bluuebunny/crossref_metadata_2025_split huggingface dataset:
Fanny Hensel, “Von dir, mein Lieb, ich scheiden muss” (1841) and “Ich kann wohl manchmal singen” (1846)
Authors: Rodgers Stephen 
Published: October 2018

Abstract
This chapter challenges the common view that Fanny Hensel’s songs are spontaneous, unpredictable, and guided by “fantasy.” An examination of her song beginnings—which tend to veer quickly from their home keys—reveals that Hensel relied on a handful of recurring patterns but presented them in such a way as to create the illusion of fantasy. The essay focuses on two contrapuntal “schemata” common in her songs—involving opening modulations to the submediant or supertonic—and presents analyses of two songs that use both schemata: “Von dir, mein Lieb, ich scheiden muss” (1841) and “Ich kann wohl manchmal singen” (1846). Taken together, these songs offer the clearest demonstration of Hensel’s uncanny ability to compose pieces that seem to wander freely, as if guided only by the needs of the present moment, even as they tread well-worn paths.
Writing Up Methods in Team-Based Qualitative Research
Authors: Davidson Judith 
Published: October 2018

Abstract
Methodological writing on complex teams is examined from three perspectives: (1) in process, (2) ideal, and (3) methodological literature. Under the topic of in-process methodological writing, the reader will learn how to construct bins for methodological documentation, from logs and memos to coding and the ongoing construction of a methodological library. Periodic reviews of methodological work will also be discussed. Ideal descriptions of methodology, which are in constant flux, are required throughout the conduct of a project, and this section provides useful, hands-on examples of these forms and how they can serve team needs. In the last section, the reader will learn about new ways to kick-start team writing on methodological issues. This chapter emphasizes the importance of methodological writing to the endeavor of qualitative research, urging qualitative researchers to savor the joys of methodological writing as they would the joys of reporting on substantive findings.
Substantive Writing in Team-Based Qualitative Research
Authors: Davidson Judith 
Published: October 2018

Abstract
This chapter, with an emphasis on writing about the substantive findings of a project, begins with turning our attention to the interpretive work that brings those findings into view. Interpretive work includes building up and then layering interpretive memos that fix propositions, often through interpretive meetings. Teams offer special opportunities for this work through their ability to “work the boundaries” of their multiple members. These activities will lead to the beginning of the writing process, and this chapter provides detailed information on the ways teams can develop collective writing opportunities for members that will expand their writing capacities. Teams also offer advantages in testing the trustworthiness of the results of the work. A major focus of this chapter is on two questions: What might you report? What form can that report take? In addition to traditional formats, this chapter provides extensive discussion of new and creative approaches substantive writing can take.
Representation in Cognitive Science
Authors: Shea Nicholas 
Published: October 2018

Abstract
The representational theory of mind (RTM) has given us the powerful insight that thinking consists of the processing of mental representations. Behaviour is the result of these cognitive processes and makes sense in the light of their contents. There is no widely accepted account of how representations get their content – of the metaphysics of representational content. That question, usually asked about representations at the personal level like beliefs and conscious states, is equally pressing for the subpersonal representations that pervade our best explanatory theories in cognitive science. This book argues that well-understood naturalistic resources can be combined to provide an account of subpersonal representational content. It shows how contents arise in a series of detailed case studies in cognitive science. The account is pluralistic, allowing that content is constituted differently in different cases. Building on insights from previous theories, especially teleosemantics, the accounts combine an appeal to correlational information and structural correspondence with an expanded notion of etiological function, which captures the kinds of stabilizing processes that give rise to content. The accounts support a distinction between descriptive and directive content. They also allow us to see how representational explanation gets its distinctive explanatory purchase.
AKARI/IRC near-infrared asteroid spectroscopic survey: AcuA-spec
Authors: Usui Fumihiko , Hasegawa Sunao , Ootsubo Takafumi , Onaka Takashi 
Published: October 2018

AbstractKnowledge of water in the solar system is important for the understanding of a wide range of evolutionary processes and the thermal history of the solar system. To explore the existence of water in the solar system, it is indispensable to investigate hydrated minerals and/or water ice on asteroids. These water-related materials show absorption features in the 3 μm band (wavelengths from 2.7 to 3.1 μm). We conducted a spectroscopic survey of asteroids in the 3 μm band using the Infrared Camera (IRC) on board the Japanese infrared satellite AKARI. In the warm mission period of AKARI, 147 pointed observations were performed for 66 asteroids in the grism mode for wavelengths from 2.5 to 5 μm. According to these observations, most C-complex asteroids have clear absorption features (&gt;10% with respect to the continuum) related to hydrated minerals at a peak wavelength of approximately 2.75 μm, while S-complex asteroids have no significant features in this wavelength range. The present data are released to the public as the Asteroid Catalog using AKARI Spectroscopic Observations (AcuA-spec).
Does Altering Sitting Posture Have a Direct Effect on Clinical Shoulder Tests in Individuals With Shoulder Pain and Rotator Cuff Degenerative Tears?
Authors: Weisman Asaf , Masharawi Youssef 
Published: October 2018

Abstract

Background
Posture variations have been repeatedly linked to shoulder kinematics, strength, range of motion, and rotator cuff diseases. However, to our knowledge, no study has yet examined their possible link with shoulder pain provocation and pain levels during clinical shoulder tests.

Objective
The objective was to examine whether changing posture while sitting modifies pain provocation and pain level during performance of 3 clinical shoulder tests in participants with shoulder pain and rotator cuff degenerative tears (RCDTs).

Methods
Seventy individuals were allocated into 2 groups by an experienced physical therapist: 35 participants with symptomatic shoulders and RCDT diagnosed by ultrasound (tear size = 1.0 +/- 0.5 cm) and 35 control participants with no symptoms in the upper limb. All participants were tested by a second physical therapist for pain provocation (yes/no) and pain level (visual analog scale) using 3 common clinical shoulder tests: the Neer, the Hawkins-Kennedy, and the empty can while sitting in a neutral, slouched, and upright posture. Shoulder muscle forces were examined by a hand-held dynamometer for possible correlations only in the neutral posture. All participants were asked to fill out the quick DASH (disabilities of the arm shoulder and hand) questionnaire.

Results
In the symptomatic group, all 3 clinical tests demonstrated similar pain provocation (100% repeatability) and pain level in all 3 sitting postures (visual analog scale scores 3.7–4.4). Muscle force mean ranges of the study groups were 4.4 to 7 kg and, in the control group, 6 to 10.5 kg. No correlations were found between age, body mass index, shoulder pain, hand dominance, onset of symptoms, severity, and tear size with any of the dependent variables.

Conclusions
Changing posture while sitting did not directly affect pain provocation and pain levels during performance of 3 clinical shoulder tests in participants with shoulder pain and RCDTs.
Intersection of Quality and Excellence: Characteristics of Redesignated National League for Nursing Centers of Excellence
Authors: Merriam Deborah H. , Kelly Kathleen , Kelman Glenda B. , Rusin Mary Lou 
Published: October 2018

Abstract
The purpose of this research was to identify characteristics of redesignated National League for Nursing Centers of Excellence in Nursing Education that represent the intersection between quality and excellence. A qualitative content analysis of six final applications submitted for redesignation disclosed essential resources that supported students, faculty, and staff and identified six characteristics: connections through relationships, communities of learning and service, support for students and faculty, connections through technology, use of innovation, and a systems focus. The systematic focus on excellence in teaching and learning identified in this research represents best practices from exemplary schools worthy of emulation by other nursing education programs.
A Matter of Life and Death: End-of-Life Simulation to Develop Confidence in Nursing Students
Authors: Kunkel Charys , Kopp Wendy , Hanson Melissa 
Published: October 2018

Abstract
The use of simulation to provide end-of-life (EOL) education is a means to enhance self-efficacy levels among nursing students. The purpose of this exploratory study was to evaluate self-efficacy levels of nursing students and recent graduate nurses following an EOL simulation experience. Data were obtained using the Simulation Effectiveness Tool developed by Medical Education Technologies, Inc.; 72 participants in three groups completed the study. Moderate to strong levels of confidence in providing EOL care were found following the simulation experience; observations by the researcher and unsolicited participant statements supported the findings. Results of the study support EOL simulation as an effective and sustainable teaching modality for enhancing self-efficacy levels when managing EOL events.
Nursing Students’ Perceptions of a Multiple-Patient Simulation Experience
Authors: Prince Wende L. , Winmill David , Wing Debra , Kahoush Angela 
Published: October 2018

Abstract
The purpose of this project was to determine baccalaureate nursing students’ perceptions of a multiple-patient simulation experience. Three patient scenarios, presenting typical illnesses addressed on a medical-surgical floor (diabetic ketoacidosis, postoperative partial gastrectomy, and chronic obstructive pulmonary disease) were developed. Fifty-two students participated and completed a pretest and posttest questionnaire. Results demonstrated that students experienced increased positive attitude, motivation, and knowledge of the content involved in the scenarios. Student feedback was overwhelmingly positive and enthusiastic; they stated that the simulation experience was beneficial to their learning and helped with critical thinking.
Continuous Student Feedback: Your Voice Counts
Authors: Palazzo Steven J. , Miller Carrie Westmoreland , Salvatierra Gail 
Published: October 2018

Abstract
We created a method to collect continuous course feedback called Your Voice Counts. We sought to create a highly flexible and highly responsive learning environment that had as one of its unique properties the ability to meet the different needs of successive student cohorts. Student feedback has created opportunities for us to address issues in a timely and responsive manner. We believe in managing students' expectations as well as offering a means of continuous formative feedback that sets the stage for active learning by promoting an inclusive environment that supports the development of positive attitudes toward learning.
Got Your Six: Supporting Veterans’ Move Into Professional Nursing
Authors: D'Aoust Rita F. , Rossiter Alicia G. , Itle Evan , Clochesy John M. 
Published: October 2018

Abstract
With the influx of veterans entering higher education, there is growing awareness of the need for special programming or services tailored specifically to student veterans. With wars in Iraq and Afghanistan winding down and enhancements to the GI Bill, more than 2 million service members and their families are eligible for benefits under the Post-9/11 Veterans Educational Assistance Act of 2008. Many veterans face a difficult transition to civilian life, ranging from readjustment issues to recovery from physical and mental injuries. This article describes the services for veterans developed by one university and the collaboration with a college of nursing to design a faculty and clinical agency training program that helps transition military medics and corpsmen to nursing education.
Experiential Teaching Increases Medication Calculation Accuracy Among Baccalaureate Nursing Students
Authors: Hurley Teresa V. 
Published: October 2018

Abstract
Safe medication administration is an international goal. Calculation errors cause patient harm despite education. The research purpose was to evaluate the effectiveness of an experiential teaching strategy to reduce errors in a sample of 78 baccalaureate nursing students at a Northeastern college. A pretest-posttest design with random assignment into equal-sized groups was used. The experiential strategy was more effective than the traditional method (t = −0.312, df = 37, p = .004, 95% CI) with a reduction in calculation errors. Evaluations of error type and teaching strategies are indicated to facilitate course and program changes.
The Effect of a Formal Mentoring Program on Career Satisfaction and Intent to Stay in the Faculty Role for Novice Nurse Faculty
Authors: Jeffers Stephanie , Mariani Bette 
Published: October 2018

Abstract

AIM
The purpose of this mixed-method study was to explore the influence of a formal mentoring program on career satisfaction of novice full-time nurse faculty in academia.

BACKGROUND
The transition from the role of clinician to faculty in an academic setting can be challenging for novice nurse faculty.

METHOD
A link to an electronic survey with open-ended questions was emailed to 1435 participants.

RESULTS
The response rate was 17.6 percent (N = 124). Mean scores were obtained, and independent t-test were computed to compare scores of faculty who had participated in a mentoring program with scores of nonparticipants. Content analysis of the open-ended answers was conducted, and common themes were identified.

CONCLUSION
By examining characteristics that contribute to the success of novice nursing faculty, recruitment and retention of faculty may improve, which is essential due to the worsening nursing faculty shortage.
Conflict-Handling Styles Demonstrated by Nursing Students in Response to Microethical Dilemmas
Authors: Krautscheid Lorretta C. , Luebbering Carissa M. , Krautscheid Beth A. 
Published: October 2018

Abstract
Nursing students encounter microethical dilemmas during clinical practice and are confronted with negotiating accompanying conflict. This post hoc analysis pilot study describes the frequency of conflict-handling styles demonstrated by senior-level nursing students (n = 59) who encountered microethical dilemmas embedded within existing high-fidelity simulation. Observation of recorded simulations revealed that 55.9 percent of students demonstrated effective conflict-handling styles and 44 percent demonstrated ineffective conflict handling. Recommendations for nursing education include utilizing simulation to extend learning beyond the cognitive domain to promote congruence between knowing what a nurse should do and acting on one's convictions.
Retention of Content Utilizing a Flipped Classroom Approach
Authors: Shatto Bobbi , L'Ecuyer Kristine , Quinn Jerod 
Published: October 2018

Abstract
The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.
Using the NLN Faculty Preparation for Global Experiences Toolkit for Successful Application for the Fulbright Scholar Award
Authors: Samawi Zepure , Capps Lisa , Hansen Ruth 
Published: October 2018

Abstract
With an increasingly global world and the migration of diverse populations, nurse faculty have opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. The National League for Nursing (NLN) joins with the World Health Organization and the International Council of Nurses to promote international nursing standards. One way in which nursing faculty can contribute to this goal is by pursuing international education, research, and service as a Fulbright scholar. The NLN Faculty Preparation for Global Experiences Toolkit complements resources offered through the Fulbright program in the preparation of a competitive Fulbright application.
An Integrative Literature Review of Evidence-Based Teaching Strategies for Nurse Educators
Authors: Breytenbach Cecile , ten Ham-Baloyi Wilma , Jordan Portia J. 
Published: October 2018

AbstractAIMThe aim of the study was to explore and describe the best available literature on evidence-based teaching strategies that can be used by nurse educators.BACKGROUNDEvidence-based teaching strategies in nursing education are fundamental to promote an in-depth understanding of information. Although some teaching strategies for nurse educators were identified, no integrative literature review was found summarizing the best teaching strategies for nurse educators.METHODIntegrative literature review.RESULTSSixteen studies were included encompassing eight teaching strategies (e-learning, concept mapping, Internet-based learning, web-based learning, gaming, problem-based learning, case studies, and evidence-based learning). Of these, three (concept mapping, Internet-based learning, and evidence-based learning) significantly increased student knowledge.CONCLUSIONAll teaching strategies increased knowledge in some way, indicating that faculties should use a variety of teaching strategies. However, more research is needed to compare the impact of a variety of teaching strategies and the best use of different teaching strategies.
Development and Psychometric Evaluation of the Facilitator Competency Rubric
Authors: Leighton Kim , Mudra Vickie , Gilbert Gregory E. 
Published: October 2018

Abstract

AIM
The purpose of the study was to evaluate the psychometric properties of the Facilitator Competency Rubric (FCR).

BACKGROUND
The FCR was developed to fill a deficit in tools available to holistically evaluate competency of simulation facilitators.

METHOD
The FCR has five constructs: preparation, prebriefing, facilitation, debriefing, and evaluation. Benner's novice-to-expert theory was used to categorize subcomponents. Expert panel validation was sought. Participants from four baccalaureate nursing programs completed 107 observations of facilitators using the FCR.

RESULTS
Interrater reliability as assessed using generalizability theory was good. G coefficients ranged from good to excellent (.80 to .99). FCR items appeared to be well constructed. Term, day of the week, time of day, and simulation type were significant predictors of the FCR global score.

CONCLUSION
The FCR is a valid, reliable tool that can be used for formative or summative evaluation of simulation facilitators. Scores can guide and prioritize faculty development.
Parent Engagement Correlates With Parent and Preterm Infant Oxytocin Release During Skin-to-Skin Contact
Authors: Vittner Dorothy , Butler Samantha , Smith Kelsey , Makris Nefeli , Brownell Elizabeth , Samra Haifa , McGrath Jacqueline 
Published: October 2018

Background:
Preterm infants remain increasingly neurodevelopmentally disadvantaged. Parental touch, especially during skin-to-skin contact (SSC), has potential to reduce adverse consequences.

Purpose:
To examine relationships between parental engagement and salivary oxytocin and cortisol levels for parents participating in SSC intervention.

Methods:
A randomized crossover design study was conducted in a neonatal intensive care unit; 28 stable preterm infants, mothers, and fathers participated. Parental engagement was measured using the Parental Risk Evaluation Engagement Model Instrument (PREEMI) prior to hospital discharge. Saliva samples for oxytocin and cortisol levels were collected 15-minute pre-SSC, 60-minute during-SSC, and 45-minute post-SSC.

Results:
Data were analyzed using Pearson's correlation to measure relationships between parental engagement composite scores and salivary oxytocin and cortisol levels. A significant negative correlation between paternal engagement and paternal oxytocin levels (r = −0.43; P = .03) and a significant negative correlation between infant oxytocin levels and maternal engagement (r = −0.54; P = .004) were present. Adjusted linear regression models demonstrated that as infant oxytocin levels increased during SSC, maternal engagement scores significantly decreased at discharge (β = −.04; P = .01). Linear regression, adjusting for infant oxytocin and cortisol levels, showed that as paternal oxytocin levels increased, there was a significant decrease in paternal engagement (β = −.16; P = .03) and as paternal cortisol levels increased, there was a significant decrease in paternal engagement (β = −68.97; P =.05).

Implications for Practice:
Significant relationships exist between parental engagement and salivary oxytocin and cortisol levels. Defining parent engagement facilitates identification of parent risks and needs for intervention to optimize preterm outcomes.

Implications for Research:
The PREEMI can serve as a standardized instrument to examine parent engagement.
Urinary Tract Infection After Hysterectomy for Benign Gynecologic Conditions or Pelvic Reconstructive Surgery
Authors: El-Nashar Sherif A. , Singh Ruchira , Schmitt Jennifer J. , Leon Daniel Carranza , Arora Chetna , Gebhart John B. , Occhino John A. 
Published: October 2018

OBJECTIVE:
To report rates and identify risk factors for urinary tract infection (UTI) after hysterectomy for benign conditions or combined with pelvic reconstructive surgery.

METHODS:
This is a cohort study that included women who underwent hysterectomy either for benign gynecologic conditions or hysterectomy combined with pelvic reconstructive surgery from January 1, 2012, through June 30, 2014, at a single institution. The primary outcome was UTI within 8 weeks of surgery. Logistic regression modeling was used to develop a model for predicting UTI after surgery.

RESULTS:
Of 1,156 women included in the study, 136 (11.8%, 95% CI 10.0–13.8) developed UTI within 8 weeks. Women who underwent hysterectomy for a benign gynecologic condition that was not combined with pelvic reconstructive surgery had an overall UTI rate of 7.3% (95% CI 5.6–9.3) vs 21.7% (95% CI 17.6–26.4) after hysterectomy combined with pelvic reconstructive surgery. After adjusting for hormone therapy use, the following were independent variables associated with postoperative UTI: premenopausal status with an adjusted odds ratio (OR) of 1.80 (95% CI 1.11–2.99), anterior vaginal wall prolapse with an adjusted OR of 4.39 (95% CI 2.77–6.97), and postvoid residual greater than 150 mL with an adjusted OR of 2.38 (95% CI 1.12–4.36). Using this model, postoperative UTI rates ranged from 4.3% to 59.4% with high postvoid residual and presence of anterior prolapse having the strongest association.

CONCLUSION:
There are wide variations in the rate of UTI after hysterectomy for begin disease including pelvic reconstructive surgery. These variations can be explained with a model based on available preoperative data.