The nursing process: what do students know?

The purpose of this study was to assess students' knowledge and understanding of the nursing process in preparation for the NCLEX-RN examination. A descriptive correlational research design was used. Fifty-one students in both associate degree and bachelors degree programs in an urban public university, participated in the pilot study. A survey tool was developed which asked students to define and give examples of the steps in the nursing process. Short answer responses were required. Students did not consistently give correct definitions and examples. A second study was developed to determine if students performed differently on a short answer examination and a multiple choice examination. Ninety-five students in both associate degree and bachelors degree programs participated in the second study. Students did more poorly on the multiple choice examination than on the short answer survey. Students in the pilot study performed better in some areas compared to students in the follow-up study.

The relationship of academic variables as predictors of success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) in a selected associate degree program.

Identifying valid variables to predict success of nursing students on the NCLEX-RN has captivated the interest of nursing educators for decades. The determination of such variables would enable nursing programs to devise pertinent admission criteria, identify and intervene with students at risk of failing, and provide needed advisement and academic supports to increase the likelihood of passing the NCLEX-RN. This study examined six academic and non-academic variables. Study variables included: pre-admission GPA, failing a clinical nursing course, two NLN test scores, age, and race. These variables have been explored in numerous past studies to predict success on the NCLEX-RN. However, the majority of studies have examined these variables in baccalaureate of science nursing (BSN) student populations. Few studies on associate degree nursing (ADN) student populations were found. The purpose of this study was to examine six academic and non-academic variables, explored in previous studies that mostly looked at BSN students, to determine if these same variables could predict success or failure on the NCLEX-RN for students of an ADN program. Data were obtained from a convenience sample of thirty-eight, May 1997 nursing student graduates from a public urban university's ADN program. Findings from the study indicated that four of the variables had significant relationships with NCLEX-RN success.

Self-appraised health, HIV infection, and depression in female clients of AIDS counseling centers.

The development of effective coping strategies may require that women and men with HIV have an accurate, and to the greatest extent possible, positive, perception of their own health status. This has been found to be lacking among HIV-infected persons with limited education/information, including many minority adults. The objective of this study is to test several hypotheses that predict depression and perceived health in female adults with HIV. Data were obtained from 103 HIV-infected women (age > or = 18) who sought support, counseling, and maintenance services from one of four HIV care and referral centers in the mid-South. The results emphasize that perceived health status may fulfill a psychological distress-moderating or distress-aggravating function for women with HIV/AIDS.

Perceived health, HIV illness, and mental distress in African-American clients of AIDS counseling centers.

The development of effective coping strategies may require that adults with HIV disease have an accurate, and to the extent possible, positive perception of their own health status. This has been found to be lacking among HIV-infected people with limited education/information, including many minority adults. The objective of this study was to test several hypotheses that predict depression and perceived health in African-American adults with HIV disease. Data were obtained from 255 HIV-infected black adults (age > 18) who sought support, counseling, and maintenance services from one of three HIV care and referral centers in the Mid-South. The results emphasized that perceived health status may fulfill a psychological distress moderating or distress-aggravating function for persons with HIV/AIDS.

Increasing survey responses using the total design method.

Surveys are a method commonly used by nurses to gather information about populations. This method is especially useful when planning educational programs for nurses, health professionals, and the general public. Nurses who plan educational programs for a variety of groups require adequate responses to plan programs effectively. A major weakness of the survey approach is low response rates. Dillman (1978) developed a total design method (TDM) that can maximize return rates. Twenty-eight studies that used Dillman's method produced an average response rate of 77% (McLaughlin & Marascuilo, 1990). This article describes Dillman's TDM and its application to planning continuing education and other programs.

Using Lotus software to calculate faculty merit increases.

Evaluation of college and university faculty is an annual occurrence in most institutions. The evaluation process is time consuming and may not result in the desired outcome: a discriminating, objective, and comprehensive evaluation of faculty performance. Merit increases are based on the results of faculty performance evaluations. The lack of precision and the complexity of the process supports the adoption of a computer-based approach to calculate faculty merit increases. Lotus is a powerful and sophisticated software program that supports the organization, analysis, and reporting of large amounts of information. This article describes the process for developing a computer spread sheet system for calculating faculty merit increases.

A systems model approach to increasing faculty productivity.

Faculty involvement in scholarly activities is essential for success and status of both the faculty member and the institution. This article describes the results of a 4-year project to increase scholarly productivity at Texas Woman's University College of Nursing, Dallas Center, Andreoli and Musser's (1984) systems model is the organizing framework. The process and outcomes for achieving greater productivity are described. An essential component of determining the changes in faculty productivity was the initiation of a database system. The database provides a comprehensive list of faculty achievements. The benefits of an achievement database are described. As a result of the 4-year effort, faculty members are goal directed. They are meeting their own--and the institution's--expectations for scholarly productivity. The increases in productivity are a motivating factor from one year to the next.

Synthesis: the BSN's preparation for practice.

Entry-level competencies and successful role transition have become a major concern of employers, who often complain that new graduates (particularly with baccalaureate degrees) lack preparation for staff nursing. To aid in this transition to the workplace, a clinical course has been developed for the last semester of a BS programme that increases students' confidence and ability to function as competent professional nurses and that could be used by other countries as a role model. Below, a description of the "Synthesis in Nursing Practice" course and its benefits to both students and future employers.

Blueprint for success on the NCLEX-RN.

When you graduate, you need to feel confident about your ability to pass the NCLEX-RN. Careful assessment of your performance in school can help you determine the amount and types of preparation you need for the examination. Spend your time on specific activities that fit your primary learning style. A systematic, organized approach to preparing for the NCLEX-RN is the most effective method for achieving success.

Nursing issues: selection and analysis.

The authors describe the use of two strategies for selecting and analyzing issues. These systematic approaches provide a foundation not only for determining and studying issues, but also for implementing resolutions. Use of both processes makes dynamic, meaningful issues courses possible in nursing education.

Curriculum assessment using the essentials of college and university education for professional nursing.

The Essentials of College and University Education for Professional Nursing provide a logical, systematic way to assess and update a baccalaureate curriculum. The American Association of Colleges of Nursing received a grant to conduct a 2-year study to identify essential knowledge, practice and values of college and university education for professional nurses. This article describes a process for using the Essentials to assess baccalaureate curricula. Each step in the process is presented and the implementation of the results of the assessment is discussed. Using the Essentials for assessment contributes to an updated and enriched curriculum.