Nurse Educator 2002: Vol 27 Index

5 Pages·2002·0.71 MB·English

Subject
Index
Volume 27
A Complementaiy- health, as field of transcultural nursing educational
Accreditation, planning for study. 3:118 environment and. 4:151
accreditation visits and, Computer projection technology, Dosage calculation, teaching model
Aestlietic knowing, for understanding assessing needs for, 2:~3 for. 2:'9
chronic illness, 1:25 Computer resource center. 3:113
Associate degree programs, Concept maps, for care plans, out¬
mathematics competencies of comes and. 4:149 E
students in, 3:132 Confidentiality, of student informa¬
Attitudes, professional, in RN BS\ tion, national policy on. 3:102 Elementaiy- .students, teaching health¬
completion programs, 2:-l Conflict management, teaching strate¬ care concepts to. 4:168
gies for, 4:165 Empowerment, teaching strategies
Cooperative learning strategies, to empowering students for success
B teach implications of Nurse on N'CLEX-RN, .3:103
Practice Act. 5:236 Epidemiology, teaching strategy for,
Baccalaureate educaticm
Critical thinking 3:123
outcomes of critical thinking and
"puzzle patients" as teaching "ER" (telexision program), as teaching
profe.ssional attitudes in, 2:-l
strategy and. 4:155 tool. 3:113
Web-based teaching in, 6:2"’6
in RN BSN completion programs. Ethical decision-making, teaching of.
2:~1 1:8
Cultural competence, for immersion Expectations, of students and faculty
C
experiences, 4:18~ for faculty teaching role. 5:201
Care plans, concept maps for, out¬ Curricula Experiential learning, of conflict man¬
comes and, -4:1-49 matrix for \ alidating integrity of. agement. 4:165
Cheating, 1:6 3:1.36 Expert learners, developing and
Children stakeholder involvement in retaining. 5:22'
criticjuing toys to teach growth planning of, 6:265
and development of, 5:199
teaching healthcare concepts to, F
4:168 D
Chronic illness, aesthetic knowing for Eaculty
understanding experience of, Decision-making, ethical, teaching of. collaboration with students for
1:25 1:8 research. 2:61
Clinical conferences, values-based, Didactic experiences, balancing with difficult experiences with. 2:53
pastoral care counselors in, 1:31 clinical experiences, 1:15 expectations of teaching role,
Clinical experiences Disal)ilities. teaching students to care 5:201
balancing with didactic for and about people with, 2:89 help and hindrance of at-risk
experiences, 1:15 Di.sciplinaiy- action, characteristics of students by. .3:126
with foster familie.s, 4:P8 registered nurses subjected to. working at home. 6:24?
international. 1:28 4:159 Eaith-ba.sed partnerships, incorporat¬
junior-senior, joint. 2:56 Di.scussion li.sts. incorporation into ing into curriculum. 1:13
same \ersus different student course. 5:204 Elorida League for Nursing. 5:242
groups in rotations for, 2:65 Distance learning Foster families, clinical experiences
senior practicum and. -4:174 co-learning and. 4:182 with. 4:P8
Clinical journals, mentored, 1:3"’ course coordinator's role in, 5:21'
Clinical resource centers, 5:232 Diversity
Co-learning, distance learning and, maximizing learning among
G
■4:182 students from culturally
Community care, introducing nursing diverse backgrounds and. Geriatric nursing. Nursing Home
students to, 5:210 5:222 Buddies program for, 3:101
288 NURSE EDUCATOR Volume 27, Number 6 November/December 2002
Subject
Index
Volume 27
A Complementaiy- health, as field of transcultural nursing educational
Accreditation, planning for study. 3:118 environment and. 4:151
accreditation visits and, Computer projection technology, Dosage calculation, teaching model
Aestlietic knowing, for understanding assessing needs for, 2:~3 for. 2:'9
chronic illness, 1:25 Computer resource center. 3:113
Associate degree programs, Concept maps, for care plans, out¬
mathematics competencies of comes and. 4:149 E
students in, 3:132 Confidentiality, of student informa¬
Attitudes, professional, in RN BS\ tion, national policy on. 3:102 Elementaiy- .students, teaching health¬
completion programs, 2:-l Conflict management, teaching strate¬ care concepts to. 4:168
gies for, 4:165 Empowerment, teaching strategies
Cooperative learning strategies, to empowering students for success
B teach implications of Nurse on N'CLEX-RN, .3:103
Practice Act. 5:236 Epidemiology, teaching strategy for,
Baccalaureate educaticm
Critical thinking 3:123
outcomes of critical thinking and
"puzzle patients" as teaching "ER" (telexision program), as teaching
profe.ssional attitudes in, 2:-l
strategy and. 4:155 tool. 3:113
Web-based teaching in, 6:2"’6
in RN BSN completion programs. Ethical decision-making, teaching of.
2:~1 1:8
Cultural competence, for immersion Expectations, of students and faculty
C
experiences, 4:18~ for faculty teaching role. 5:201
Care plans, concept maps for, out¬ Curricula Experiential learning, of conflict man¬
comes and, -4:1-49 matrix for \ alidating integrity of. agement. 4:165
Cheating, 1:6 3:1.36 Expert learners, developing and
Children stakeholder involvement in retaining. 5:22'
criticjuing toys to teach growth planning of, 6:265
and development of, 5:199
teaching healthcare concepts to, F
4:168 D
Chronic illness, aesthetic knowing for Eaculty
understanding experience of, Decision-making, ethical, teaching of. collaboration with students for
1:25 1:8 research. 2:61
Clinical conferences, values-based, Didactic experiences, balancing with difficult experiences with. 2:53
pastoral care counselors in, 1:31 clinical experiences, 1:15 expectations of teaching role,
Clinical experiences Disal)ilities. teaching students to care 5:201
balancing with didactic for and about people with, 2:89 help and hindrance of at-risk
experiences, 1:15 Di.sciplinaiy- action, characteristics of students by. .3:126
with foster familie.s, 4:P8 registered nurses subjected to. working at home. 6:24?
international. 1:28 4:159 Eaith-ba.sed partnerships, incorporat¬
junior-senior, joint. 2:56 Di.scussion li.sts. incorporation into ing into curriculum. 1:13
same \ersus different student course. 5:204 Elorida League for Nursing. 5:242
groups in rotations for, 2:65 Distance learning Foster families, clinical experiences
senior practicum and. -4:174 co-learning and. 4:182 with. 4:P8
Clinical journals, mentored, 1:3"’ course coordinator's role in, 5:21'
Clinical resource centers, 5:232 Diversity
Co-learning, distance learning and, maximizing learning among
G
■4:182 students from culturally
Community care, introducing nursing diverse backgrounds and. Geriatric nursing. Nursing Home
students to, 5:210 5:222 Buddies program for, 3:101
288 NURSE EDUCATOR Volume 27, Number 6 November/December 2002
Graduate nurses, leadership capabili¬ .Multicultural .students, transcultural Professional attitudes, in RN BSN
ties needed by, 1:32 nursing educational environment completion programs, 2:^1
Group work, journals for community and. 4:131
health students in, 6:233
R
N
References, accuracy in nursing jour¬
H
Na\ajo people, cultural competence nals, 6:260
Handheld technology, 6:2'’l for immersion experience among, Registered nurse programs, outcx)mes
Healthcare reform, stakeholder 4;i8"' of critical thinking and profe.s-
in\-olvement in curriculum plan¬ \CLEX-RN examination sional attitudes in. 2:'’!
ning and, 6:263 link between entiy-level RN Registered nurses
practice and, 3:109 di.sciplined. characteri.stics of,
pass rates for, progression and 4:139
remediation policies and. 2:94 link between entiA -level RN
I
teaching .strategies empowering practice and NCLEX-RN
Immersion experiences, cultural com¬ students for succe.ss on, 3:103 examination and. 3:109
petence for, -4:187 Negligence, in nursing education. Retention, .student perceptions of vari¬
International clinical experiences, 1:42 ables influencing. 1:16
1:28 Nurse Practice Act, cooperative learn¬ Role-playing, to increa.se .student par¬
International perspecti\es ing strategies to teach implica¬ ticipation. 6:231
nursing education in Ireland, 2:68 tions of, 3:236
nursing education in Republic of Nursing Home Buddies program.
South Africa, 3:20'' 3:101 S
Nursing journals, reference accuracy
teaching-learning approaches in Senior practicum, 4:174
in, 6:260
Sweden, 3:l-tl Service learning, for future, 4:191
Nursing labs. 3:232
Internet. See also Di.stance learning; South .\frica, nursing education in,
Nursing research
Online education 3:20^
faculty/.student collaboration for.
di.scussion list incorporation into Stre.ss. experienced by students in
2:61
course, 3:20-4 preceptorship experience, 2:84
on-line course for. 1:1
Web-ba.sed teaching in Student participation
teaching strategy for, 3:106
undergraduate nursing asse,s.sment tool for. 1:19. 2;4A
Nursing theory, of Polanyi. 6:249
programs, 6:2'’6 dyadic role-playing to increa.se,
Ireland, nursing education in, 2:68 6:231 ’
Students
O
at-risk, on faculty help and
J (inline education hindrance, 3:126
applications lor. 6:283 collaboration with faculty for
journals. See also Nursing journals pedagogical model in design of, research. 2:6l
for community health students in 4:170 dealing with difficult in.structors,
group work. 6:233 Outcomes, clinical concept map care 2:33
ment(4red. 1:3“' plans and. 4:149 dtweloping and retaining expert
learners and. 3:22“’
expectations of faculty teaching
L P role. 3:201
increasing .self-confidence and
Leadership Partnerships, faith-ba.sed, incorporat¬ competency of, through
capabilities needed by graduate ing into curriculum, 1:13 preceptor programs. 2:38
nurses, 1:32 Pa.storal care counselors, in values- mcKlern, old teaching techniques
tran.sformational, in nursing based clinical conferences, 1:31 and. l:4l
education. 4:162 Pedagogical models, for hypermedia, peer-reviewed program for senior
4:r0 proficiencies and. 3:212
Peer-rtwiew, program for senior profi¬ perceptions of, of \ ariables
M ciencies and, 3:212 influencing retention, 1:16
Polanyi's philosophy. 6:249 .same versus different groups of.
.Mathematics, associate degree nursing Preceptor experience in clinical experience
students' competencies in, 3:132 increasing .student .self-confidence rotations. 2:63
.Mock trial, as strategy for teaching and competency using, 2:38 stress experienced by. in
healthcare dcji\er\’ perspectives, preparing .students for. 1:9 preceptorship experience,
3:19- student nurse .stress in, 2:8-4 2:84
NURSE EDUCATOR Volume 27, Number 6 November/December 2002 289
teaching to care for and about debate format for teaching Transcultural nursing educational
people with disaliilities. 2:89 healthcare deliver^' environment. 4:151
Student Success Program, 5:227 perspectives and, 5:197 Transhjrmational leadership, in nurs¬
Sweden, teaching-learning approach¬ for dosage calculation, 2:79 ing education, 4:162
es in, 3:141 for empowering students for
NCLEX success, 3:103
for epidemiology, 3:123 V
for nursing research, 3:106
Values-based clinical conferences,
old, witli ne\^■ nursing students, 1:41
T pastoral care counselors in, 1:31
for preparing students for
Teaching strategies preceptor experience, 1:9
for conflict management. 4:165 "puzzle patients" as, 4:155
W
cooperative learning as, to teach Teaching tools, "ER" as, 3:113
implications of Nurse Practice Toys, criticiuing, to teach growth and Web-based teaching, in undergradu¬
Act, 5:236 development, 5:199 ate nursing programs, 6:276
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Publi.sher—Lippincott Williams <& Wilkins, Inc., 530 Walnut Street. Philadelphia, P.5 19106; Editor—Suzanne Smith,
EdD, RN, FAAN, 4.301 32nd Street We.st, Suite *C-12, Bradenton, EL .342()5-2748; Managing Editor—Karyn Crislip,
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290 NURSE EDUCATOR Volume 27, Number 6 November/December 2002
Author
Index
Volume 27
Adelman DS, 5 Huffstutler S, 271 Rich E. 151
Ailinger RL. 28 ledlicka DS, 73 Riley JK, 3
Anthony ML. 113 Jeffreys ,MR. 16 Robertson JE, 123
A.ske\\ L.M, 1^8 Johnson LJ, 79 Rosner A.M, 155
John.son SA, 79 Ro.ssen ER. 155
Baird CL, 212 Jones JM, 197 Rubin A. 151
Baldwin JH, 251 Joyce F, 68 Rue S, 168
Bilin.ski H, 37 Rule R. 56
Bradshaw .MJ, 56
Karner KJ, 136
Brown DL. 6, 132 .Sackett K.M. 197
Keig L, 165
Br\ ant SC, 174 Saylor C, 201
King ,M, 214
Buckner EB, 204 K(x;ckeritz J, 283 Schneiderman JU, PR
Kollar SJ, 28 Schulz F, 217
Calvillo ER. 222 Kotecki CN, 13 Schu.ster F.M. 149
Candela L, 25 Schwartz R, 61
Ca.stellino .\R, 149 Shell R. 214
Chan S, 265 Lambert LJ, 136 Smith JE, 109
Chasens ER, 42 Law B, 265 Sofliauser CD, 118
Childs JC, 232 Li.shner Miller KE, 204 .Soroff L. 151
Chrisiaens G, 251 Luft F, 276 .Souers C. 9
Chri.stian.son L, 276 Stangvik-L4ban L. l4l
Clawson J, 32 .Mack B, 212 Stark MA, 103
Cluskey -M, 15" Macintosh J, 182 Sternlxfrger C, 106. PO
Copp SL. 236 .MacKay E.’l82 Stotts RC, 247
Cornett B, 73 .Malkiewicz J, 283 Strickland RD, 151
Crawford LM, 109 ■Mallet-Boucher .M, 182 S\ me.s L, 227
.Mandleco BL. 6l
Delgado C, 159, 212 .Marshall SJ, 53 Tart K, 227
Dickerson SS, 197 ■Martens KH. l4l Thurmond \A, 20
Dorey KS, 255 .Martin KJ. 3 Tiene D, 276
Drevdahl DJ. 255 .Ma.son N.M, 260 Tiwari A. 265
Ma.storovich .ML. 126 Toombs .MS. 227
Ehlers VJ, 207 .Matteson-Kane .M, 168 Towns VC , 65
.Mayne L. 191 Tra% is L, 227
.McCann J.MF. 73
Feikema B, 103
Flannigan F, 15’’ McDowell B.M, 199 Warner JR. IS"^
Florida League for Nursing, .McGee KS. 115 Webb CA, 126
Free KW, 94 Merrill AS. 89 White .MJ, "1
Freiburger O.A, 58 .Michael SR. 25 Wiggins N, 182
■Mitchell S, 25
VC illiams D, P *
.Morrison S, 94
Gaglione BH, 136 Williams RF, 222
.Mueller SS, 115
Gard C, 157 Williams-Ferez K, 165
.Myrick F. 84
Gla.scoff M, 191 VC'ilmes .NA, 260
Gomez G, ^1 Wilson JS, 89
Newman .M, 94
Goudreau KA, 42 VC ink D, 65
VC i.ssmann J, 32
Oermann .MH, 260 Wright CF, '2^1
Haase .M, 84
Wyatt TH. 2^1
Hauck B. 32
Flotnick HD, 151 W\ngarden K, 103
Heinrich CR. 136
Foorman SG, 126
Henderson A, 283
Hill .MH, 162 Fullen RL, 115 Yehle KT, 210
Hilton .1.1, 249 \(Kier .MK. 201
Hooper V, 56 Reed TM, 178 Yonge O, 84
NURSE EDUCATOR Volume 27, Number 6 November/December 2002