An empirical evaluation of an expanded Nursing Stress Scale.

In the study of work-related stress among nurses, the Nursing Stress Scale (NSS) is the best known and most widely used scale. This article presents an overview of the NSS and its use, and describes the development of an expanded instrument (ENSS) to measure sources and frequency of stress perceived by nurses. Findings are based on a random sample of 2,280 nurses in Ontario working in a wide range of work settings. Pretests for the study indicated that an expanded version of the NSS was necessary in order to adequately measure sources of stress among nurses. The sources of stress comprised nine subscales--death and dying, conflict with physicians, inadequate preparation, problems with peers, problems with supervisors, workload, uncertainty concerning treatment, patients and their families, and discrimination. Confirmatory factor analyses, run on two randomly selected halves of the sample, came close to meeting standard criteria levels. The alpha coefficients of eight of the subscales were .70 or higher, and concurrent and construct validity assessments provided strong support for the expanded NSS.

Pulse-stacking technique for enhanced performance of a solid-state laser pumped by a high-pulse-rate source.

We report on a pulse-stacking technique in which a Cr, Nd:GSGG laser pumped by a high-pulse-rate (25 kHz) source is Q switched at lower pulse rates (submultiples of the pump rate) to achieve higher-output pulse energies and shorter pulse durations. For six pump pulses stacked, the output peak power increased by a factor of 10 compared with gain-switched output.

Applicants to B.Sc.N., R.N., and R.P.N. nursing programs: differences and predictors.

We surveyed 205 applicants to three types of nursing programs (B.Sc.N., diploma-R.N., and diploma-R.N.A.) offered in Toronto, Ontario. Applicants were predominately white, unmarried women living within commuting distance of the institutions to which they applied. Applicants to practical nursing programs tended to be older than applicants to B.Sc.N. and diploma-R.N. programs, be married, have at least one dependant, come from blue-collar families, be out of school longer, and submit fewer applications. Applicants with dependants were 11 times more likely to choose R.P.N. over R.N. programs. Recency of graduation and high school average were predictive of choosing B.Sc.N. over R.N. programs. While this 1992 cohort had some appreciation for the challenges facing the nursing profession, most applicants still expected to secure full-time employment in acute care post-graduation. The data provide an important benchmark for comparing current and future cohorts of applicants with respect to socio-demographic characteristics and expectations of nursing as a career choice.

The impact of the transition to high school on the self-system and perceived social context of poor urban youth.

Examined the effects of the normative school transition to senior high school (n = 330) on the self-system and perceived school and peer social contexts of poor, black (n = 83), European American (n = 115), Latino (n = 105), and Asian American (n = 27) youth in the public school systems of three Eastern urban cities. The only negative effect of the school transition on the self-system was a decline in grade point average (GPA). Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Across the transition, students reported increased disengagement from school (i.e., increased social support and extracurricular involvement) and increased engagement with peers (i.e., decreased daily hassles and increased involvement). These changes in the school and peer microsystems, like the changes in the self-system, were also common across race/ethnicity and gender. In addition, transition-associated school changes, and in particular changes in daily academic demands/hassles and involvement in school activities, were associated with changes in the academic dimensions of the self-system (i.e., academic efficacy expectations and GPA). Results and implications for preventive intervention are discussed within a developmental mismatch framework.

Nursing as a career choice for women in Pakistan.

This paper reports on semi-structured interviews with 114 Pakistani nurses. This sample comes from a larger long-term study examining the impact of advanced training in Canada on the lives and careers of nurses and lady health visitors from Pakistan. The data reported here were drawn from the first interview with all nurses, and focuses on how and why they chose a career in nursing. Demographically, the respondents (Rs) were more urban and more highly educated than the average Pakistani woman. Compared to the national population, Ismailis and Christians were over-represented and non-Ismaili Muslims under-represented in our sample. Although these ratios are also true of Pakistan's nursing population, the bias has been exaggerated by the convenience nature of our sample drawn primarily from the Aga Khan University Medical Centre. Most Rs found out about nursing through a relative or friend who was also a nurse. Eighty per cent of Rs (n = 92) reported having made the decision to pursue nursing by themselves, illustrating the increasing ability of women to control their own lives in this traditionally patriarchal society. 'Professionalism' was the predominant reason why Rs (or others) decided on nursing, followed by 'Altruism'. These findings are compared to other studies on the career choice of nurses done in non-Islamic societies. Over 90% of Rs reported receiving support from at least one friend or relative for their decision to enter nursing. Nonetheless, over half (58%) also reported that someone, most often a male relative, had opposed their career choice. Our results are discussed in terms of the status of women and nursing in Pakistan.

Reform in higher education for nurses: comparative comments from Canada.

This article compares the move of basic nursing education in Australia into the university sector with the status of higher education for nursing in Canada. The influence of nursing unions and nursing associations in nursing education, and the role of human resource planning and development in nursing are addressed. Four major issues confronting university-based education are explored: essential qualities of nursing education, content versus process curricula, transition of faculty into academia, and relationships with other disciplines, especially medicine.