Telehealth Education in Nursing Curricula.

Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided some recommendations on how to integrate telehealth education in nursing curricula.

Bone health in men: influencing factors.

OBJECTIVE: To describe osteoporosis health beliefs, osteoporosis risk factors, and lifestyle habits that affect bone health in men. METHODS: Data were collected from 272 men using the Bone Health in Men questionnaire. RESULTS: The majority of participants reported that they were unlikely to develop osteoporosis, that osteoporosis in men is less serious than in women, and that osteoporosis is preventable. Few osteoporosis risk factors were reported. The lifestyle habits reported were below the suggested recommendations. CONCLUSIONS: Increasing men's awareness of osteoporosis risk factors, changing their beliefs, and encouraging them to adopt healthy lifestyle habits are necessary strategies to promote bone health.

Integration of global health concepts in nursing curricula: a national study.

The concept of global health is evolving with a growing recognition that international social, political, economic, environmental, and cultural issues affect health and health care around the world. Nurse faculty are challenged to find ways to prepare future nurses to provide care in an environment that is increasingly affected by globalization. This article presents results of a national survey of schools of nursing designed to identify a consensus definition for global health, attributes of the concept, and ways in which global health is identified and addressed in nursing curricula. Attributes of global health identified in this study are congruent with the literature. Implications for educators are presented, along with examples of how technology can be used to facilitate global interactions.

A Model for Faculty Teaching Online: confirmation of a dimensional matrix.

As distance education options continue to become available for nursing programs, market competition increases. Nursing faculty are challenged to design online courses based on best practices, and teaching online has implications for faculty role changes. This article presents a Model for Faculty Teaching Online based on faculty wisdom and expertise that evolved inductively from an exploratory study with 18 faculty teaching online. A matrix was developed to explain the dimensions of faculty teaching online. Dimensions of the matrix were confirmed through a follow-up survey to determine their relevance. A national validation study with feedback from 68 faculty teaching online confirmed the major dimensions of the matrix, including antecedent conditions, context, strategies, and outcomes. Implications for educators and for future research are provided.

Long-term care insurance: buy it or not!

Subscribing to a long-term care (LTC) insurance plan for future health care and services is one of the most difficult decisions aging Americans need to make today. Although it may be difficult to predict who will need an LTC plan and for how long, various factors play an important role in determining whether to purchase LTC insurance. This article provides general information about LTC plans including private insurance, their coverage, and implications for gerontologic nurses.

Validation of critical thinking skills in online responses.

Although nursing accreditation bodies have recognized critical thinking as a significant outcome for graduates at the baccalaureate and master's levels, no consensus exists on its definition and measurements. In addition, schools of nursing that are completely online do not agree on how to evaluate critical thinking in online responses. This study explains the development of a 10-item tool that uses a Likert scale to evaluate critical thinking skills in students' online responses in three master's-level courses in a nursing school in the midwestern United States. The developed tool has adequate reliability coefficients, as measured by Pearson's r and Cronbach's alpha. The critical thinking skills of the tested students were adequate in the areas of analysis and synthesis but needed improvement in the evaluation domain.

Online education: needs assessment for faculty development.

The rapidly evolving paradigm of technology-based education has increased the number of faculty teaching online. The role of faculty has changed from the traditional classroom instruction format to an online community of learning. Therefore, faculty development in online education becomes a critical component during this transitional period. A survey of faculty of the College of Applied Science and Technology in a midwestern university was conducted to identify their level of perceived expertise in online teaching and the priorities of areas to be addressed in faculty development sessions. Benner's five-stage sequential transformation from novice to expert was used to construct the questionnaire. Results showed that faculty who taught online perceived their level of expertise to range from advanced beginner to competent, whereas faculty who had not taught online were at the novice and advanced beginner levels. Redesigning and rethinking faculty roles emerged as the number one priority area to be addressed in continuing education sessions. Implications for faculty development for online education sessions are presented.

Reflections on the role of faculty in distance learning and changing pedagogies.

The increasing number of nursing faculty teaching in distance education programs represents a paradigm shift that has implications for faculty role and changing pedagogies. This descriptive study investigated experiences of nursing faculty teaching web-based courses. Participants were drawn from eight nursing schools in the United States and Canada. Nineteen faculty discussed perceptions of teaching online in small-group teleconference interviews. Major categories identified were: faculty role issues, redesigning/rethinking courses, handling communications, developing partnerships, managing time, and dealing with technology. The core category was: redesigning pedagogies and rethinking faculty role for online teaching. Dimensional analysis was used to develop a matrix telling the story of the experience within the perspectives of antecedent conditions, context, strategies, and consequences. Results indicated that support systems, technology partnerships, and policies should be in place before redesign. The context of redesign was evident in moving from "on stage" to a virtual environment. Strategies used to redesign courses included collaboration, rethinking communications, and faculty development. Consequences had positive and negative outcomes with respect to their impact on faculty role, teaching approaches, and student/faculty relationships.

Students' perceptions of online learning: implications for teaching.

Using the Internet to deliver nursing courses via distance education can facilitate learning on demand and promote learner-centered instruction. The authors describe 20 graduate nursing students' experiences with online learning. Students learn through reflection, exploration, use of critical thinking, interacting with others, sharing of information, and using resources. Key points of students' experiences with online learning were consistent with the Constructivism Theory. Implications for improving teaching are based upon the Constructivism Theory and include strategies for identifying learning goals and conditions for learning, as well as planning and implementing various methods of instruction.

Prediction of coronary heart disease preventive behaviors in women: a test of the health belief model.

Coronary heart disease (CHD) risk increases with age, and this increase is more dramatic in women than men. The incidence of CHD is lower in premenopausal women compared with men. After menopause, the risk of mortality from CHD increases in women. The purpose of this study was to test predictors of CHD preventive behaviors using an adapted form of the Health Belief Model (HBM) in a sample of 178 women. The predictor variables were perceptions of susceptibility to CHD, perceptions of seriousness of CHD, general health motivation, social support, and knowledge of risk factors of CHD. Regression results revealed that susceptibility to CHD, seriousness of CHD, knowledge of risk factors of CHD, and general health motivation together explained 76% of the variance of CHD behaviors. Implications for future research and for improving education about consistent adoption of CHD preventive behaviors are discussed.

Web-based professional education for advanced practice nursing: a consumer guide for program selection.

As Web-based education becomes increasingly available, there are more educational opportunities to pursue an advanced practice degree. Despite the increasing number of schools delivering Web-based education courses and programs, evaluation of these programs is primarily in beginning stages. The purposes of this article are first to present a scenario of how a Midwestern nursing school developed, implemented, and continually evaluates Web-based education in its master's program, and second to present a consumer guide for program selection. Elements in the guide are derived from program accrediting agencies, the literature, and distance learning experiences. The consumer's guide is presented for nurses interested in exploring or continuing the completion of an advanced practice degree.