This study explored the differences and similarities in pain perception reported by 32 elderly African Americans and 32 elderly Caucasian subjects. Using the McGill-Melzack Pain Questionnaire, the study revealed that both groups chose the word nagging most frequently to describe their pain. A 2 by 2 analysis of variance indicated a statistically significant difference between the subjects in terms of the present pain intensity (PPI) (F = 6.30, df = 1, P = .015). Pearson's Product Moment Correlation revealed a moderate correlation (r = .36, P = .01) between PPI and ethnicity.
Nursing educators are challenged to prepare practitioners to move out of acute care and perform competently in nontraditional settings. Faculty from a university college of nursing and registered nurse preceptors from 13 home health agencies formed an alliance to serve as co-educators for junior-level baccalaureate nursing students in a 35-hour, two-semester home health clinical rotation. The outcomes of this alliance were evaluated with a qualitative descriptive study that evaluated the effectiveness of the model. Content analysis of students' journal reflections revealed that the collaborative alliance in home health enabled students to integrate practice with theory and to view the new practice environment as a meaningful learning experience. Nurse preceptors serving as co-educators in the home setting were viewed as valuable role models who provided opportunities for active participation of students. In addition, this collaborative alliance enhanced students' assimilation of the principles of nontraditional practice and facilitated the personal and professional growth they needed to prepare them for nursing practice in the future.
The purpose of this study was to identify and compare nursing faculty, preceptor, and student perceptions of ideal and actual learning outcomes of integrative preceptorships for senior generic baccalaureate nursing students. The sample included senior generic baccalaureate nursing students involved in preceptorships, their registered nurse preceptors, and the faculty responsible for the experiences. Findings revealed areas of significant differences between the preceptors' and the other two groups' perceptions of ideal and actual learning outcomes. When faculty, preceptor, and student perceptions of ideal learning outcomes were compared with their perceptions of what was actually achieved through the experience, significant differences emerged for all three groups.
This study investigated the relationships among role conflict, role ambiguity, organizational commitment, and job satisfaction experienced by clinical team members in a hospital undergoing reengineering. The sample consisted of 409 registered nurses (RNs) and 278 non-RNs. Participants who experienced much role conflict and ambiguity exhibited less organizational commitment and job satisfaction. RNs had more role conflict and ambiguity than non-RNs. No significant differences in role conflict and role ambiguity, organizational commitment, and job satisfaction were observed between RNs working on medical-surgical units and those on specialty units. Strategies that reduce role conflict and role ambiguity to increase organizational commitment and job satisfaction are discussed.
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