Table Of Content

Nurse Education Today (1991) 11, 482-484 © Longman Group UK Ltd 1991 Subject index Communication skills training, team teaching for, 57 | A Competence-based nurse education, problems of, 256 Accountability, educational, 407 Comprehensive nursing performance, assessing, 179, 248 AIDS, students attitudes to, 200 Concept evaluation, 230, see also Teleconferencing Andragogy Constructivist approach to concept attainment, 310 as didactic perspective in attitudes of nurse instructors Contact, effect on nursing students attitudes to patients, in Finland, 278 363 in midwifery education, towards an epistemological Corporate philosophy of College of Nursing and Mid- basis for, 153 wifery, 327 Anxieties reported by post-registered nurse students in Counselling, client-centred, nurses’ attitudes to, 104 BScN programme, 415 Credit accumulation and transfer, 467 Assessment(s), see also Evaluation Critical learning incidents, use of, 284 clinical, see Clinical assessment Curriculum on course for change, 19 development, essence of, 121 devolving to local institutions of education and general nursing, mental health component of: critical training, 387 review of English National Board guidelines, 454 of performance, see Performance of student nurses, 46 Attitudes ia D of nurse instructors in Finland, andragogy as didactic Decision-making, in problem-based learning, stakeholder perspective in, 278 evaluation as model for, 439 nurses Degrees, post-registration, evaluation, 295 caring, in nursing practice, 3 Delphi technique adapted for classroom evaluation of to client-centred counselling, 104 clinical placements, 207 nursing students Development to AIDS, 200 curriculum, essence of, 121 to patients, contact and its effect on, 363 faculty, 121 Audio teleconferencing, learning contracts as a vehicle Diagnosis-related groups, 424 for increased student involvement in, 185 Drills, value in developing and maintaining numeracy Australia, recruitment pool changes in, 431 skills, 213 | B | | E BScN programme, hassles/uplifts/anxieties reported by post-registered nurse students in, 415 English National Board guidelines on mental health component of general nursing curriculum, 454 | c Enrolled nurses, open learning for, 394 Epistemological basis for andragozgy in midwifery edu- Caring attitude in nursing practice, 3 cation, towards an, 153 Change Evaluation, see also Assessment course for, teaching and assessing on, 19 classroom, of clinical placements, Delphi technique management of, strategy for, 327 adapted for, 207 Classroom evaluation of clinical placements, Delphi tech- clinical, see Clinical assessment nique adapted for, 207 conference, 230 Client-centred counselling, nurses’ attitudes to, 104 model of, exemplified by Swedish nursing education, Clinical areas, nurse learners in, support/supervision/ 37 instruction, 261 of post-registration degrees, 295 Clinical assessment/evaluation stakeholder, as model for decision-making in problem- empirical analysis of tool for, 354 based learning, 439 Objective Structural (OSCA), 179, 248 student-controlled, 220 problem of, 448 tool, development, 230 Clinical placements, Delphi technique adapted for Examination(s) classroom evaluation of, 207 devolution to local institutions of education and Cognitive development, teaching and Piaget’s theory of, training, 387 65 feedback on and marking of papers, 53 College of Nursing and Midwifery, corporate philosophy, Expectations of nurse role, 30 327 Experiential learning, 467 482 Nurse Education Today (1991) 11, 482-484 © Longman Group UK Ltd 1991 Subject index Communication skills training, team teaching for, 57 | A Competence-based nurse education, problems of, 256 Accountability, educational, 407 Comprehensive nursing performance, assessing, 179, 248 AIDS, students attitudes to, 200 Concept evaluation, 230, see also Teleconferencing Andragogy Constructivist approach to concept attainment, 310 as didactic perspective in attitudes of nurse instructors Contact, effect on nursing students attitudes to patients, in Finland, 278 363 in midwifery education, towards an epistemological Corporate philosophy of College of Nursing and Mid- basis for, 153 wifery, 327 Anxieties reported by post-registered nurse students in Counselling, client-centred, nurses’ attitudes to, 104 BScN programme, 415 Credit accumulation and transfer, 467 Assessment(s), see also Evaluation Critical learning incidents, use of, 284 clinical, see Clinical assessment Curriculum on course for change, 19 development, essence of, 121 devolving to local institutions of education and general nursing, mental health component of: critical training, 387 review of English National Board guidelines, 454 of performance, see Performance of student nurses, 46 Attitudes ia D of nurse instructors in Finland, andragogy as didactic Decision-making, in problem-based learning, stakeholder perspective in, 278 evaluation as model for, 439 nurses Degrees, post-registration, evaluation, 295 caring, in nursing practice, 3 Delphi technique adapted for classroom evaluation of to client-centred counselling, 104 clinical placements, 207 nursing students Development to AIDS, 200 curriculum, essence of, 121 to patients, contact and its effect on, 363 faculty, 121 Audio teleconferencing, learning contracts as a vehicle Diagnosis-related groups, 424 for increased student involvement in, 185 Drills, value in developing and maintaining numeracy Australia, recruitment pool changes in, 431 skills, 213 | B | | E BScN programme, hassles/uplifts/anxieties reported by post-registered nurse students in, 415 English National Board guidelines on mental health component of general nursing curriculum, 454 | c Enrolled nurses, open learning for, 394 Epistemological basis for andragozgy in midwifery edu- Caring attitude in nursing practice, 3 cation, towards an, 153 Change Evaluation, see also Assessment course for, teaching and assessing on, 19 classroom, of clinical placements, Delphi technique management of, strategy for, 327 adapted for, 207 Classroom evaluation of clinical placements, Delphi tech- clinical, see Clinical assessment nique adapted for, 207 conference, 230 Client-centred counselling, nurses’ attitudes to, 104 model of, exemplified by Swedish nursing education, Clinical areas, nurse learners in, support/supervision/ 37 instruction, 261 of post-registration degrees, 295 Clinical assessment/evaluation stakeholder, as model for decision-making in problem- empirical analysis of tool for, 354 based learning, 439 Objective Structural (OSCA), 179, 248 student-controlled, 220 problem of, 448 tool, development, 230 Clinical placements, Delphi technique adapted for Examination(s) classroom evaluation of, 207 devolution to local institutions of education and Cognitive development, teaching and Piaget’s theory of, training, 387 65 feedback on and marking of papers, 53 College of Nursing and Midwifery, corporate philosophy, Expectations of nurse role, 30 327 Experiential learning, 467 482 NURSE EDUCATION TODAY 483 | N ’ | Faculty development, 121 Numeracy skills, value of drills in developing and main- Feedback on student papers, improving, 53 taining, 213 Feelings, learning to work with, 134 Nurse Education Tomorrow Conference 1990, 83, 89, Finland, andragogy as didactic perspective in attitudes of 94, 100, 172 nurse instructors in, 278 | ¢ | a ° | Group work, small, psychodynamic understanding and, Objective Structural Clinical Assessment (OSCA), 179, with junior student nurses, 134 248 Open learning for enrolled nurses, 394 7 Hassles reported by post-registered nurse students in P BScN programme, 415 Papers, student, marking and feedback on, 53 Peckham experiment, lessons from, 191 Perceptions, nurses’, of interpersonal skills, 24 | | Performance Institutions of education and training, local, devolving clinical, tool for assessing, 354 examinations and assessment to, 387 comprehensive nursing, assessing, 179, 248 Instructors and instruction, see Teachers; Teaching indicators, application to nurse education, 335, 341 Interpersonal skills Philosophy nurses’ perceptions, 24 corporate, of College of Nursing and Midwifery, 327 video as a reflective tool in training in, 143 of science, nursing and the, 13 Interview transcripts in qualitative research, analysis, 461 Physics, new, nursing and the, 347 Piaget's theory of cognitive development, teaching and, 65 | = | Placements Knowledge clinical, Delphi technique adapted for classroom evalu- of nurse role, 30 ation of, 207 nursing, reorganisation practical, making the most of, 127 Post-registration degrees, evaluation, 295 Practice, mentor and preceptor role and narrowing of gap | L between theory and, 225 Learners, nurse, see Students Preceptor role, mentor and, theory-practice gap and Learning narrowing of, 225 experiential, 467 Problem-based learning, stakeholder evaluation as model open, for enrolled nurses, 394 for decision-making in, 439 problem-based, stakeholder evaluation as model for Problem posing vs problem solving, 147 decision-making in, 439 Professional nurse role, expectations/knowledge/defin- self-directed, 368 ition of, 30 to work with feelings, 134 Psychodynamic understanding and small group work Learning contracts as a vehicle for increased student with junior student nurses, 134 involvement in audio teleconferencing, 185 Learning incidents, critical, use of, 284 Local institutions of education and training, devolving a Q i examinations and assessment to, 387 Qualitative research, analysis of interview transcripts in, 461 : | Marking of student papers, aids to, 53 R | Mental health component of general nursing curriculum: Recruitment pool changes in Australia, 431 critical review of English National Board guidelines, Reflective tool in interpersonal skills training, video as a, 454 143 Mental health nursing practice, adapting supervision Reforming nurse education, 83, 89 strategies to meet challenges of, 378 Registered nurse students in BScN programme, hassles/ Mentor role, preceptor and, theory-practice gap and uplifts/anxieties reported by post-, 415 narrowing of, 225 Research Midwifery, College of Nursing and, corporate phil- qualitative, analysis of interview transcripts in, 461 osophy, 327 what and how of teaching, 172 Midwifery education, towards a epistemological basis for Role, professional nurse, expectations/knowledge/defin- andragogy in, 153 ition of, 30 484 NURSE EDUCATION TODAY | s | T Science, philosophy of, nursing and the, 13, see also Teachers/instructors Physics andragogy as didactic perspective in attitudes of, in Self-directed learning, 368 Finland, 278 Self-study programmes, 303 benefits for students and practical placements and the Skills role of, in maximising them, 127 communications, team teaching for training in, 57 health care, preparation for the future, 94 interpersonal, see Interpersonal skills reform of nurse education and its implications for, 89 numeracy, value of drills in developing and maintain- Teaching/instruction, see also Training ing, 213 in clinical areas, 261 Stakeholder evaluation as model for decision-making in on course for change, 19 problem-based learning, 439 Piaget’s theory of cognitive development relevant to, 65 Stress, reasons for leaving or staying in training related to, team, for communication skills training, 57 110 Team teaching for communication skills training, 57 Student(s) Teleconferencing, audio, learning contracts as a vehicle assessment/evaluation, see Assessment; Evaluation for increased student involvement in, 185 attitudes, see Attitudes Theoretical developments in nursing, 292, see also specific in clinical areas, see entries under Clinical theories involvement in audio teleconferencing, learning con- Theory-practice gap, mentor and preceptor role and tracts as a vehicle for increased, 185 narrowing of, 225 junior, psychodynamic understanding and small group Trained nurses, repertory grid study of caring attitudes work with, 134 in, 3 post-registered nurse, in BScN programme, hassles/ Training uplifts/anxieties reported by, 415 communication skills, team teaching for, 57 in practical placements, teacher maximising benefit for, interpersonal skills, video as a reflective tool in, 143 127 local institutions of education and, devolving examin- reform of nurse education and its implications for, 89 ations and assessment to, 387 supervision, see Supervision stress-related reasons for leaving or staying in, 110 Student-controlled evaluation, 220 Study programmes, self-, 303 Substantive theory in nursing, development, 167 | u | Supervision (student/nurse learner), 368 Uplifts reported by post-registered nurse students in in clinical areas, 261 BScN programme, 415 strategies, adapted to meet challenges of mental health nursing practice, 378 Support of nurse learners in clinical areas, 261 | v | Swedish nursing education, model of evaluation exempli- Video as a reflective tool in interpersonal skills training, fied by, 37 143 Nurse Education Today (1991) 11, 485-486 © Longman Group UK Ltd 1991 Author index | | Ackroyd, K., 230 Janhonen, S., 278 Adams, A., 207 Jinks, G.H., 127 Armitage, P., 225 Ashworth, P., 256 ee K Kapborg, I., 37 Kellmer-Langan, D.M., 200 Beech, B.F., 207 Kinghorn, A., 310 Birchenall, P.D., 100 Koren, I., 415 Bodley, D.E., 378 Brookes, D., 303 Bujack, L., 179, 248 | Burley, S., 394 Lavery, M.C., 368 Burnard, P., 24, 104, 143, 225, 424, 461 Lindop, E., 110 Cc 3 M Carlisle, C., 295 Chambers, M., 363 McMillan, M., 179, 248, 439 Champion, R., 407 Marriott, A., 261 Chandler,J. , 83, 89 Mazhindu, G.N., 387 Clark, E.H., 172 Minardi, H.A., 57 Clifton, B., 191, 347 Morrison, P., 3, 24, 104, 256 Cross, D., 19 Murray, M., 363 N L DeSantis, L., 167 Narayanasamy, A., 335, 341 Donoghue, J., 354 Norman, I.J., 453 Draper, P., 292 Nyatanga, L., 13 Duffield, C., 207 Dwyer,J. , 179, 248 L Olsson, H.M., 30 Orr,J. , 65 Fabricius, J., 134 Ouellet, L.L., 121 Fischbein, S., 37 French, P., 19 L L, Parahoo, K., 220 Gallego, A., 94 Paunonen, M., 270 Glen, S., 327 Pelletier, $.D., 354 Gullberg, M.T., 30 Phillips, C., 424 a Happs, S.J., 147 Rentoul, L.P., 454 Hawkett, S., 327 Riley, M.J., 57 Hazelton, M., 179, 248 Ritter, S., 454 Hengstberger-Sims, C., 439 Robotham, A., 467 Hepworth, S., 46 Rukholm, E., 415 Ho, E., 153 Rush, K.L., 121 Hogan, N., 167 Russell, J., 284 486 NURSE EDUCATION TODAY om J | SleepJ,. , 172 Walter, P., 94 Sleven, O.D’A., 368 Wasson, D., 121 Smith, A., 284 While, A.E., 448 Synoground, S.G., 200 Wilson, D.M., 53 Wright, C., 431 | | Wuest,J. , 185 Teasdale, K., 394 | | Yeoh, J., 70 Viverais-Dresler, G., 415