NursingConnections最新文献

A six-step process-learning strategy model serves as a framework for nursing students to critically analyze situations encountered during their clinical practice experience. Stephen Brookfield's four components of critical thinking and culturalization themes relate well to how nurses learn and experience critical thinking and serves as the model's organizing framework. This learning strategy has implications for all nurse educators because it incorporates the realities of nursing practice, merges nursing education with practice, involves students in affective, cognitive, and psychomotor domains of learning, and prepares graduates to function in dynamic and complex health care systems.

Nurse researchers in academic and clinical settings have the ultimate goal of improving nursing care while balancing the demands of education, their institution, research, and nursing service. The setting shapes the focus of research, the choice of research models, and the parameters of the position. The setting also influences available resources and the services rendered to the institution and the community. The functions of doctorally-prepared nurses in academic and clinical settings are compared. A better understanding of the functions of nurses in each setting could lead to better informed employment choices and improved collaborative efforts.

This paper describes early planning stages of a nurse-managed clinic to offer primary health care services in a nontraditional university setting. A community needs assessment was conducted with quantitative and qualitative findings reported. This unique setting triggered a number of considerations in planning for services. Recommendations for health services and resources for the university community are discussed.

Research is an important priority in nursing. Nurses attempting to carry out studies in health care today, however, face greater complexity, financial pressures and ethical dilemmas than in the past. To meet these challenges, nurses need a solid understanding of research standards underpinned by ethical principles. In this article, the author discusses recent controversies in research including informed consent and interpretation of research results, as well as an action plan for greater attention to ethics in nursing research.

Two nurse faculty members who were previously nontraditional students discuss a concrete strategy for the nurse who is returning to school. Tips and suggestions on how to deal with the educational system, how to be a student again, and how to balance work, home, and school are included.

This article depicts and describes five significant steps in the process of establishing and maintaining a nursing student preceptor programme in a psychiatric unit. Specific collaborative relationships, roles, strategies, important qualities, and suggestions are identified to enhance the success and contributions of each of the three learning partners--student, preceptor, and clinical faculty tutor. The steps and processes highlighted in this model are based on the actual experience of a nurse educator in a university school of nursing, in collaboration with the director of psychiatry (also a nurse) at a community hospital in southern Ontario, Canada. The authors jointly share their perceptions of the strengths, limitations, and mutual benefits experienced throughout all phases of this collaborative partnership. In addition, student and preceptor feedback on the placement are described, demonstrating the usefulness of ongoing feedback from all the participants. This article will be of interest to other nurse educators planning to initiate and maintain clinical preceptorship programs.

The resurgence of tuberculosis constitutes a global emergency. In the United States, the number of reported cases is highest in foreign-born persons, and among that group is highest among Asians. Effective treatment requires an understanding of Asian health beliefs. Vietnamese clients were studied to identify associations between an Asian culture and the tendency to operate from an "internal" or "external" (chance or powerful others) locus of control in health beliefs. Internal-locus clients scored highest overall. Males scored significantly higher on external powerful other. Nurses are uniquely positioned to educate these internally motivated clients toward responsible health behavior and to initiate a decline in the rising rate of Asian TB in the United States.