Pub Date : 2001-11-01DOI: 10.1043/1094-2831(2001)022<0278:TIOTWO>2.0.CO;2
E. Zungolo
911 -- the numbers that echo distress and invite rescue will live in United States history as the date our nation was attacked in a mindless, intolerable act of aggression that left thousands dead and wounded and millions inconsolable. September 11, 2001, will live in the American experience as the day in which our country faced our vulnerability, examined our values, and emerged unified and committed to a new order. The attacks on the World Trade Center, the Pentagon, and the safety of American society took place just as the national Call to the Profession, orchestrated by the American Nurses Association, was drawing to a close. For four days, representatives from a host of nursing organizations had explored the major dimensions of the nursing shortage and ways in which we can unravel and resolve the complex issues in health care, nursing education, and practice. The process we had used and the level of dialogue that emerged had been encouraging. It had become apparent that old approaches and "sacred cows" could be set aside as we worked together to respond to a higher good. Our hopefulness gave way to fear as we huddled together in a Virginia hotel, watching on television as fortresses of steel tumbled onto the streets of New York. With the NLN office and staff a few short blocks from the World Trade Center, the national disaster was all too personal. We tried to call home and connect with those we loved, just as, we learned later, those in the doomed buildings and airplanes did minutes before they died. As nurses, we are very familiar with the desire to hold onto human contact even as life fades away. As nurses, we have been privileged to accompany others on that final journey, and as nurses, we hold a special accountability for the health of our people in the days that lie ahead. I have been a nurse for a long time. Throughout my career, I have been blessed with outstanding opportunities to work with others in the provision of service and the preparation of the next generation of nurses. But, as I contemplate my new responsibilities as president of the NLN, I am awestruck by the magnitude of all that lies ahead. We in the nursing community will be called upon to respond to heightened demands for nurses amidst a national crisis. We will need to find ways to bolster the efforts of faculty members and clinical educators as they strive to enhance the competence of new nurses and help others in their goals for lifelong learning. …
911——这个回荡着悲痛和呼唤救援的数字，将作为我们的国家遭到袭击的日期而载入美国的历史。这是一次愚蠢的、无法容忍的侵略行为，造成数千人伤亡，数百万人悲痛欲绝。2001年9月11日将成为美国人的历史，在这一天，我们的国家直面自身的脆弱性，审视我们的价值观，团结一致，致力于建立新秩序。在世界贸易中心、五角大楼和美国社会的安全受到攻击之际，美国护士协会(American Nurses Association)精心策划的全国护士职业号召(Call to The professional)即将结束。四天来，来自众多护理组织的代表探讨了护理人员短缺的主要方面，以及我们可以解开和解决卫生保健、护理教育和实践中复杂问题的方法。我们所采用的进程和出现的对话水平令人鼓舞。很明显，当我们共同努力响应更高的利益时，旧的方法和“神圣的戒律”可以被搁置一边。当我们挤在弗吉尼亚州的一家酒店里，在电视上看着钢铁堡垒倒塌在纽约街头时，我们的希望被恐惧所取代。由于NLN的办公室和工作人员距离世贸中心只有几个街区，因此这场全国性的灾难与个人息息相关。我们试着给家里打电话，和我们所爱的人联系，就像我们后来才知道，那些在失事大楼和飞机上的人在死前几分钟所做的那样。作为护士，我们非常熟悉即使生命消逝也要保持与人接触的愿望。作为护士，我们有幸陪伴他人走过这最后的旅程，作为护士，我们在未来的日子里对我们人民的健康负有特殊责任。我当护士已经很久了。在我的职业生涯中，我有幸获得了与他人一起提供服务和培养下一代护士的绝佳机会。但是，当我考虑到我作为全国解放阵线主席的新职责时，我对摆在我面前的一切感到敬畏。我们在护理界将被要求在国家危机中应对对护士的更高需求。当教师和临床教育工作者努力提高新护士的能力并帮助其他人实现终身学习的目标时，我们需要找到方法来支持他们的努力。．．．
{"title":"Tomorrow Is Ours to Win or Lose: Responding to a Heightened Demand for Nurses Amidst a National Crisis","authors":"E. Zungolo","doi":"10.1043/1094-2831(2001)022<0278:TIOTWO>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0278:TIOTWO>2.0.CO;2","url":null,"abstract":"911 -- the numbers that echo distress and invite rescue will live in United States history as the date our nation was attacked in a mindless, intolerable act of aggression that left thousands dead and wounded and millions inconsolable. September 11, 2001, will live in the American experience as the day in which our country faced our vulnerability, examined our values, and emerged unified and committed to a new order. The attacks on the World Trade Center, the Pentagon, and the safety of American society took place just as the national Call to the Profession, orchestrated by the American Nurses Association, was drawing to a close. For four days, representatives from a host of nursing organizations had explored the major dimensions of the nursing shortage and ways in which we can unravel and resolve the complex issues in health care, nursing education, and practice. The process we had used and the level of dialogue that emerged had been encouraging. It had become apparent that old approaches and \"sacred cows\" could be set aside as we worked together to respond to a higher good. Our hopefulness gave way to fear as we huddled together in a Virginia hotel, watching on television as fortresses of steel tumbled onto the streets of New York. With the NLN office and staff a few short blocks from the World Trade Center, the national disaster was all too personal. We tried to call home and connect with those we loved, just as, we learned later, those in the doomed buildings and airplanes did minutes before they died. As nurses, we are very familiar with the desire to hold onto human contact even as life fades away. As nurses, we have been privileged to accompany others on that final journey, and as nurses, we hold a special accountability for the health of our people in the days that lie ahead. I have been a nurse for a long time. Throughout my career, I have been blessed with outstanding opportunities to work with others in the provision of service and the preparation of the next generation of nurses. But, as I contemplate my new responsibilities as president of the NLN, I am awestruck by the magnitude of all that lies ahead. We in the nursing community will be called upon to respond to heightened demands for nurses amidst a national crisis. We will need to find ways to bolster the efforts of faculty members and clinical educators as they strive to enhance the competence of new nurses and help others in their goals for lifelong learning. …","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-11-01DOI: 10.1043/1094-2831(2001)022<0304:LLFDIA>2.0.CO;2
N. Nehls, B. Owen, S. Tipple, R. Vandermause
The Helene Fuld Health Trust, HSBC Bank USA,Trustee has made generous contributions to the development of community-based nursing education. As a recipient of funds, faculty at the University ofWisconsin-Madison School of Nursing developed, implemented, and evaluated a pilot curriculum for undergraduate nursing students. The first phase of the project changed the landscape of community-based nursing education through faculty development. Unlike traditional approaches to faculty development, a resident expert model of faculty development based on dialogue was used. The second phase changed the landscape of teaching and learning community-based care through curricular and instructional revisions. Noteworthy changes were the creation of a curriculum responsive to both individual student and community needs, and recruitment of a cadre of teachers to enhance the cost-effectiveness of clinical education. The third phase changed the landscape of community-based nursing education through evaluation research. Several strategies were used to assess the project's usefulness, including interpretive phenomenological study of interview data and review of conventional outcome measures. Each phase of the project contributed to a new vision of community-based nursing education, a vision in which nursing as service is taught and learned.
{"title":"Lessons learned from developing, implementing, and evaluating a model of community-driven nursing.","authors":"N. Nehls, B. Owen, S. Tipple, R. Vandermause","doi":"10.1043/1094-2831(2001)022<0304:LLFDIA>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0304:LLFDIA>2.0.CO;2","url":null,"abstract":"The Helene Fuld Health Trust, HSBC Bank USA,Trustee has made generous contributions to the development of community-based nursing education. As a recipient of funds, faculty at the University ofWisconsin-Madison School of Nursing developed, implemented, and evaluated a pilot curriculum for undergraduate nursing students. The first phase of the project changed the landscape of community-based nursing education through faculty development. Unlike traditional approaches to faculty development, a resident expert model of faculty development based on dialogue was used. The second phase changed the landscape of teaching and learning community-based care through curricular and instructional revisions. Noteworthy changes were the creation of a curriculum responsive to both individual student and community needs, and recruitment of a cadre of teachers to enhance the cost-effectiveness of clinical education. The third phase changed the landscape of community-based nursing education through evaluation research. Several strategies were used to assess the project's usefulness, including interpretive phenomenological study of interview data and review of conventional outcome measures. Each phase of the project contributed to a new vision of community-based nursing education, a vision in which nursing as service is taught and learned.","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Faculty matters. Melinda M Swenson.","authors":"M M Swenson","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25786016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-11-01DOI: 10.1043/1094-2831(2001)022<0286:PBTTFC>2.0.CO;2
Renee Shell
The ability to think critically is considered an essential skill of nursing graduates and competent nursing practice. Yet, the literature reports that teachers are having difficulty teaching for critical thinking and that critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in generic baccalaureate programs in Tennessee. Surveys were mailed to 262 nursing faculty; 194 were returned, and 175 were usable. Students' attitudes and expectations represented the single greatest barrier to the implementation of critical thinking teaching strategies, followed by time constraints and the perceived need to teach for content coverage. Recommendations to support and encourage faculty to teach for critical thinking are outlined.
{"title":"Perceived barriers to teaching for critical thinking by BSN nursing faculty.","authors":"Renee Shell","doi":"10.1043/1094-2831(2001)022<0286:PBTTFC>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0286:PBTTFC>2.0.CO;2","url":null,"abstract":"The ability to think critically is considered an essential skill of nursing graduates and competent nursing practice. Yet, the literature reports that teachers are having difficulty teaching for critical thinking and that critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in generic baccalaureate programs in Tennessee. Surveys were mailed to 262 nursing faculty; 194 were returned, and 175 were usable. Students' attitudes and expectations represented the single greatest barrier to the implementation of critical thinking teaching strategies, followed by time constraints and the perceived need to teach for content coverage. Recommendations to support and encourage faculty to teach for critical thinking are outlined.","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Renaissance in nursing education thriving in a new era.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25763559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-11-01DOI: 10.1043/1094-2831(2001)022<0292:AEBCTP>2.0.CO;2
T. Veenema
This article describes a curriculum designed to prepare nurses for global public health practice. Designed to be adapted to meet the needs of either undergraduate or graduate students, the curriculum uses the Internet to provide the knowledge and skills needed by nurses to effectively practice in areas around the globe. This course offering integrates the disciplines of nursing and public health with state-of-the-art technology to teach nurses how to identify the health care needs of populations, prioritize national and international responses, and design health care delivery services to meet these needs.
{"title":"An evidence-based curriculum to prepare students for global nursing practice.","authors":"T. Veenema","doi":"10.1043/1094-2831(2001)022<0292:AEBCTP>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0292:AEBCTP>2.0.CO;2","url":null,"abstract":"This article describes a curriculum designed to prepare nurses for global public health practice. Designed to be adapted to meet the needs of either undergraduate or graduate students, the curriculum uses the Internet to provide the knowledge and skills needed by nurses to effectively practice in areas around the globe. This course offering integrates the disciplines of nursing and public health with state-of-the-art technology to teach nurses how to identify the health care needs of populations, prioritize national and international responses, and design health care delivery services to meet these needs.","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the development of an academic consortium comprised of four universities and their schools and colleges of nursing. The initial efforts at collaboration arose from the need to obtain funding and address policy issues related to advanced practice issues at the state level. The developmental stages of the Michigan Academic Consortium are described within a framework developed by Bailey and Koney (I).
{"title":"Development of an academic consortium for nurse-managed primary care.","authors":"J M Pohl, A C Bostrom, G Talarczyk, S Cavanagh","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This article describes the development of an academic consortium comprised of four universities and their schools and colleges of nursing. The initial efforts at collaboration arose from the need to obtain funding and address policy issues related to advanced practice issues at the state level. The developmental stages of the Michigan Academic Consortium are described within a framework developed by Bailey and Koney (I).</p>","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25763558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes research that sought to identify and critique selected content areas from three nursing fundamentals textbooks for the presence or absence of racial bias embedded in the portrayal of African Americans. The analyzed content areas were the history of nursing, cultural content, and physical assessment/hygiene parameters. A researcher-developed guide was used for data collection and analysis of textual language, illustrations, linguistics, and references. A thematic analysis resulted in I I themes reflecting the portrayal of African Americans in these sampled textbooks. An interpretive analysis with a lens of Sadker and Sadker's categories of bias, along with other literary and theoretical contexts, were used to explore for the presence or absence of racial bias. Recommendations for nursing education are provided.
{"title":"Uncovering racial bias in nursing fundamentals textbooks.","authors":"M M Byrne","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This article describes research that sought to identify and critique selected content areas from three nursing fundamentals textbooks for the presence or absence of racial bias embedded in the portrayal of African Americans. The analyzed content areas were the history of nursing, cultural content, and physical assessment/hygiene parameters. A researcher-developed guide was used for data collection and analysis of textual language, illustrations, linguistics, and references. A thematic analysis resulted in I I themes reflecting the portrayal of African Americans in these sampled textbooks. An interpretive analysis with a lens of Sadker and Sadker's categories of bias, along with other literary and theoretical contexts, were used to explore for the presence or absence of racial bias. Recommendations for nursing education are provided.</p>","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25764310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-11-01DOI: 10.1043/1094-2831(2001)022<0308:DOAACF>2.0.CO;2
J. Pohl, A. Bostrom, G. Talarczyk, S. Cavanagh
This article describes the development of an academic consortium comprised of four universities and their schools and colleges of nursing. The initial efforts at collaboration arose from the need to obtain funding and address policy issues related to advanced practice issues at the state level. The developmental stages of the Michigan Academic Consortium are described within a framework developed by Bailey and Koney (I).
{"title":"Development of an academic consortium for nurse-managed primary care.","authors":"J. Pohl, A. Bostrom, G. Talarczyk, S. Cavanagh","doi":"10.1043/1094-2831(2001)022<0308:DOAACF>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0308:DOAACF>2.0.CO;2","url":null,"abstract":"This article describes the development of an academic consortium comprised of four universities and their schools and colleges of nursing. The initial efforts at collaboration arose from the need to obtain funding and address policy issues related to advanced practice issues at the state level. The developmental stages of the Michigan Academic Consortium are described within a framework developed by Bailey and Koney (I).","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nursing skills have traditionally been evaluated using laboratory demonstration. The reality, however, is that skill performance does not occur in isolation in the practice setting. Nurses demonstrate skills while functioning within several nursing roles. Following an examination of the relationship of educational outcomes focusing on critical thinking, communication ability, and therapeutic nursing interventions, faculty at a two-year associate degree nursing program formulated Critical Thinking Vignettes as a method of assessing student outcomes. Students role-play a nurse-client interaction using a case study prompt. Student performance outcomes in skills demonstration, communication, teaching, problem solving, critical thinking, identification of resources, and response to environmental cues are evaluated. Preliminary reliability and inter-rater reliability studies suggest that this method provides a controlled method of assessing nursing outcomes reflective of actual practice.
{"title":"Using critical thinking vignettes to evaluate student learning.","authors":"K Van Eerden","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Nursing skills have traditionally been evaluated using laboratory demonstration. The reality, however, is that skill performance does not occur in isolation in the practice setting. Nurses demonstrate skills while functioning within several nursing roles. Following an examination of the relationship of educational outcomes focusing on critical thinking, communication ability, and therapeutic nursing interventions, faculty at a two-year associate degree nursing program formulated Critical Thinking Vignettes as a method of assessing student outcomes. Students role-play a nurse-client interaction using a case study prompt. Student performance outcomes in skills demonstration, communication, teaching, problem solving, critical thinking, identification of resources, and response to environmental cues are evaluated. Preliminary reliability and inter-rater reliability studies suggest that this method provides a controlled method of assessing nursing outcomes reflective of actual practice.</p>","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25138011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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