Quantum and Classical Lyapunov Exponents in Atom-Field Interaction Systems.

The exponential growth of the out-of-time-ordered correlator (OTOC) has been proposed as a quantum signature of classical chaos. The growth rate is expected to coincide with the classical Lyapunov exponent. This quantum-classical correspondence has been corroborated for the kicked rotor and the stadium billiard, which are one-body chaotic systems. The conjecture has not yet been validated for realistic systems with interactions. We make progress in this direction by studying the OTOC in the Dicke model, where two-level atoms cooperatively interact with a quantized radiation field. For parameters where the model is chaotic in the classical limit, the OTOC increases exponentially in time with a rate that closely follows the classical Lyapunov exponent.

Delocalization and quantum chaos in atom-field systems.

Employing efficient diagonalization techniques, we perform a detailed quantitative study of the regular and chaotic regions in phase space in the simplest nonintegrable atom-field system, the Dicke model. A close correlation between the classical Lyapunov exponents and the quantum Participation Ratio of coherent states on the eigenenergy basis is exhibited for different points in the phase space. It is also shown that the Participation Ratio scales linearly with the number of atoms in chaotic regions and with its square root in the regular ones.

International collaboration for pediatric oncology nursing leadership: Nicaragua and Canada.

In 2005, with financial support from the Pediatric Oncology Group of Ontario, a pilot nursing leadership project linked pediatric oncology nurses from Canada with nurses at the La Mascota Hospital in Managua, Nicaragua. Following consultation with the pediatric oncology team in Nicaragua, a program was developed to strengthen clinical nursing leadership in a clinical setting through continuing education. The nurses believed that care of the patient and family improved due to the increased leadership skills of nurses in the unit and as the profile and credibility of nurses as peers in the health care team became evident. Providing nurses with the autonomy and financing for a project related directly to nursing care represented an important development for leadership in the profession.

Developing a teaching portfolio in nursing education: a reflection.

Presenting teaching accomplishments through a portfolio promotes self-reflection and provides direction for improvement and advancement decisions. The authors examine experiences, insights, and reflections about their participation in a pilot project introducing teaching portfolios. Themes of taking stock, documenting practice, and reflecting emerge. Their experiences of completing teaching portfolios and personal growth as educators and colleagues are described.

Student and faculty learning styles in a Canadian and a Chilean self-directed, problem-based nursing program.

A descriptive comparative study was conducted to identify and compare/contrast the learning styles of nursing faculty and entry-level students in 2 self-directed (SDL), problem-based (PBL) nursing programs. The Kolb LSI-1985 was administered to 94 first-year generic students, 63 post-R.N. students, and 22 faculty members in a Canadian university nursing program. A Spanish translation was completed by 37 incoming nursing students and 13 faculty members in a Chilean university. One-way ANOVA analysis of group mean scores showed significant differences among the 4 student groups in the active experimentation learning mode. Post hoc tests confirmed that Chilean students are less likely to be active learners than their teachers or Canadian students, a finding of significance in preparing students to assume self-direction of their learning. Canadian faculty had higher abstract conceptualization scores than Chilean faculty, which has implications for faculty development of educator roles for SDL/PBL.

Pakistan's community health workers.

Pakistan's health characteristics are worse than those of other Asian countries at similar stages of development. Its mortality rate for children under five is 139 per 1,000, and its maternal mortality is 60 per 10,000. Malnutrition in women and children is widespread; 50 per cent of children under five are stunted. Pakistan's population growth rate of 3.1 per cent per year is among the highest in Asia. The high population growth rate and poor health status of many people call for extensive health care services, but, unfortunately, health services do not reach most of the people of Pakistan. Partly because the training of doctors and nurses is lengthy and expensive, there is an acute shortage of health care providers, especially women. Although female health professionals are preferred for caring for women, cultural constraints inhibit women from seeking education. Such is the multifaceted dilemma in the provision of primary health care in Pakistan.

PIP: In Pakistan, the mortality rate for children under age 5 is 139/1000 live births, and the maternal mortality rate is 60/10,000. 50% of the children under 5 are stunted as a result of malnutrition. There is an acute shortage of health care providers; therefore, the Medical College and School of Nursing at Aga Khan University, Karachi, developed a community health service model that proposes a primary health care field team composed of community health nurses and doctors, lady health visitors, and community health workers (CHWs). Most community health nurses are graduates of a 3-year nursing program at the Aga Khan University School of Nursing followed by 1 year of midwifery training. In addition, graduates of the newly established BScN program are entering the system as community health nurses. Community health doctors are medical graduates whose education has emphasized clinical and theoretical knowledge of primary health care. Lady health visitors are the mid-level health care providers who deliver health care to mothers and children under age 5. They are high school graduates whose 2-year training includes midwifery, covering prenatal care, delivery care, postnatal care, and newborn care. CHWs have attended the CHW Training Program at Aga Khan University in order to provide preventive and promotive maternal and child care in their communities. The role of the CHW is to be an essential and permanent member of the health care system. The CHW encourages collection, storage, and use of clean water and garbage disposal; offers information about prenatal and postnatal care; refers women with pregnancy complications; encourages breast feeding; demonstrates food preparation for infants and toddlers; explains the management of diarrhea and vomiting; instructs about adequate prenatal nutrition; encourages immunization of pregnant women and children; and monitors the growth of children under age 5.

Predictors of success on the Canadian Nurses Association testing service (CNATS) examination.

This retrospective study examined the relationship of selected admissions variables and in-course performance to success in the Canadian Nurses Association Testing Service (CNATS) examinations of 114 students admitted directly from secondary school to a four-year integrated, problem-based learning (PBL) baccalaureate nursing program in Canada. Data were analyzed using two separate hierarchical stepwise regression equations. The first equation examined a set of secondary school grades (Ontario Academic Credits, or OACs) used to calculate university admission averages and their ability to predict CNATS performance. OAC English was found to be the best predictor, followed by OAC chemistry and the admission average obtained on other OAC subjects. The second regression equation looked at in-course grades as potential predictors of CNATS scores. The basic sciences variable proved to be the best predictor, followed by research methodology, first-year Nursing Concepts I, a problem-based nursing average, and a clinical practice average. Findings support the continued use of English and chemistry as admission criteria. The basic sciences courses and first-year nursing courses also emerged as statistically significant predictors of licensure examination success.

Experiential learning: an approach to transcultural education for nursing.

Delivery of culturally appropriate health care in our pluralistic society demands that practitioners develop special attitudes, knowledge, and skills. Experimental learning is a powerful methodology for addressing the affective, as well as the cognitive, domain of learning. The exploration of personal values is an essential first step in developing cultural awareness in order to move learners beyond ethnocentrism through awareness, understanding, acceptance, and appreciation of other cultures if learners are to truly adopt a multicultural approach to their professional practice. The nursing curriculum at McMaster University School of Nursing is based on the principles of adult education and self-directed learning. A series of guided experiences have been undertaken with a variety of health sciences learners, both students and faculty members, to foster an increased appreciation of (their) own values preliminary to embarking on knowledge and skill acquisition for transcultural health care.

The admissions process of a bachelor of science in nursing program: initial reliability and validity of the personal interview.

The undergraduate nursing degree program (B.Sc.N.) at McMaster University School of Nursing uses small groups, and is learner-centered and problem-based. A study was conducted during the 1991 admissions cycle to determine the initial reliability and validity of the semi-structured personal interview which constitutes the final component of candidate selection for this program. During the interview, three-member teams assess applicant suitability to the program based on six dimensions: applicant motivation, awareness of the program, problem-solving abilities, ability to relate to others, self-appraisal skills, and career goals. Each interviewer assigns the applicant a global rating using a seven-point scale. For the purposes of this study four interviewer teams were randomly selected from the pool of 31 teams to interview four simulated (preprogrammed) applicants. Using two-factor repeated-measures ANOVA to analyze interview ratings, inter-rater and inter-team intraclass correlation coefficients (ICC) were calculated. Inter-team reliability ranged from .64 to .97 for the individual dimensions, and .66 to .89 on global ratings. Inter-rater ICC for the six dimensions ranged from .81 to .99, and .96 to .99 for the global ratings. The item-to-total correlation coefficients between individual dimensions and global ratings ranged from .8 to 1.0. Pearson correlations between items ranged from .77 to 1.0. The ICC were then calculated for the interview scores of 108 actual applicants to the program. Inter-rater reliability based on global ratings was .79 for the single (1 rater) observation, and .91 for the multiple (3 rater) observation. These findings support the continued use of the interview as a reliable instrument with face validity. Studies of predictive validity will be undertaken.