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

11 Pages·1992·2.2 MB·English

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)