Comparison of outcomes in a traditional versus accelerated nursing curriculum.

In this descriptive study, graduates of a traditional baccalaureate nursing program were compared with graduates of an accelerated baccalaureate program at the same university between 1991 and 2006. A survey was sent to a random sample of two groups: traditional baccalaureate graduates and graduates of the accelerated program who had previous degrees in another major and completed the nursing curriculum in a shorter time frame than the traditional students, resulting in a total sample of 73 graduates. Outcome variables included demographics, NCLEX passing rates, transitioning to the professional role, employment, professional development, certifications and self-reported reasons the respondents entered the nursing profession and why they remained. There were no statistically significant differences between the two groups on these variables. Results of a t-test revealed that the GPA of the accelerated group was significantly higher than the traditional group. Future considerations include the impact that accelerated program development may have on both the current and projected nursing shortage.

Moving to an assisted living facility: exploring the transitional experience of elderly individuals.

This qualitative study examined the effects of relocating to an assisted living facility in a select sample of elderly individuals. Small group interviews with open-ended discussion allow participants to express feelings about their transitional experi ence and recall situations in their adjustment process. Theme arising from the data included self-motivating factors, ties to the past, independence, affection, and adjustment, which co related with the principles of assisted living. This study revealed a beginning understanding of the experience of moving from a private home to assisted living and provided a framework for a new vision of these residents. Nursing implications are included that offer ways to provide assistance and further facilitate adjustment.

Planning for assessment of student learning outcomes: a process within your grasp.

Assessment in educational institutions is mandated by the public and by accrediting organizations. Faculty must plan for program assessment within the context of the college or university goals and assessment projects. Within the department or college of nursing, student learning outcomes must be assessed at the total program level and at the course and classroom levels. Faculty who are motivated to plan assessments and use outcome data should take leadership in the process. The process consists of determining the outcomes to be assessed, the measures to be used, and the standards to be reached. When data has been collected, it must be evaluated and used to make improvements. Finally, the assessment process itself should be assessed. This article gives examples of assessment methods for all levels of assessment at the institution, but especially at the program and course levels. A departmental assessment blueprint is included. The end result of implementation of an assessment plan is that at every level of the institution, excellence should be enhanced.

The nursing faculty shortage: Is there hope?

The present nursing faculty shortage is linked to the general nursing shortage. Without enough nurse educators to teach the increasing number of nurses that are needed, the health of U.S. residents is at stake. This article examines progress made on solutions proposed over the past decade such as increasing graduate and certificate programs for nurse educators, more aggressive recruitment of graduate students into faculty roles, and delayed retirement of current faculty. Potential new solutions are proposed. These include: fast-track bachelor's of science in nursing to doctor of philosophy curricula; recruiting advanced practice nurses (APNs) into faculty roles with arrangements made for clinical practice time; raising the image of nursing education as a prestigious career; developing national certification for nurse educators; and partnering with health care agencies. Linking the general nursing shortage with the faculty shortage may provide a stronger case for public policy and funding initiatives. There are signs that some initiatives are working. Present faculty need to maintain a culture of hope while potential solutions are being implemented.

Decreasing aggressive, agitated, or disruptive behavior: perticipation in a behavior management unit.

A 32-bed Behavior Management Unit was opened in a long-term care facility to care for dementia patients who exhibit aggressive, agitated, or disruptive (AAD) behaviors. The purpose of the study was to evaluate the effectiveness of the Behavior Management Program (BMP) in decreasing such behaviors. The sample consisted of all patients (N = 32) who resided in the unit for at least 3 months. The Nursing Home Behavior Problem Scale (NHBPS) was used to collect data. Hypothesis 1, predicting participation in the BMP would decrease the total number of AAD behaviors was supported, with a significant decrease from the baseline to 6-month measurements. Hypothesis 2, predicting participation in the BMP would decrease the frequency of occurrence of specific AAD behaviors was supported, with 7 behaviors being significantly reduced by 6 months. Nurses in long-term care often treat patients with AAD behavior. Because staff members on general long-term care units and even in dementia units may not be experts in caring for patients with AAD behaviors, the implications of this study might be helpful. The interventions that were effective in reducing AAD behaviors included verbal distraction, time-outs, activity diversion, getting to know the patient well, and managing the environment.