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Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing 1992: Vol 8 Index PDF

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Preview Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing 1992: Vol 8 Index

Index to Volume 8 Authors Aamodt, A.M., 184 Gaskins, S.W., 203 Morse, W., 282 Anderson, J.B., 73 Geissler, E.M., 301 Andreoli, K.G., 72, 202, 319 Gephart, J., 80 Nokes, K.M., 115 Andrews, M.M., 7 Glick, O.J., 342 Nolan, M.T., 358 Grams, K.M., 96 Baas, L.S., 176 Green, H., 209 O'Leary, J., 56 Balasco, E.M., 69 Gutsch, K.U., 170 Oddi, L.F., 221 Barger, S.E., 263 Bartlett, B., 239 Hagopian, G.A., 295 Padula, C.A., 120 Bearinger, L.H., 80 Harrison, L.L., 203 Penticuff, J., 141 Becker, A.M., 351 Hawkins, J.W., 308 Peterson, L.M., 161 Bellinger, S.R., 321 Hazzard, M., 289 Pohlman, V.C., 351 Blum, R.W., 80 Hegyvary, S.T., 3, 142, 261 Poteet, G.W., 143 Bottoms, M.S., 282 Hodges, L.C., 143 Brooks, K.L., 87 Horan, M.L., 276 Rapps, J., 26 Brown, J., 56 Huch, M.H., 170 Rawl, S.M., 161 Buttram, T., 203 Huerta, S.R., 221 Riegel, B., 26 Riesch, S.K., 16 Carson, V.B., 209 Jacobs, L.A., 295 Robichaud, A.M., 320 Cathcart, T.W., 69 Jones, S., 289 Ryder, R.L., 199 Christ, M.A., 96 Joseph, D., 239 Connelly, C.E., 35 Jowers, L.T., 48 Saarman, L., 26 Copp, L.A., 1, 67, 137, 197, 257, Sampel, M.E., 351 315 Keene, K., 289 Shaffer, C., 148 Cummings, M.A., 318 Kerr, J.C.R., 139 Shepherd, J.M., 87 Kjervik, D.K., 6, 73, 141, 260 Sherrod, R.A., 203 D’Avanzo, C.E., 245 Koerner, J., 335 Uhl, J.E., 5, 140 Dagrosa, C., 239 Kohlenberg, E.M., 271 Dienemann, J., 148 Krauss, J.B., 70, 200, 317 Dolan, Sr. M.S., 115 Valiga, T., 56 Donahue, M.P., 4, 262 Laschinger, H.K.S, 105 Vatre, N.J., 259 Doona, M.E., 231 Leonard, R.L., 170 Dufault, M.A., 239 Lowery, B.H., 203 Wastlick, L.A., 282 Lutjens, L.R.J., 276 Weber, G., 6 Edwards, R.M., 203 Weis, K.A., 201 Emblen, J.D., 41 Manfredi, C., 56 Weisensee, M.G., 73 McClelland, E., 342 Wildey, L., 80 Ferszt, G.G., 295 McCloskey, J.C., 321 Wood, F.G., 203 Fitzpatrick, M.L., 56 McCorkle, R., 295 Wu, C.-Y., 35 Freitas, L., 26 McCormick, K., 71 Fulmer, J., 289 Meleis, A.I., 328 Yang, J.C., 342 Miller, I., 260 Gardner, D.L., 155 Mills, A.C., 351 Ziemer, M.M., 56 Subjects Academic career(s) mentoring and level of career development, 161-169 documentation for promotion and tenure, 145 see also Career development establishing a track record, 145-147 tenure expectations, 143, 144 first 5 years after the dissertation, 143-147 Academic nurse administrator(s), see Administrator(s), first job postdissertation, 144, 145 school of nursing 366 Journal of Professional Nursing, Vol 8, No 6 (November—December), 1992: pp 366-375 Index to Volume 8 Authors Aamodt, A.M., 184 Gaskins, S.W., 203 Morse, W., 282 Anderson, J.B., 73 Geissler, E.M., 301 Andreoli, K.G., 72, 202, 319 Gephart, J., 80 Nokes, K.M., 115 Andrews, M.M., 7 Glick, O.J., 342 Nolan, M.T., 358 Grams, K.M., 96 Baas, L.S., 176 Green, H., 209 O'Leary, J., 56 Balasco, E.M., 69 Gutsch, K.U., 170 Oddi, L.F., 221 Barger, S.E., 263 Bartlett, B., 239 Hagopian, G.A., 295 Padula, C.A., 120 Bearinger, L.H., 80 Harrison, L.L., 203 Penticuff, J., 141 Becker, A.M., 351 Hawkins, J.W., 308 Peterson, L.M., 161 Bellinger, S.R., 321 Hazzard, M., 289 Pohlman, V.C., 351 Blum, R.W., 80 Hegyvary, S.T., 3, 142, 261 Poteet, G.W., 143 Bottoms, M.S., 282 Hodges, L.C., 143 Brooks, K.L., 87 Horan, M.L., 276 Rapps, J., 26 Brown, J., 56 Huch, M.H., 170 Rawl, S.M., 161 Buttram, T., 203 Huerta, S.R., 221 Riegel, B., 26 Riesch, S.K., 16 Carson, V.B., 209 Jacobs, L.A., 295 Robichaud, A.M., 320 Cathcart, T.W., 69 Jones, S., 289 Ryder, R.L., 199 Christ, M.A., 96 Joseph, D., 239 Connelly, C.E., 35 Jowers, L.T., 48 Saarman, L., 26 Copp, L.A., 1, 67, 137, 197, 257, Sampel, M.E., 351 315 Keene, K., 289 Shaffer, C., 148 Cummings, M.A., 318 Kerr, J.C.R., 139 Shepherd, J.M., 87 Kjervik, D.K., 6, 73, 141, 260 Sherrod, R.A., 203 D’Avanzo, C.E., 245 Koerner, J., 335 Uhl, J.E., 5, 140 Dagrosa, C., 239 Kohlenberg, E.M., 271 Dienemann, J., 148 Krauss, J.B., 70, 200, 317 Dolan, Sr. M.S., 115 Valiga, T., 56 Donahue, M.P., 4, 262 Laschinger, H.K.S, 105 Vatre, N.J., 259 Doona, M.E., 231 Leonard, R.L., 170 Dufault, M.A., 239 Lowery, B.H., 203 Wastlick, L.A., 282 Lutjens, L.R.J., 276 Weber, G., 6 Edwards, R.M., 203 Weis, K.A., 201 Emblen, J.D., 41 Manfredi, C., 56 Weisensee, M.G., 73 McClelland, E., 342 Wildey, L., 80 Ferszt, G.G., 295 McCloskey, J.C., 321 Wood, F.G., 203 Fitzpatrick, M.L., 56 McCorkle, R., 295 Wu, C.-Y., 35 Freitas, L., 26 McCormick, K., 71 Fulmer, J., 289 Meleis, A.I., 328 Yang, J.C., 342 Miller, I., 260 Gardner, D.L., 155 Mills, A.C., 351 Ziemer, M.M., 56 Subjects Academic career(s) mentoring and level of career development, 161-169 documentation for promotion and tenure, 145 see also Career development establishing a track record, 145-147 tenure expectations, 143, 144 first 5 years after the dissertation, 143-147 Academic nurse administrator(s), see Administrator(s), first job postdissertation, 144, 145 school of nursing 366 Journal of Professional Nursing, Vol 8, No 6 (November—December), 1992: pp 366-375 SUBJECT INDEX Academic variables Mary Roberts as editor of, 179 affecting baccalaureate graduates’ NCLEX-RN scores, writings of Mary Roberts on private duty nursing, 342-350 176-183 Academician(s), nurse American Nurses’ Association (ANA) beliefs of, 67, 68 initiatives for nursing centers, 18 see also Faculty issues Nursing’s Agenda for Health Care Reform, 3 Accelerated baccalaureate nursing program(s) Anthropology, see Transcultural nursing educational background of students in, 37 Armed services financial aid for, 39 effect of policy against homosexuality, 317 length of program, 39 Associate degree (ADN)-prepared nurse(s) list of in US, 36 communication role of in differentiated practice, 337 predictors of success-failure on NCLEX-RN, 351-357 critical thinking ability and values of, 26-34 previous occupations of students in, 37, 38 differentiated practice roles, 336, 337 probability of success on first NCLEX-RN attempt, management role of in differentiated practice, 337 351-357 provision of care by in differentiated practice, 336, profile of nonnurse college graduates enrolled in, 35-40 337 reasons for enrollment in, 38, 39 Associate degree program(s) recruitment focus for, 39 nursing theory in, 277, 280 Accreditation of baccalaureate and graduate nursing professionalism v critical thinking in students, 87-95 programs Attrition, of nurses need for adolescent health curriculum requirement, empowering new graduates to reduce, 308-312 84, 85 Attrition, of nursing students Acquired immunodeficiency syndrome (AIDS) specification equations for selection/retention, 170-175 factors affecting nurses’ refusal to care, 223, 224 hazards of selective assignment and HIV testing, 226 Baccalaureate nursing program(s) knowledge, skills, and attitudes for nursing care, 227, academic variables affecting NCLEX-RN performance, 228 342-350 mandate to provide care for patients with, 222, 223 admission criteria and NCLEX-RN scores, 342-350 nurses’ disapproval of patients’ life-style, 223, 224 distance learning in outreach program, 289-294 nurses’ fear of contagion, 223 generic v upper division completion, 87-95 reality of risk to nurses, 224, 225 integrating liberal and professional education, 282-288 refusal to care for patients with, 221-230 learning environment impact on adaptive competency, safe working environment, 226, 227 105-114 spiritual well-being as predictor of hardiness, 209-270 nonnurse college graduates in accelerated, 35-40 Adaptive competency development nursing theory in, 279 experiential learning theory and, 105-114 professionalism v critical thinking in seniors, 87-95 impact of learning environment on, 105-114 retention and freshmen perceptions of experiences, Administration, nursing service 203-208 total quality management, 72 see also Accelerated baccalaureate nursing program(s) Administration, school of nursing success-failure on NCLEX-RN from accelerated, faculty performance appraisal systems, 148-154 35 1-357 faculty work load formulas, 96-104 Bachelor's degree (BSN)-prepared nurse(s) Administrator(s), school of nursing academic variables affecting NCLEX-RN performance, level of career development and mentoring, 161-169 342-350 ADN degree, see Associate degree program(s) and communication role of in differentiated practice, 337 Associate degree-prepared nurse(s) critical thinking ability and values of, 26-34 Adolescent health differentiated practice roles of, 336, 337 key issues in, 82 empowering new graduates, 308-312 nursing competence in and future needs, 80-86 management by in differentiated practice, 337 Advanced practice nursing provision of care by in differentiated practice, 336, regulation of as barrier to health care reform, 200 337 AIDS, see Acquired immunodeficiency syndrome BSN degree, see Baccalaureate nursing program(s) AIDS-related complex and Bachelor's degree-prepared nurse(s) spiritual well-being as predictor of hardiness in, 209-220 Cammermeyer, Margarethe American Association for the History of Nursing and armed services policy against homosexuality, 317 joint meeting with Canadian association, 139 Canada American College Testing (ACT) score Canadian contributions to US nursing education, 4 as predictor of NCLEX-RN score, 342-350 milestones in nursing history of, 139 American Journal of Nursing Care history of, 177, 178 conceptualization of in nursing, 184-194 368 SUBJECT INDEX differentiated practice roles for provision of, 336, 337 refusal to care for AIDS/HIV patients, 221-230 judgement as nurse’s key to knowledge, 231-238 see also Professional practice refusal to for AIDS/HIV patients, 221-230 why cross-training won’t work, 69 Career commitment, 155-160 Clinical preceptor(s) job turnover, 158 model program using clinical nurse specialists as, performance and, 158 297-299 Career development preparing to teach master’s-level oncology nursing, first position success foretells job v care, 310, 311 295-300 mentor relationships in academe, 48-55 role of in graduate education, 295-297 mentoring and level of in education administrators, Cognitive impairment 161-169 guardians’ perceptions of in elderly, 73-79 steps in achieving academic tenure, 143-147 Communication, verbal Caring cultural relevance of NANDA criteria for impaired, empowering new graduates with positive image of, 305 309, 310 Community health nursing Cavell, Edith model for nursing centers, 18, 19 execution in 1915 of, 137, 138 Community, in nursing Centers for Disease Control (CDC) growth-producing culture for, 338-340 recommendations for testing of health care workers, 70 paradox of differentiation and integration, 335, 336 Cigarette smoking shared governance model for, 337, 338 among nurses, 120-132 via differentiated practice, 335-341 cessation and relapse among nurses, 126 Concept analysis demographic variables associated with in nurses, 122, definitions of religion and spirituality, 41-47 123 Conceptualizations in nursing impact of nurses’ smoking on clinical practice, 125 care, 190-193 professional characteristics of nurses and, 123 context, 186, 187 stress of nurses’ work/academic environment and, development, 187-189 123-125 from the sciences and humanities, 184-194 target areas for prevention, 128 suggesting patterns of caring, 191-193 Cilissa transformation, 189 nurse in ancient literature (Aeschylus) and judgement, Consultant(s), nurse 236, 237 in foreign countries in transition, 140 Civil law Content analysis natural law in, 359 in faculty performance appraisal systems, 148-154 Clinical internship program, undergraduate Council on Nursing and Anthropology, 9 discharge planning, 243 Coursework, see Curriculum evaluation phase, 241, 242 Critical care implementing, 241 cost of quality, 319 interpersonal relations/communications, 243 Critical reflection leadership development, 243 judgement as nurse’s key to knowledge, 231-238 planning phase, 240, 241 Critical social theory professional development, 243 faculty work load formulas and, 96-104 recommendations for, 242-244 overview of, 96, 97 statewide consortium initiative to establish, 239-244 Critical thinking ability teaching/collaboration skills, 242 relationship of education to values and, 26-34 technical skills, 242 socialization into professional nursing and, 26-34 Clinical nurse specialist(s) v professionalism in senior nursing students, 87-95 education of master’s-prepared oncology, 295-300 Cross-cultural nursing model program for preparing as clinical preceptors, barriers to health care for Vietnamese refugees, 297-299 245-253 role of clinical preceptors in teaching of, 295-300 cultural perspectives for 21st century, 7-15 Clinical nursing research educational programs in, 10 gaining access to subjects for, 115-119 Cross-training Clinical practice why it won’t work, 69 career commitment, 155-160 Cultural barriers cultural perspectives for 21st century, 12 to health care for Vietnamese refugees, 245-253 differentiated, 335-341 Cultural diversity impact of nurses’ smoking on, 125 and nursing in 21st century, 7-15 independent at nursing center, 21, 22 developing scholarship sensitive to, 333 preceptor effectiveness for new nurse orientation, inadequacy of NANDA nursing diagnoses in, 301-307 321-327 see also Transcultural nursing SUBJECT INDEX Culture credit allocations, 59 cultural relevance of nursing diagnoses, 301-307 independent work leading to scholarship in, 332 growth-producing in differentiated practice, 338-340 nursing theory in, 280 in nursing education, 10 ownership of research areas and data, 332, 333 in nursing literature, 11 PhD and DNS program differences and scholarship, perspectives for nursing in 21st century, 7-15 332 Curriculum philosophy, curricula, and program requirements, coursework leading to scholarship in doctoral 56-62 programs, 329, 330 program purposes, 58 cultural concepts in, 10, 11 program requirements, 60 GPA in nursing courses and NCLEX-RN score, role preparation courses, 59 342-350 socialization and scholarly identity, 330-332 in doctoral programs in nursing, 56-62 standard curricula, 61 integrating liberal and professional education, 282-288 strategies for developing scholarship in, 328-334 integration of theory and research, 277-280 need for adolescent health content, 80-86 professionalism v critical thinking in four types of, 87-95 Economic issues cost of quality in critical care, 319 Dean(s), of school of nursing funding of schools of nursing, 142 faculty performance appraisal systems, 148-154 Editorials perspectives on faculty practice, 263-270 reading and writing in nursing journals, 197, 198 Deontology Education, nursing natural law as unifying ethic, 358-361 academic variables and BSN performance on Diagnosis, nursing NCLEX-RN, 342-350 cultural additions to, 304 cross-cultural nursing programs, 10 cultural relevance of, 301-307 distance learning technology, 289-294 Differentiated practice doctoral programs’ philosophy and curricula, 56-62 ADN-prepared nurses’ roles in, 336, 337 faculty work load formulas, 96-104 BSN-prepared nurses’ roles in, 336, 337 for health care reform, 3 evolution of professional nursing, 335-341 from diversity to enrichment, 261 future considerations, 340, 341 funding of schools of nursing, 142 growth-producing culture, 338-340 implications of spiritual well-being in AIDS for, 218 MSN-prepared nurses’ roles in, 336, 337 integrating liberal and professional preparation, paradox of differentiation and integration, 335, 336 282-288 roles of ADN, BSN, and MSN nurses in, 336, 337 international nursing programs, 10 shared governance decision-making model, 337, 338 learning environments and adaptive competencies, Diploma programs (hospital-based) 105-114 professionalism v critical thinking in 4 types of, 87-95 need for adolescent health in curriculum, 80-86 Distance learning nursing theory in, 276-281 consistency of, 291, 292 outreach baccalaureate program, 289-294 costs and benefits of, 293 relationship to critical thinking and values, 26-34 flexibility of, 291 scholarship from master’s to doctorate, 328-334 innovative approach to nursing education, 289-294 specification equations for selection/retention, 170-175 learner satisfaction, 292, 293 transcultural nursing programs, 10 nursing administrator's perspective, 293 undergraduate clinical internship program, 239-244 off-campus faculty’s perspective, 292, 293 Effectiveness research, see Outcomes research on-campus faculty’s perspective, 290-292 Elderly patient(s) telecommunication faculty's perspective, 290 guardians’ perceptions of cognitively impaired, 73-79 user friendly, 292 incompetency assessment scale, 75, 76 Diversity threats to autonomy of, 73, 74 and enrichment in nursing education, 261 Empowerment, of new graduates DNS degree, see Doctoral degree program(s) career v job, 310, 311 Doctoral degree program(s) models to keep nurses in nursing, 310 admission requirements, 59, 60 nursing as learned profession, 308, 309 attachment to one theory and one methodology, 332 organizational membership, 311 challenges to scholarship in, 333 positive image of caring, 309, 310 clinical nursing courses, 59 recognizing nursing’s heroes, 309 core nonnursing courses, 59 renewed professionalism for nursing, 308-312 core nursing courses, 59 End-of-life issues coursework leading to scholarship in, 329, 330 nurses’ role in, 199 370 SUBJECT INDEX England legacy of, 181, 182 Marjorie Simpson as pioneer of nursing research in, writings on private duty nursing, 176-183 257, 258 Government, federal Entrepreneurship, nurse initiatives for nursing centers, 17, 18 model for nursing centers, 21, 22 Grade point average (GPA) Ethical issues prenursing GPA as predictor of NCLEX-RN score, end-of-life issues, 199 342-350 factors affecting refusal to care for AIDS/HIV patients, Graduate nursing programs 223, 224 preceptor’s role in, 295-297 future of nursing research in ethics and law, 141 see also master’s and Doctoral degree program(s) mandate to provide care for AIDS/HIV patients, 222, Growth-producing culture 223 in differentiated practice, 338-340 natural law as unifying ethic, 358-361 Guardian(s) nurses’ role in Patient Self-Determination Act, 6 perceptions of cognitively impaired elderly, 73-79 refusal to care for AIDS/HIV patients, 221-230 Safe Medical Device Act of 1990, 260 Hardiness Ethnography spiritual well-being as predictor of in AIDS, 209-220 conceptualizations in nursing and, 184-194 Health care agency(ies) Euryclea institutional review boards and research subjects, first nurse in literature (Homer) and judgement, 235, 115-119 236 nursing research committees and research subjects, Executive(s), nurse 115-119 cost of quality in critical care, 319 see also Hospital(s) and Nursing center(s) primary nursing for the 1990s and beyond, 202 Health care delivery role in total quality management project, 72 barriers to for Vietnamese refugees, 245-253 Existential well-being differentiated practice, 335-341 predictor of hardiness in AIDS patients, 209-220 spiritual well-being in AIDS patients and, 217, 218 Experiential learning theory Health care reform description of, 105-107 in foreign countries in transition, 140 learning environment impact on adaptive competency, nursing education for, 3 105-114 regulation of advanced practice nursing and, 200 related research, 107, 108 Health care worker(s) Faculty issues CDC recommendations for testing of, 70 Health promotion model beliefs of nurse academician, 67, 68 for nursing centers, 19-21 critical thinking ability and values of, 26-34 critical theory perspective on work load formulas, Hepatitis B virus testing of health care workers for, 70 96-104 History of nursing first 5 years after the dissertation, 143-147 American Journal of Nursing history, 177, 178 mentor relationships in academe, 48-55 performance appraisal systems, 148-154 Canadian contributions to nursing education, 4 perspectives on distance learning, 290-293 Euryclea, Cilissa, and Medea’s nurse, 235-238 see also Faculty practice and Faculty research execution of Edith Cavell, 137, 138 Florence Nightengale as international nurse, 5 Faculty practice milestones in Canadian nursing, 139 at nursing centers, 21, 22 private duty nursing 50 years ago, 176-183 organizational perspective, 263-270 the end of history, 262 Faculty research schools’ productivity and organizational structure, Trained Nurse and Hospital Review history, 177, 178 “what if’ questions, 4 271-275 writings of Janet Geister on private duty nursing, Federal government, see Government, federal Funding of schools of nursing 176-183 writings of Mary Roberts on private duty nursing, four general sources of support, 142 Future of nursing 176-183 HIV, see Human immunodeficiency virus cultural perspectives on, 7-15 Homophobia in differentiated practice, 340, 341 natural law as unifying ethic, 358-361 refusal to care for HIV/AIDS patients and, 223, 224 Homosexuality nursing competency in adolescent health, 80-86 effects of armed services policy against, 317 nursing research in ethics and law, 141 primary nursing, 202 Hospital(s) career commitment in nursing at, 155-160 Geister, Janet cost of quality in critical care, 319 editor of Trained Nurse and Hospital Review, 176-178 institutional outreach models of nursing centers, 19 SUBJECT INDEX institutional review boards and research subjects, Journal of Professional Nursing 115-119 mission statement, 2 learning in clinical promotion program in, 320 new look, 1 nursing research committees and research subjects, Journal of Transcultural Nursing, 11 115-119 Journal publishing, nursing preceptor effectiveness for new nurse orientation, acceptance of manuscripts, 315, 316 321-327 historical role of editor, 176, 177 Hospital-based diploma programs history of American Journal of Nursing, 177, 178 professionalism v critical thinking in seniors, 87-95 history of Trained Nurse and Hospital Review, 177, 178 Human immunodeficiency virus (HIV) literary referees, 315, 316 factors affecting nurses’ refusal to care, 223, 224 reading editorials, 197 hazards of selective assignment and HIV testing, 226 see also specific nursing journals knowledge, skills, and attitudes for nursing care, 227, writing editorials, 197, 198 228 Judgement mandate to provide care for patients with, 222, 223 Cilissa and, 236, 237 nurses’ disapproval of patients’ life-style, 223, 224 Euryclea and, 235, 236 nurses’ fear of contagion, 223 human way of knowing, 231-233 reality of risk to nurses, 224, 225 Medea’s nurse and, 237, 238 refusal to care for patients with, 221-230 nurse’s key to knowledge, 231-238 safe working environment, 226, 227 nursing and, 235 spiritual well-being as predictor of hardiness in, personal appropriation of knowledge, 233-235 209-220 Knowledge testing of health care workers for, 70 judgement as nurse’s key to, 231-238 Kolb’s experiential learning theory, see Expeiiential Incompetency learning theory assessment scale for, 75, 76 guardians’ perceptions of elderly patients, 73-79 Leadership Institutional outreach model development in undergraduate clinical internship, 243 for nursing centers, 19 Learning organizations Institutional review boards (hospital) five disciplines of, 320 access to subjects for clinical nursing research, Legal issues 115-119 future of nursing research in ethics and law, 141 Integration nurses’ role in Patient Self-Determination Act, 6 of health care delivery via differentiated practice, 335, refusal to care for AIDS/HIV patients, 221-230 341 Legislation paradox of differentiation and, 335, 336 Patient Self-Determination Act, 6 Intellectual diversity Safe Medical Device Act of 1990, 260 in nursing education, 261 Liberal arts Interactive television integrating with professional preparation, 282-288 distance learning, 289-294 Licensure, see National Council Licensure Examination International Council of Nurses (ICN) Literary referees, 315, 316 AIDS/HIV project, 259 Literature, nursing molding nurses as primary health care leaders, 259 culture in, 11 women’s health issues, 259 religion and spirituality defined according to, 41-47 International nursing Logistics cultural perspectives for 21st century, 7-15 NCLEX-RN scores by accelerated program graduates, educational programs in, 10 351-357 Florence Nightengale’s foreign travels, 5 Management, of patients giobal issues for nurses, 259 differentiated practice roles, 337 in countries in transition, 140 Master’s degree (MSN)-prepared nurse(s) international marketplace for US nurses, 11 communication role of in differentiated practice, 337 Internship program(s) differentiated practice roles, 336, 337 establisi:ing an undergraduate clinical, 239-244 management role of in differentiated practice, 337 Iowa Association of Colleges of Nursing provision of care by in differentiated practice, 336, study of academic variables and NCLEX-RN scores, 337 342-350 scholarship development strategies for, 328-334 Master’s degree program(s) Job satisfaction nursing theory in, 279, 280 effect of preceptors for new nurse orientation on, preparing clinical preceptors to teach oncology in, 321-327 295-300 372 SUBJECT INDEX Medea’s nurse institutional outreach models, 19 in ancient literature (Euripedes) and judgement, 237, nurse entrepreneurship, 21, 22 238 private foundation initiatives, 18 Medicine professional organizations, 18 natural law in, 359 recommendations for, 22, 23 Mentoring wellness and health promotion models, 19-21 and career development in education administrators, Nursing diagnosis, see Diagnosis, nursing 161-169 Nursing research committees at health care agencies behaviors engaged in, 52 access to subjects for clinical nursing research, defining characteristics of, 52, 53 115-119 frequency among nursing school faculty, 52 Nursing theory, see Theory, nursing importance in protege achievements, 53 mentor relationships in academe, 48-55 Oncology nursing personal qualities of mentor, 53 education of clinical nurse specialists in, 295-300 publishing productivity of faculty with a mentor, 53 preparing clinical preceptors to teach master’s-level, 295-300 National Council Licensure Examination (NCLEX-RN) Organizational factors, nursing schools academic variables affecting performance of BSNs of, faculty research productivity and, 271-275 342-350 perspective on faculty practice, 263-270 accelerated baccalaureate program graduates scores, Organizations, professional 351-357 connectedness in profession through, 311 ACT scores as predictor of success on, 342-350 Orientation, of new nurses prenursing GPA as predictor of success on, 342-350 effectiveness of preceptors for, 321-327 success on first attempt by accelerated program Outcomes research graduates, 351-357 areas of for nursing, 71 National League for Nursing (NLN) data sources with potential for nursing research, 201 Council for Nursing Centers, 19 nursing component of, 318 Natural law Outreach program(s) as unifying ethic, 358-361 distance learning in baccalaureate program, 289-294 future developments, 360, 361 nursing administrator's perspective, 293 in medicine, 359 off-campus faculty’s perspective, 292, 293 in nursing, 359, 360 on-campus faculty’s perspective, 290-292 origin of, 358, 359 telecommunication faculty’s perspective, 290 use of in civil law, 359 NCLEX-RN, see National Council Licensure Examination Patient outcomes research, see Outcomes research Nicotine, see Cigarette smoking Patient Self-Determination Act Nightengale, Florence nurse’s proactive role, 6 as international nurse, 5 Patient(s) Noncompliance, patient population trends among US minorities, 8 cultural relevance of NANDA criteria for, 304-306 spiritual well-being and hardiness in AIDS, 209-220 North American Nursing Diagnosis Association Patients’ rights (NANDA) nurses’ role in Patient Self-Determination Act, 6 cultural relevance of classification system, 301-307 PEACE process inadequacy of criteria in transcultural nursing, alternative to faculty work load formulas, 101, 102 301-307 Performance appraisal systems Nurse executive(s), see Executive(s), nurse effective, 148, 149 Nurse researcher(s), see Researcher(s), nurse faculty job domainsand dimensions, 149 Nurse(s) procedures and criteria for faculty, 148-154 career commitment of, 155-160 PhD in nursing, see Doctoral degree program(s) cigarette smoking among, 120-132 Philosophy proactive role in Patient Self-Determination Act, 6 of doctoral programs in nursing, 56-62 Nurse-managed clinic(s), see Nursing center(s) Postdoctoral education Nursing center(s) nursing theory in, 280 analysis of anecdotal literature on, 16-25 Practice, see Clinical, Faculty, and Professional practice community health models, 18, 19 Preceptor(s), clinical conceptual schemes to guide, 18-22 effectiveness of for orientation of new nurses, 321-327 definitions of, 16, 17 in graduate education, 295-297 faculty practice, 21, 22 phases of preceptorship, 296 federal initiatives, 17, 18 preparing to teach master’s-level oncology nursing, historical review, 16, 17 295-300 independent practice, 21, 22 role of, 295 , SUBJECT INDEX Prenursing courses Research reports GPA in and NCLEX-RN performance, 342-350 academic variables and NCLEX-RN performance, Primary health care 342-350 as global issue for nurses, 259 accelerated baccalaureate nursing programs, 35-40 Primary nursing career commitment in nursing, 155-160 for 1990s and beyond, 202 conceptualizations and questions for 21st century, Private duty nursing 193, 194 analysis of writings of Geister and Roberts on, cultural relevance of nursing diagnoses, 301-307 176-183 doctoral programs’ philosophy and curricula, 56-62 influence of Geister and Roberts on, 179-181 education, values, and critical thinking ability, 26-34 problems in 50 years ago, 178, 179 equations for student selection/retention, 170-175 Productivity faculty performance appraisal systems, 148-154 schools’ organizational structure and faculty research, faculty research productivity, 271-275 271-275 freshmen baccalureate students’ perceptions, 203-208 Professional development gaining access to subjects for clinical research, in undergraduate clinical internship program, 243 115-119 mentor relationships in academe, 48-55 health care barriers for Vietnamese refugees, 245-253 Professional organizations learning environments and adaptive competencies, connectedness in the profession through, 311 105-114 Professional practice mentor relationships in academe, 48-55 differentiated practice roles, 336, 337 mentoring and career development in administrators, double helix model of, 278 161-169 end-of-life issues, 199 nursing competence in adolescent health, 80-86 evolution into differentiated practice, 335-341 organizational view of faculty practice, 263-270 learning in hospital clinical promotion program, 320 perceptions of cognitively impaired elderly, 73-79 natural law in, 359, 360 preceptor effectiveness for new nurse orientation, refusal to care for AIDS/HIV patients, 221-230 321-327 see also Clinical practice professionalism v critical thinking in students, 87-95 shared governance decision-making model, 337, 338 socialization into professional nursing, 26-34 why cross-training won't work, 69 spiritual well-being and hardiness in AIDS, 209-220 Professional preparation Research, nursing and liberal arts in undergraduate curriculum, 282-288 areas of outcome research, 71 conceptual framework for study of, 283, 284 cultural perspectives for 21st century, 13 implications for nursing, 284-286 curricular integration of theory and, 277-280 Professionalism effectiveness and outcomes research as data source, 201 effect of preceptors for new nurse orientation on, future of in ethics and law, 141 321-327 future research on AIDS and spiritual well-being, 218, empowering new graduates, 308-312 219 v critical thinking ability in senior students, 87-95 gaining access to subjects for clinical, 115-119 Proteges institutional review boards and subjects for, 115-119 mentor relationships in academe, 48-55 Marjorie Simpson as pioneer in, 257, 258 Public policy nursing component of outcomes research, 318 effects of armed services policy on homosexuality, 317 nursing research committees and subjects for, 115-119 regulation of advanced practice nursing, 200 on smoking behavior of nurses, 127, 128 testing of health care workers, 70 ownership of research areas and data, 332, 333 Publishing in nursing, see Journal publishing, nursing productivity of faculty, 271-275 schools’ organizational structure and productivity, 271-275 Randomized control trial(s) Researcher(s), nurse v effectiveness and outcomes research, 201 gaining access to subjects for clinical research, 115-119 Rapid transition program, see Accelerated baccalaureate Retention, of nurses nursing program(s) preceptors for new nurse orientation and, 321-327 Reasoning Retention, of students judgement as nurse’e key to knowledge, 231-238 freshmen baccalaureate students’ perceptions and, Registered nurse(s) (RNs) 203-208 preceptor effectiveness for orientation of new, 321- specification equations for selection and, 170-175 327 Rhode Island Religion initiative for undergraduate clinical internships in, defined by current use in nursing literature, 41-47 239-244 Religious well-being Roberts, Mary predictor of hardiness in AIDS patients, 209-220 editor of American Journal of Nursing, 176-178 374 SUBJECT INDEX legacy of, 181, 182 learning environments and adaptive competencies, writings on private duty nursing, 176-183 105-114 Role models nonnurse college graduates in accelerated BSN mentorship in academe, 48-55 programs, 35-40 preparing clinical preceptors to teach master’s, 295-300 professionalism v critical thinking in seniors, 87-95 Safe Medical Device Act of 1990 specification equations for selection/retention, 170-175 ethical dilemmas for nurses, 260 Substance abuse smoking among nurses, 120-132 Scholarship challenges in developing, 333 commonalities of PhD and DNS programs, 332 Telecommunications coursework leading to in doctoral program, 329, 330 distance learning, 289-294 developing from master’s to doctorate, 328-334 Teleology independent work leading to in doctoral program, 332 natural law as unifying ethic, 358-361 ownership of research areas and data, 332, 333 Tenure passionate, 333 documentation for promotion and, 145 socialization and scholarly identity in doctoral establishing a track record, 145-147 programs, 330-332 expectations in academia, 143, 144 strategies for development of, 328-333 first job postdissertation, 144, 145 School(s) of nursing in first 5 years after the dissertation, 143-147 equations for selection and retention of students, Theory, nursing 170-175 an educational imperative, 276-281 faculty research and organizational structure of, curricular integration of research and, 277 271-275 double helix model of professional practice, 278 funding of, 142 in associate degree programs, 277, 279 mentor relationships in, 48-55 in baccalaureate degree programs, 279 organizational view of faculty practice, 263-270 in doctoral programs, 280 Selection, of students in master’s degree programs, 279, 280 specification equations for retention and, 170-175 in postdoctoral education, 280 Shared governance model Tobacco dependence in differentiated practice, 337, 338 nurses and, 121 Shortage, of nurses Total quality management empowering new graduates to reduce, 308-312 in health care and nursing, 72 Simpson, Marjorie H. Trained Nurse and Hospital Review pioneer of nursing research in England, 257, 258 history of, 177, 178 Smoking, see Cigarette smoking Janet Geister as editor of, 179 Socialization into professional nursing writings of Janet Geister on private duty nursing, developing scholarly identity in doctoral program, 176-183 330-332 Transcultural nursing education, values, and critical thinking ability, 26-34 certification in, 13 of nurse academician, 67, 68 cultural concepts in curriculum, 10, 11 social learning theory, 27 cultural perspectives for 21st century, 7-15 Sociocultural dissonance cultural relevance of nursing diagnoses, 301-307 NANDA criteria for impaired social interaction due educational programs in, 10 to, 305 historical perspective, 8, 9 revised NANDA criteria, 305 in nursing literature, 11 Specification equations inadequacy of NANDA criteria in, 301-307 for selection/retention of students, 170-175 population trends in US, 8 Spiritual well-being professional organizations, 9, 10 implications for health care of AIDS patients, 217, Transcultural Nursing Society, 9 218 predictor of hardiness in AIDS patients, 209-220 Spirituality Undergraduate nursing program(s) defined by current use in nursing literature, 41-47 establishing a clinical internship program, 239-244 Sponsorship, see Mentoring integrating liberal and professional education, 282-288 Student(s) of nursing professionalism v critical thinking in four types of, baccalaureate freshmen perceptions of experiences, 87-95 203-208 see also Associate, Baccalaureate and Diploma critical thinking ability and values of, 26-34 program(s)

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