaluated a psychotherapy group in which they were therapists. The theoretical framework for both class content and the evaluation research project was based on Bloch's extension of Donabedian's approach to evaluation. Using the theoretical framework as a guide, students investigated both process and outcome as well as the relationship between process and outcome.
Students reported that the knowledge and skills gained were valuable to their clinical practice. On the other hand, students found the course to be very demanding and difficult to complete in a 15 week period. One unexpected benefit, however, was that the course helped students to understand group process better.
Social Problems Encountered by Public Health Nurses: Identification and Response Differences According to Education and Experience
Authors: Vincent Pauline , Davis Joseph 
Published: April 2021

ABSTRACT
Do nurses differ in relation to the identification of social problems and actions taken according to educational preparation? Using data from a larger field study, baccalaureate nurses (BSNs) were compared to Non-BSNs. The two groups did not differ in the number of problems that were identified, but BSNs did identify more problems related to non-immediate needs. The nurses took up to ten actions (x = 4.6) per problem, and the average number per BSN was less than the average per Non-BSN. The data lend some support to the position that BSNs are more likely to be selfassured and self-directed. Several questions are raised that are relevant to educators and administrators.
A Comparison of Algorithmic and Teacher-Directed Instruction in Dosage Calculation Presented Via Whole and Part Methods for Associate Degree Nursing Students
Authors: Connor Sara E , Tillman Murray H 
Published: April 2021

ABSTRACT
The accurate calculation of drug dosages is a critical skill for nurses. This study compared two different treatments, algorithmic-based instruction (ABI) and teacher-directed instruction (TDI), as ways of providing instruction in dosage calculation. The ABI treatment relied exclusively on the use of a written study guide with algorithms, whereas the TDI treatment utilized lecture. Both treatments included an equal number of practice sessions structured via a whole or part method.
The sample included 55 nursing students who were randomly assigned to either the whole or part method, and to TDI or ABI treatment. Initial learning and retention were measured by the use of two post-tests.
Analysis of covariance indicated that neither of the treatments nor methods were statistically different for initial learning or retention. Both treatments, however, were found to be effective. The ABI treatment, moreover, was very efficient since it eliminated 75 minutes of instruction presented by a lecturer. Implications of this finding are considered.
Student Evaluation of the School Program
Authors: Ziv Liora , Ehrenfeld M , Hadani P Ever 
Published: April 2021

ABSTRACT
The main goal of this study was to obtain students' satisfaction of their curriculum in order to obtain additional information for reviewing the curriculum.
An instrument was constructed, based on materials found in the literature and questions formulated by the faculty. After 110 nursing students answered the questionnaires, the questionnaires were analyzed using factor analysis, Pearson correlation, Cronbach alpha and anova methods. Another section was content-analyzed for students' recommendations for curriculum improvements.
The results indicated overall student satisfaction with the curriculum. However, students suggested some changes, the main recommendation being the enlargement of certain clinical experiences and the strengthening of the integration of theory into the clinical field. They also suggested they would like to be exposed to more patients at a time, to practice complicated skills and procedures in special units and to have smaller clinical groups.
Among the positive aspects mentioned by students were: interest in subject matter, communication with the faculty, the school atmosphere and the school's granting a baccalaureate degree and preparing them for a practical profession.
Developing National Guidelines for Nurse Practitioner Education: An Overview of the Product and the Process
Authors: Price Martha J , Martin Angela C , Newberry Yvonne G , Zimmer Phyllis A , Brykczynski Karen A , Warren Brigid 
Published: April 2021

ABSTRACT
In 1988, the National Organization of Nurse Practitioner Faculties appointed an ad hoc education committee (AHEC) to review existing nurse practitioner (NP) education curricula and to formulate national guidelines. An overview of the new NP guidelines are presented along with the philosophy, content, objectives, and competencies that are viewed as the foundation for NP education today. The guidelines are presented within the structure outlined in Brykczynski's (1985) research about NP practice. Thus, as a "product" of the Advanced Nursing Practice: Nurse Practitioner Curriculum Guidelines (NPCG), a new NP graduate for the 1990s could be described as one who demonstrates beginning competencies in primary health care theory and research within the five domains of practice identified by Brykczynski.
Linking Theory and Practice in Teaching Basic Nursing Skills
Authors: Smith Blenda E 
Published: April 2021

ABSTRACT
In an attempt to integrate theory and practice in baccalaureate nursing education, students were taught nursing skills with two cognitive strategies (Vee heuristics and concept maps) that consciously identify and reinforce connections between scientific theory and practice. The research showed that students using Vee heuristics and concept maps, rather than traditional modes, were significantly better able to identify scientific principles to describe why specific steps of a nursing skill were done.
The Professional Self-Concepts of Nursing Undergraduates and Their Perceptions of Influential Forces
Authors: Kelly Brighid 
Published: April 2021

ABSTRACT
This article explores the professional self-concepts of senior nursing undergraduates and their perceptions of the most significant forces that influenced the process. The method was qualitative; a grounded theory approach was used. The sample included 23 senior baccalaureate nursing students in their final clinical rotation prior to graduation. Audiotaped interviews were analyzed through the constant comparative method. Informants overwhelmingly perceived themselves as caring. They valued professional competence and many identified a lack of confidence in their skills. Caring qualities, caring role models, and qualities of the role models are listed.
A Comparison of RN-to-BSN Completion Graduates to Generic BSN Graduates: Is There a Difference?
Authors: Chornick Nancy L , Chornick Nancy L 
Published: April 2021

ABSTRACT
This study compares RN-to-BSN completion graduates and generic BSN graduates in frequency of critical nursing activities performed when caring for patients and in degree of commitment to the profession. Results indicate that RN-to-BSN completion graduates perform in a manner similar to generic BSN graduates; however, RN-to-BSN graduates more frequently demonstrated professional commitment such as attending continuing education programs, and furthering their education. These findings support not only the current RN-to-BSN completion education programs but also the value of this cohort to the nursing profession.
IPRs Revisited: Using Process Recordings to Develop Nursing Students' Critical Thinking Skills
Authors: Cox Ruth P 
Published: April 2021

ABSTRACT
Professional nurses must possess critical thinking skills to practice in contemporary health care systems. This paper describes the adaptation of an established strategy for helping students organize their thoughts-the interpersonal process recording (IPR)-to develop nureing students' critical thinking skills. The Critical Thinking-IPB encouragea a systemic, theory-based approach to client problems, enables students to become self-directed learners, and engages student and teacher in analytic dialogue about clinical nursing problems.
A Critical Pedagogy for Family Nursing
Authors: Hartrick Gwen 
Published: April 2021

ABSTRACT
Little consideration has been given to the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education. This article emphasizes the importance of students and faculty engaging in a critical analysis of family nursing theory and practice. A pedagogical approach that employs phenomenology, feminism, and critical social theory as observational lenses for examining the ontology and epistemology of family nursing is described.
While family nursing is coming to be recognized as an essential element of any nursing curriculum, family nursing pedagogy is in its infancy. Family nurse educators are currently working toward developing curricula and educative processes that will furnish students with a theoretical (scientific) base for family nursing practice and will provide them with opportunities to develop the practice skills they need to work with families (Hanson & Heims, 1992; Wright & Bell, 1989). However, little consideration has been given to examining the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education (Richards & Lansberry, 1995).
This article asserts that critical analysis of family nursing theory and practice is integral to family nursing pedagogy and must be a primary consideration in the advancement of family nursing education. The discussion is in two parts. Part I highlights the importance of a critical analysis of family nursing theory and practice including both ontological and epistemological inquiries. Part II describes a critical pedagogy of family nursing that addresses both ontology and epistemology.
Evaluation of Service Learning in a School of Nursing: Primary Care in a Community Setting
Authors: Simoni Patricia S , McKinney Judith A 
Published: April 2021

ABSTRACT
The evolving system of health care delivery, emphasizing prevention and early intervention, presents challenges to schools that educate health care professionals. Nursing faculty in a rural mid-Atlantic state initiated a service-learning project, relating education and service through primary care in the surrounding community. The purpose of the present study was to evaluate the project outcomes.
The 45 students involved in the project responded to Beliefs Related to Professional Nursing Competencies, a quantitative measure (Cronbach's alpha = .84), based on the Pew Health Commission's "Competencies Needed by Practitioners for 2005," and to a second measure, Qualitative Questions for Students in Service Learning. Results of quantitative analysis revealed subjects' acceptance of the competencies as nursing responsibilities. Qualitative analysis revealed that students were involved in increasing consumer access to community-based primary care; curricula relating learning to existing problems and rewarding critical thinking was evident; and students were receiving preparation for a health care environment that will rely on their ability to respond to its changing needs.
Primary Health Care and Partnerships: Collaboration of a Community Agency, Health Department, and University Nursing Program
Authors: Leonard Linda G 
Published: April 2021

ABSTRACT
Health care reform proposals emphasize health care that is essential, practical, scientifically sound, coordinated, accessible, appropriately delivered, and affordable. One route to achievement of improved health outcomes within these parameters is the formation of partnerships. Partnerships adopting the philosophy and five principles of Primary Health Care (PHC) focus on health promotion and prevention of illness and disability, maximum community participation, accessibility to health and health services, interdisciplinary and intersectorai collaboration, and use of appropriate technologies such as resources and strategies. A community service agency serving a multicultural population initiated a partnership with a health department and a university undergraduate nursing program. The result was a preschool health fair and there were benefits for each partner - benefits which could not have been realized without the collaboration. The health fair partnership planning, implementation, and evaluation process was guided by a framework shaped by the philosophy and five principles of PHC. The educational process described can be applied to other learning experiences where the goal is to help students understand and apply the concepts of PHC, develop myriad nursing competencies, and form collaborative relationships with the community and health agencies. Community health care dilemmas and nursing education challenges can be successfully addressed when various disciplines and sectors form effective partnerships.