NURSE ADVOCATE ROLE CURRICULUM CONTENT IN HIGHER EDUCATION (PATIENT'S RIGHTS, INFORMATION GIVING, DECISION MAKING).
Contributors: University of South Dakota.
Published: 1986
Number of pages: 137
Subjects: Health Sciences, Nursing.
Description: Purpose. The purpose of this study was to examine and add to the understanding of the nurse advocate role of patient's rights. The focus of the problem was: "Do National League of Nursing accredited baccalaureate nursing education programs in the eight states of Iowa, North Dakota, South Dakota, Nebraska, Minnesota, Montana, Missouri, and Kansas include curricular processes that teach students the nurse advocate role as it is described by the National League of Nursing?".

Procedures. A descriptive, exploratory research design was utilized in this study. Non-parametric analysis of data was conducted. The research instrument, a questionnaire, was developed from the review of literature. As topics were identified in the review of the literature, a research question and a questionnaire item were developed. A jury method was utilized to validate the clarity and appropriateness of the instrument.

The review of literature and the jury method provided information on the nurse advocate role. The data from the survey was analyzed using non-parametric statistics.

Findings. The analysis of data led to the following findings: (1) There are more programs that do not define the nurse advocate role than do. (2) There are no standard, universally used descriptive terms utilized in defining the nurse advocate role. However information giving and supporting activity descriptive terms are utilized more frequently than others. (3) Faculty in nursing programs do write objectives relevant to the nurse advocate role content. The least number of objectives are written in the psychomotor domains. (4) Most program curricula integrate content relevant to the nurse advocate role at all levels and in more than one nursing course. (5) Test questions and actions of the students are the most likely to be used to measure role attainment. (6) A variety of topics are currently taught and have relevance to attainment of the nurse advocate role. (7) All 15 patient's rights as listed by NLN are emphasized by faculty.

Conclusion. The study concluded that the nursing programs surveyed do include topics and curricular processes that do teach students the nurse advocate role.
Notes: Source: Dissertation Abstracts International, Volume: 47-05, Section: B, page: 1931.

Thesis (ED.D.)--UNIVERSITY OF SOUTH DAKOTA, 1986.

School code: 0203.