Nursing Education (nursing + education)

Distribution by Scientific Domains
Distribution within Medical Sciences

Kinds of Nursing Education

  • health nursing education
  • mental health nursing education

  • Terms modified by Nursing Education

  • nursing education program
  • nursing education programme

  • Selected Abstracts

    Changes in Nursing Education in the European Union

    Adelaida Zabalegui
    Purpose: To provide an overview of changes in nursing education in the European Union (EU) within the framework of the Bologna Declaration, signed in 1999 by the European ministers of education, and to describe specific efforts and changes in Spain. Organizing Constructs: (a) the Bologna Declaration process, its recent reforms in all disciplines including nursing, and perspectives on future developments; (b) the Tuning Project, designed and carried out by a group of European universities to meet the challenges posed by the Bologna Declaration; and (c) efforts in a group of Spanish universities to promote higher education in nursing. Findings and Conclusions: These changes promote enhanced academic recognition, professionalism in nursing education, and graduates' competencies in practice in most European countries by specifying the undergraduate nursing degree as the minimal entrance level for practice and master's and doctoral programs for further career development. [source]

    Preparing for the Future Through Genetics Nursing Education

    Jean F. Jenkins
    Purpose: To determine recommendations for curriculum change that are indicated by innovations in genetics. Methods: Both quantitative and qualitative. The sample (n = 356) consisted of nurses identified as experts in genetics (n = 228) and nurses identified as potential users of genetics education (n = 128). Nurses' opinions of core components of a genetics curriculum were elicited via a mailed survey questionnaire. Participants also provided demographic information and completed the Jones Innovativeness Scale (1997). Findings: Recommended content in genetics education for practicing nurses was identified by both groups of nurses. Innovativeness characterized 3% of the respondents. Ninety-eight percent of respondents said that adopting genetics education is important. In total, 398 items were identified as potential consequences of education that incorporates genetic information. Conclusions: Identified content provides a template for genetics education programs for nurses. Genetics nursing education was perceived to have positive outcomes for both nurses and clients. [source]

    Nursing Education at an Art Gallery

    Britt-Maj Wikström
    Purpose: To introduce an experiential teaching-learning method in nursing education based on art gallery visits. Works of art communicate a broad spectrum of human experiences and thoughts, and can be useful when studying interpersonal relations. Design: Theoretical framework on experiential learning was based on writings of Dewey and Burnard. Data were collected from nursing students (N = 206) at a university college of health sciences in Sweden during a 3-year period, 1995,1998. Method: The pedagogical approach was experiential and based on three phases: observation, conceptualisation, and reflection. When students visited the art gallery, they were encouraged to look for metaphoric expressions of interpersonal relations. Students were asked to interpret the art, report findings to fellow-students, and evaluate the program. Findings: Studying works of art was a powerful teaching-learning method for understanding interpersonal relations. Students related interpretations of a work of art to interpersonal relations in nursing. Conclusions: Nursing students' observations and understanding of interpersonal relations were enhanced by the art gallery program. [source]

    Type 2 Diabetes: Fueling the Surge of Cardiovascular Disease in Women

    Emily J. Jones BSN
    Objectives Upon completion of this activity, the learner will be able to: 1Recognize and identify the interrelated risk factors that contribute to the development of type 2 diabetes and cardiovascular disease (CVD) in women. 2Formulate strategies that result in the early identification of women at risk for developing type 2 diabetes and CVD. 3Describe intervention strategies for the prevention and treatment of type 2 diabetes and CVD in women. Continuing Nursing Education (CNE) Credit A total of 2 contact hours may be earned as CNE credit for reading "Type 2 Diabetes: Fueling the Surge of Cardiovascular Disease in Women" and for completing an online post-test and participant feedback form. To take the test and complete the participant feedback form, please visit Certificates of completion will be issued on receipt of the completed participant feedback form and processing fees. AWHONN is accredited as a provider of continuing nursing education by the American Credentialing Center's Commission on Accreditation. Accredited status does not imply endorsement by AWHONN or ANCC of any commercial products displayed or discussed in conjunction with an educational activity. AWHONN also holds California and Alabama BRN numbers: California CNE provider #CEP580 and Alabama #ABNP0058. [source]

    Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing

    Education Committee of the Association of Community Health Nurse Educators
    ABSTRACT Community/public health nursing (C/PHN) educators and practitioners need a framework from which to plan, implement, and evaluate curriculum and community-based practice. The Association of Community Health Nursing Educators (ACHNE) periodically updates the Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing to reflect changes in core knowledge, basic competencies, and practice. This update reflects relevance to 21st-century health care and to national trends influencing nursing education. The 2009 revision is based on critical analysis of key C/PHN literature and input from public health nursing educators and practitioners. A key assumption is that a baccalaureate nursing degree is the minimum requirement for professional C/PHN. Fifteen essential concepts for baccalaureate nursing education are delineated along with related competencies. Newly defined essentials include communication, social justice, and emergency preparedness, response, and recovery. Issues related to didactic and clinical experiences are addressed. The ACHNE Essentials is an important guide for baccalaureate education curriculum planning and evaluation. The Essentials may be useful as a baseline from which to develop competencies of graduate nursing programs. The document is also useful for guiding practice setting orientation and professional development. [source]

    Public Health Nursing Education: Looking Back While Moving Forward

    Naomi E. Ervin
    No abstract is available for this article. [source]

    Community Based and Community Focused: Nursing Education in Community Health

    Cheryl Feenstra Ph.D., R.N.C.
    Nurses have always cared for individuals, families, groups, and communities in their practice. Recently there has been an increase in the focus on nurses working outside of the hospital, primarily in community-based settings that focus on individuals and families. There is also increasing emphasis on community-focused nursing care with the community as the client. In some nursing programs, nurse educators have tried to adjust to this change by increasing the amount of time that nursing students spend in the community. The focus of this experience ranges from individuals to populations. This article describes a one-semester community health course in a baccalaureate nursing program that gives students both theoretical and practical knowledge in caring for individuals, families, groups, and communities. This allows for practice and understanding of both community-based and community-focused nursing care. [source]

    Nursing students' perceptions of the importance of caring behaviors

    Zahra Khademian
    Abstract Title.,Nursing students' perceptions of the importance of caring behaviours Aim., This paper is a report of a study to determine the nursing students' perceptions of the importance of caring behaviours. Background., Caring has been considered as the essence of nursing. It is believed that caring enhances patients' health and well-being and facilitates health promotion. Nursing education has an important role in educating the nurses with adequate caring abilities. Method., Ninety nursing students (response rate 75%) responded to a questionnaire consisting of 55 caring behaviours adapted from items on Caring Assessment Questionnaire (Care-Q). Behaviours were ranked on a 5-point Likert-type scale. The caring behaviours were categorized in seven subscales: ,accessibles', ,monitors and follows through', ,explains and facilitates', ,comforts', ,anticipates', ,trusting relationship' and ,spiritual care'. Data were collected in Iran in 2003. Findings., The students perceived ,monitors and follows through' (mean = 4·33, SD = 0·60) as the most and ,trusting relationship' (mean = 3·70, SD = 0·62) as the least important subscales. ,To give patient's treatments and medications on time' and ,to do voluntarily little things,' were the most and least important caring behaviours, respectively. ,Explains and facilitates' statistically and significantly correlated with age (r = 0·31, P = 0·003) and programme year (r = 0·28, P = 0·025). Gender had no statistically significant influence on students' perceptions of caring behaviours. Conclusion., Further research is needed, using longitudinal designs, to explore nursing students' perceptions of caring behaviours in different cultures, as well as evaluation studies of innovations in curriculum and teaching methods to improve learning in relation to cultural competence and caring concepts. [source]

    Obstetric Nurses' Attitudes and Nursing Care Intentions Regarding Care of HIV-Positive Pregnant Women

    Lynda A. Tyer-Viola
    Objective:, To define attitudes toward pregnant women with HIV and how these attitudes correlate with and affect prejudice and nursing care intentions. Design:, Cross-sectional descriptive correlational study of obstetric nurses. Setting:, Eight hundred (800) mailed surveys in the United States (N = 350). Participants:, A random sample of nurses certified in inpatient obstetrics. Main Outcome Measures:, Background information tool, the Pregnant Women with HIV Attitude Scale, the Prejudice Interaction Scale in response to four vignettes, and the Marlowe-Crowne Social Desirability Scale,Form C. Results:, Obstetric nurses had more positive Mothering-Choice attitudes than Sympathy-Rights attitudes (p= .000). Nurses who knew more than four people affected by HIV/AIDS had more positive attitudes (p, .05). Nurses with more positive attitudes were less prejudiced and more willing to care for pregnant women with HIV (p= .05). Nurses were significantly more prejudiced and less willing to care for women with than without HIV (p, .0001). Conclusions:, Nurses' clinical care may be influenced by their attitudes and prejudice toward pregnant women with HIV. Nursing education should include how prejudice can affect our clinical decision making and behaviors. Research is needed to explicate the effects on patient outcomes. JOGNN, 36, 398-409; 2007. DOI: 10.1111/J.1552-6909.2007.00172.x [source]

    The Suffering of the Healer

    NURSING FORUM, Issue 4 2003
    John Rowe RN
    TOPIC The severe distress sometimes experienced by nurses in their role as healer. PURPOSE To identify the sources that give rise to the suffering of the healer, describe the responses of healers to their suffering, and make recommendations on how to prepare nurses to cope with suffering. SOURCES The concept of the suffering of the healer is derived from the work of Erik Cassell; the framework for understanding responses to suffering from the work of Dorothy Solle. CONCLUSIONS Nurses need to be aware that practice in health care can give rise to the suffering of the healer. Nursing education and administration need to help nurses learn to cope. [source]

    Can a purchaser be a partner? nursing education in the English universities

    E. Meerabeau
    Abstract Since the early 1990s, public sector management in England has been exhorted to follow the example of the private sector, and ,quasi-markets' have been established, for example in the health service. A quasi-market also exists between the NHS and higher education for the purchasing (or procurement) of nursing education. This paper uses policy documents such as the National Health Service Executive Circular (March 1999) on ,Good Contracting Guidelines' for Non-Medical Education and Training, plus other relevant literature on the commodification of higher education, quasi-markets and contract theory to examine this market, and the confusion of two rhetorics, those of competition and partnership. Nursing occupies a marginal place in higher education in England, having only recently become part of it. The emphasis of the quasi-market on the output of a trained ,fit for purpose' labour force combines with professional attempts to create an academic discipline, in complex ways which are as yet underanalysed. Copyright © 2001 John Wiley & Sons, Ltd. [source]

    Rethinking mental health nursing education in Australia: A case for direct entry

    Cynthia Stuhlmiller
    ABSTRACT:, Desperate times call for creative solutions. The mental health workforce shortage has created an opportunity to rethink current and future education and training needs in order to prepare competent and compassionate practitioners to meet the changing demands of consumers and their carers requiring mental heath treatment and support. This article urges consideration of an undergraduate direct entry mental health programme similar to that of midwifery or the nursing foundation/mental health branch programmes of the UK. [source]

    On the brink of change?

    Implications of the review of undergraduate education in New Zealand for mental health nursing
    ABSTRACT: A New Zealand Nursing Council review of undergraduate education provides an ideal opportunity to make much needed changes to the system of preparation for mental health nurses. This article critiques comprehensive nursing education through an examination of its history in New Zealand, recent mental health reports and a projected estimate of workforce needs. Historical analysis reveals a process of marginalization and invisibilization of psychiatric/mental health nursing within comprehensive programmes with a consequent reduction of skills and a weakening of the profession. The author concludes that psychiatric/mental health nursing is a distinct scope of practice which requires specialty undergraduate preparation. [source]

    Scoping mental health nursing education

    Michael Clinton
    ABSTRACT: In late 1999 the National Mental Health Working Group of the Australian Health Ministers Advisory Council commissioned the Australian and New Zealand College of Mental Health Nurses to undertake a scoping study of mental health nursing. A final report will be submitted to the National Mental Health Working Group in February 2000. The purpose of this article is to draw attention to some of the systemic problems that confront the education of mental health nurses in Australia. Shortcomings in the preparation of undergraduate students of nursing for commencing practice in mental health nursing are described and comments are given on issues affecting the quality of postgraduate mental health nursing education. KEY WORDS: mental health, nursing education. [source]

    Undergraduate occupational health nursing education in Turkey: a national survey

    M.N. Esin phd
    Background:, Occupational health nursing practice responds to and is influenced by the changing needs of the worker and workplace. Correspondingly, the International Labour Organization's recommendation on occupational health services includes a proposal for specialized training of occupational health nurses (OHNs). It was not known what OH nursing topics were covered and in how many hours at schools offering undergraduate nursing education in Turkey. These data were necessary to prepare the curriculum to train OHNs. Aim:, A national survey to evaluate undergraduate OH nursing education in nursing schools in Turkey. Design:, This descriptive survey included all of the nursing schools (n = 80) providing university level education in Turkey. Methods:, A questionnaire developed by the researchers as a data-gathering tool was sent to the presidents of 80 nursing schools. The study achieved a response rate of 60 (82.5%). Frequency distribution and descriptive statistics were used to analyse the data. Findings:, Occupational health nursing topics were covered in public health courses at all schools. The length of time allotted for OH nursing topics was only on average of 3.2 ± 1.5 h (range: 1,6 h) in each semester. A total of 62 lecturers were responsible for teaching OH nursing. Conclusions:, The study results show that there is a need for the development of a standardized education programme in Turkey. It was decided therefore to develop a new curriculum for OH nursing that would address the amount of time spent on this subject and the content. [source]

    Centennial history and leadership of College of Nursing, Yonsei University

    Chung Yul LEE
    Abstract In 2006, the College of Nursing, Yonsei University, celerated its centennial history as being the first formal nursing education institution that has been producing graduates every year in Korea since 1906. The purpose of this paper was to illustrate the contribution to nursing education, nursing and health policy, international participation, and nursing leadership of the college. Based its contribution, the college can be recognized as the leading nursing school in South Korea, leading Korean nursing throughout the 20th century. [source]

    Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competencies

    Li-Ling Hsu
    Abstract Title.,Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competencies. Aim. This paper is a report of a study to test the psychometric properties of the Self-Evaluated Core Competencies Scale for baccalaureate nursing students. Background. Baccalaureate nursing students receive basic nursing education and continue to build competency in practice settings after graduation. Nursing students today face great challenges. Society demands analytic, critical, reflective and transformative attitudes from graduates. It also demands that institutions of higher education take the responsibility to encourage students, through academic work, to acquire knowledge and skills that meet the needs of the modern workplace, which favours highly skilled and qualified workers. Methods. A survey of 802 senior nursing students in their last semester at college or university was conducted in Taiwan in 2007 using the Self-Evaluated Core Competencies Scale. Half of the participants were randomly assigned either to principal components analysis with varimax rotation or confirmatory factor analysis. Results. Principal components analysis revealed two components of core competencies that were named as humanity/responsibility and cognitive/performance. The initial model of confirmatory factor analysis was then converged to an acceptable solution but did not show a good fit; however, the final model of confirmatory factor analysis was converged to an acceptable solution with acceptable fit. The final model has two components, namely humanity/responsibility and cognitive/performance. Both components have four indicators. In addition, six indicators have their correlated measurement errors. Conclusion. Self-Evaluated Core Competencies Scale could be used to assess the core competencies of undergraduate nursing students. In addition, it should be used as a teaching guide to increase students' competencies to ensure quality patient care in hospitals. [source]

    Perinatal nursing education for single-room maternity care: an evaluation of a competency-based model

    Patricia A Janssen PhD
    Aims and objectives., To evaluate the success of a competency-based nursing orientation programme for a single-room maternity care unit by measuring improvement in self-reported competency after six months. Background., Single-room maternity care has challenged obstetrical nurses to provide comprehensive nursing care during all phases of the in-hospital birth experience. In this model, nurses provide intrapartum, postpartum and newborn care in one room. To date, an evaluation of nursing education for single-room maternity care has not been published. Design., A prospective cohort design comparing self-reported competencies prior to starting work in the single-room maternity care and six months after. Methods., Nurses completed a competency-based education programme in which they could select from a menu of learning methods and content areas according to their individual needs. Learning methods included classroom lectures, self-paced learning packages, and preceptorships in the clinical area. Competencies were measured by a standardized perinatal self-efficacy tool and a tool developed by the authors for this study, the Single-Room Maternity Care Competency Tool. A paired analysis was undertaken to take into account the paired (before and after) nature of the design. Results., Scores on the perinatal self-efficacy scale and the single-room maternity care competency tool were improved. These differences were statistically significant. Conclusions., Improvements in perinatal and single-room maternity care-specific competencies suggest that our education programme was successful in preparing nurses for their new role in the single-room maternity care setting. This conclusion is supported by reported increases in nursing and patient satisfaction in the single-room maternity care compared with the traditional labour/delivery and postpartum settings. Relevance to clinical practice., An education programme tailored to the learning needs of experienced clinical nurses contributes to improvements in nursing competencies and patient care. [source]

    An exploratory study of forensic nursing education in North America: Constructed definitions of forensic nursing

    Arlene Kent-Wilkinson RN
    Abstract The aim of this study was to explore forensic nursing knowledge as a specialty area of study, and factors influencing its educational development. A purposeful sample of nurse educators who had established some of the earliest forensic nursing programs in North America were sought for their perspective to answer predominantly qualitative questions. Unexpected findings from this study resulted in the concept of forensic nursing being described, differentiated, and defined. Since the inception of forensic nursing, numerous definitions have been written to articulate the knowledge of the specialty. The constructed definitions of forensic nursing from this study not only validated prior definitions developed by individuals and associations by nonresearchable methods, but also led to a discussion of what concepts are important to include in definitions of forensic nursing. [source]

    Forensic nursing education in North America: Social factors influencing educational development

    Arlene E. Kent-Wilkinson RN
    Abstract In the mid 1990s, some of the first formal forensic nursing educational programs were established. Now more than a decade later, courses exist at educational levels from certificate to doctorate programs, with little educational research having been conducted. This recent study explored forensic nursing knowledge as a specialty area of study and factors influencing educational development. This paper reports on social factors that facilitated and impeded educational development in the forensic nursing specialty from the perspective of forensic nurse educators in North America. Changing attitudes to previously sanctioned professional roles in society provided discussion for implications for forensic nursing practice. [source]

    Process-oriented group supervision implemented during nursing education: nurses' conceptions 1 year after their nursing degree

    Aim, To describe the variation in how nurses conceive process-oriented group supervision, implemented during nursing education, 1 year after their nursing degree. Background, Process-oriented group supervision can be an effective support system for helping nursing students and nurses to reflect on their activities. Methods, A descriptive qualitative design was chosen for the study. Conceptions were collected through interviews with 18 strategically selected Swedish nurses in 2005. Results, Three descriptive categories comprising seven conceptions were emerged. Supportive actions comprised: a sense of security, belonging and encouragement. Learning actions involved: sharing and reflecting while developmental actions described: enabling professional identity and facilitating personal development. Conclusions, Process-oriented group supervision has a lasting influence on nurses' development. The possibility to reflect over new stances during nursing education was a prerequisite for the provision of high-quality care. Process-oriented group supervision can make an important contribution to nursing education. Implications for Nursing Management, Process-oriented group supervision provides nurses with the strength to achieve resilience to stress in their work. It may lead to autonomy as well as clarity in the nurse's professional function. This indicates the need for nurse managers to organize reflective group supervision as an integral part of the nurse's work. [source]

    Preparing for the Future Through Genetics Nursing Education

    Jean F. Jenkins
    Purpose: To determine recommendations for curriculum change that are indicated by innovations in genetics. Methods: Both quantitative and qualitative. The sample (n = 356) consisted of nurses identified as experts in genetics (n = 228) and nurses identified as potential users of genetics education (n = 128). Nurses' opinions of core components of a genetics curriculum were elicited via a mailed survey questionnaire. Participants also provided demographic information and completed the Jones Innovativeness Scale (1997). Findings: Recommended content in genetics education for practicing nurses was identified by both groups of nurses. Innovativeness characterized 3% of the respondents. Ninety-eight percent of respondents said that adopting genetics education is important. In total, 398 items were identified as potential consequences of education that incorporates genetic information. Conclusions: Identified content provides a template for genetics education programs for nurses. Genetics nursing education was perceived to have positive outcomes for both nurses and clients. [source]

    Empowerment of Nursing as a Socially Significant Profession in Vietnam

    Patricia S. Jones
    Purpose: To describe nursing education and practice in Vietnam, and strategies that support empowerment of nursing as a socially significant profession for that country. Design: The Jones-Meleis health empowerment model was used as a framework to examine barriers and identify strategies that support empowerment. Methods: Fieldwork, interviews, and participation-observation in collaborative partnerships with the Ministry of Health, the national nurses association, and schools of nursing in Vietnam. Findings: Nurses in Vietnam are eagerly poised to make significant and essential contributions to the well-being of society. Conclusions: Baccalaureate and master's degree nursing curricula taught by nurses are necessary for professionalization of nursing practice in Vietnam. [source]

    Undergraduate psychiatric nursing education at the crossroads in Ireland.

    The generalist vs. specialist approach: towards a common foundation
    This paper provides a critical overview of undergraduate educational preparation for psychiatric nursing and proposes the use of a model, which may equip psychiatric nurses to adapt to current and future directions in psychiatric nursing practice. It contends that mental health nursing is a distinct scope of practice and as such requires specialty undergraduate education. A major difference between educational preparation for psychiatric nursing in the Republic of Ireland and the UK, and distinct from most other developed countries, is the existence of separate, specialized pre-registration programmes that, upon graduation, allow the nurse to register as a psychiatric nurse. In other countries such as, Australia, the integration of pre-registration nurse education into the university sector resulted in the wide-scale adoption of a generalist approach to nurse education. In light of the recent changes in pre-registration nursing education in Ireland, and the integration of nursing into higher-level education, this paper examines the generalist vs. specialist approach to nurse education. It contends that neither the generalist nor the specialist model best serve the nursing profession in preparing safe and competent practitioners. Rather, it argues that the use of a model which incorporates both generalist and specialist perspectives will help to redress the imbalance inherent in both of the existing approaches and promote a sense of unity in the profession without sacrificing the real strengths of specialization. Such a model will also facilitate psychiatric nurses to adapt to current and future directions in psychiatric nursing practice. [source]

    Integration of theory and practice in learning mental health nursing

    T. MUNNUKKA RN PhD(Nursing science) PhD(Education)
    This article describes an action research project that aimed at a better integration of theory and practice in the education of mental health nursing students. Two partners, an institute of nursing and health care and a university hospital, collaborated to develop a new educational programme for mental health nursing. The blocks of theoretical studies were implemented simultaneously with practical training, and the theory content was taught by nursing teachers as well as by nurse practitioners who worked on the teaching wards. In addition, the students had their own personal nurse-preceptors on the wards. The nurse managers were responsible for the educational level of the teaching wards and the director of nursing planned the teaching arrangements together with the nursing teachers. In all, the project involved over 50 different actors and several researchers. The results are encouraging: all the participants , students, preceptors, nurse managers and nursing teachers , found the project rewarding and they want to continue to develop and improve the level of teaching and learning in mental health nursing education. All the participants grew and developed professionally during the project. [source]

    Sports Medicine and School Nurses: A Growing Need for Further Education and Appropriate Resources

    Cynthia S. Knight
    The use of exercise as a prerequisite for conditioning and proper treatment of injuries was first documented in early Greek civilization with the establishment of the Olympics. Today, sports by their very nature invite injury. In 2000, 2.5 million students participated in varsity sports with 750,000 injuries recorded. These numbers do not account for sports activities outside school or leisure activities. Another area of potential injury is physical education class. These classes are large with limited supervision and encompass students of varying age and abilities. Nurses do not have an extensive knowledge of injury prevention or assessment in their basic nursing education. School nurses, as a subspecialty within nursing, are expected to keep up with the requirements of the adolescent and pediatric populations as well basic nursing skills. Due to work schedules and limited resources for continuing education, school nurses are not afforded much time or benefits to attend classes that would teach them skills needed to assess athletic-type injuries. School nurses need printed resources specific to their setting to help fill this void. Recognizing this need, Sports Medicine Techniques for the School-Based Nurse is a manual in process that will help fill this void. Being developed specifically for school nurses, the manual will provide information on prevention, evaluation, and management of athletic-type injuries commonly seen in the school nurse's office. (J Sch Health. 2006;76(1):8-11) [source]

    Nurse Practitioner Student Prescriptive Patterns

    CS-FNP M, Susan A. Fontana PhD
    ABSTRACT As employment of nurse practitioners (NPs) increases in health care systems, there is a need to have current data on their prescribing practices and patterns, and to implement a system for updating such data. This study reports prescriptive data based upon 10,421 primary care visits conducted by 55 family NP students over a 15-month period in 1997 and 1998. Numbers of over-the-counter drugs taken regularly, prescription drugs currently prescribed and prescription drugs prescribed or refilled at the visit were recorded in addition to types of drugs, compliance issues, diagnoses rendered and socio-demographic information. Individual student data were aggregated and analyzed using Epi Info (Epidimiology Program Office of the Centers for Disease Control) and SPSS-PC®. Results identified that: 1) the majority of patient visits involved the prescription of 1-2 drugs (88%); 2) major compliance issues included financial concerns, knowledge deficits, and complexity/demands of treatment; 3) commonly rendered diagnoses at drug visits for chronic conditions were hypertension and diabetes; for acute conditions, otitis sinusitis and upper respiratory infections; 4) anti-microbial agents, drugs used for relief of pain, and cardiovascular drugs account for 60% of drug mentions; and 5) the numbers of drugs prescribed or refilled at visits were similar by type of preceptor, except fewer single drugs were prescribed or refilled at visits supervised by nurse preceptors. Findings are discussed relative to deepening the understanding of advanced practice nursing education and the prescribing practices of NP students and their preceptors. [source]

    Journal writing in health education

    Angela J. Gillis
    The use of journals in university nursing education, as well as their role in continuing professional development for nurses and other health professionals working in clinical settings, are the focus of this chapter. [source]

    Continuing Professional Education: A Spiritually Based Program

    Lynda W. Miller
    Parish nursing education is an example of continuing professional education that intentionally addresses the spiritual dimension of learning as it relates to the adult learner, both personally and professionally. The continuing professional education course described here is based on a spirited epistemology, a learner-centered approach. [source]

    Nursing and nursing education in Thailand: The past, the present, and the future

    Wipada Kunaviktikul DSN