Relationship between spiritual well-being and binge eating in college females.

The aim of this study was to examine the relationship of spiritual well-being in college female non-binge, objective binge and binge-trait eaters. Therefore, this study aimed to measure spiritual well-being in non-binge, objective binge and partial/full-syndrome binge eating disorder college females. Survey research was conducted using a randomized sample of 809 female students. The sample was categorized into three binge eating categories: nonbinge, objective binge, and binge eating trait. Chi-Squares and Analysis of Variance determined binge eating group differences on demographics, global spiritual well-being, religious well-being, and existential well-being. Significant differences were found among groups for global spiritual well-being (p< or = 0.000), religious well-being (p< or = 0.000), and existential well-being (p< or = 0.000). Higher levels of binge eating severity were associated with lower global spiritual and existential well-being scores. On measures of religious well-being, significant differences existed between the non-binge and the binge eating trait groups. The results suggest that spiritual well-being and especially existential well-being may be indirectly associated with the severity of binge eating.

Results of a social norm intervention to prevent binge drinking among first-year residential college students.

The effects of a primary prevention social norm intervention on binge drinking among 1st-year residential college students were examined. Six hundred thirty-four students attending a medium-sized public university in the South were randomly assigned to receive a two-phase social norm intervention or the standard campus psychoeducational prevention program. At posttest, no differences were found between intervention and control group students on any of the alcohol use and alcohol-use risk factor measures. Significant subgroup differences were found by stage of initiating binge drinking behaviors, for frequency of alcohol use, F(3, 507) = 3.69, p = .01; quantity of alcohol use, F(3, 507) = 2.51, p = .05; and social norms, F(3, 505) = 2.53, p = .05. These findings suggest the need for tailoring social norm binge drinking interventions to students' stage of initiating heavy drinking and carefully monitoring for potential negative, as well as positive, effects of norm-based prevention messages.

Research utilization by undergraduate students.

In our experience as nurse educators, baccalaureate students, after completing an introductory research course, are not prepared to critique research studies skillfully and determine their potential use in professional practice. Also, staff nurses need help determining the appropriateness of implementing research findings into clinical practice. To remedy this situation, a research utilization component was successfully incorporated into a senior-level clinical course. This approach has implications for improving patient outcomes.

An eating disorders prevention program.

PROBLEM: To develop, implement, and evaluate a school personnel training program on eating disorders. METHODS: The pretest-posttest control group design was used to examine effects of this training with 117 high school personnel. Both experimental (n = 85) and control (n = 32) groups were given a pretest and a posttest on knowledge and attitudes. The experimental group participated in a training program. Both groups were asked to keep a 3-month count of students at risk for eating disorders. FINDINGS: Results included a significant difference in knowledge between the experimental and control groups. School personnel in the experimental group were more likely to identify students at risk for developing eating disorders. CONCLUSIONS: Training school personnel to identify students at risk for eating disorders holds promise as a strategy for dealing with this disease. All at-risk students for eating disorders should be further evaluated and additional treatment initiated as needed.

Moral decision making in neonatal intensive care.

OBJECTIVE: To gain information about the perspective that neonatal intensive-care unit nurses use to make moral decisions. DESIGN: Descriptive. SETTING: Neonatal intensive-care unit of a large teaching hospital in the midwestern United States. PARTICIPANTS: Convenience sample of 26 female nurses working in a neonatal intensive-care unit. METHOD: Audiotaped, semistructured interviews and demographic questionnaires. RESULTS: The results indicated that most (65%) of the nurses used the care perspective to make moral decisions. A small number (12%) used the justice perspective, and the remaining nurses (23%) used a combined care and justice perspective. CONCLUSIONS: Both the care and justice perspectives were found to be important for understanding how nurses make moral decisions.

Empowerment through teaching.

Empowerment through teaching is built on the feminist belief that successful and effective teaching is a cointentional process, emerging from meaningful connections between students and faculty. Empowerment results from teaching characterized by caring, commitment, creativity, interaction, and a recognition of the humanity of both teacher and students. Teaching is conceptualized as a directional process emerging from the energy of both student and teacher. There must be continued, intense, and frequent exchange of these energies. The tools that students and teacher must possess or acquire for empowerment include positive self-concept, creativity, resources, information, and support. This perspective permits a new understanding of teaching that results in empowerment of both parties involved in the process of learning.

Theory derivation in moral development.

The difference between Kohlberg's theory of moral justice and Gilligan's conflicting theory of moral development based on sensitivity to human relations, has been addressed in recent literature. Here Chally looks at those theories, their use in nursing research, and their strengths and limitation for use by nurses.

Moral and ethical development research in nursing education.

Research in moral development is breaking into exciting new territory with the long overdue inclusion of the female perspective. Nursing education needs to be on the forefront of this cutting edge, seeking new ways to help students confront the difficult moral dilemmas they will face daily as members of the nursing profession.