ABSTRACT
Pediatric clinical learning experiences in which service provision is offered present a challenge to nursing faculty and students. The Learning-Service Community Partnership Model is a framework in which innovative learning and service provision are an integral part of the pediatric nursing clinical experience. This article discusses a program evaluation of a pediatric community-based health promotion program based on this model. The result from this program evaluation shows that a service program can be effectively managed and provided by pediatric nursing faculty and students. This article describes the shift in moving pediatric learning experiences into the community and validates its importance.
Subject(s)
Child Day Care Centers/organization & administration , Clinical Competence/standards , Community Health Nursing/education , Education, Nursing, Baccalaureate/organization & administration , Health Promotion/organization & administration , Interinstitutional Relations , Models, Educational , Models, Organizational , Nursing Faculty Practice/organization & administration , Pediatric Nursing/education , Preventive Health Services/organization & administration , Child, Preschool , Clinical Clerkship , Hawaii , Humans , Mass Screening/organization & administration , Nursing Education Research , Program Evaluation , Referral and Consultation/organization & administrationABSTRACT
The health care system requires nurses with the language ability and the cultural knowledge to meet the health care needs of ethnic minority immigrants. The recruitment, admission, retention, and graduation of English as a Second Language (ESL) students are essential to provide the workforce to meet the demands of the multicultural community. Yet, ESL students possess language difficulties that affect their academic achievement in nursing programs. The application of the Cummins Model of language proficiency is discussed. The Cummins Model provides a framework for nursing faculty to develop educational support that meets the learning needs of ESL students.
Subject(s)
Cultural Diversity , Education, Nursing, Baccalaureate/methods , Foreign Professional Personnel/education , Language , Models, Educational , Models, Nursing , Humans , Students, Nursing/psychology , Transcultural NursingABSTRACT
A descriptive, correlational study was conducted among school nurses to ascertain their knowledge of Advance Directives (ADs) and Do Not Resuscitate (DNR) orders, current AD and DNR practice in the school setting, and personal AD and DNR attitudes and plans of study respondents. A convenience sample of practicing school nurses was surveyed using an author-designed instrument. Results indicated a need to increase knowledge regarding ethical principles and advance directives. Eleven percent of the respondents reported school district policies in place regarding advance directives/DNR orders. Seventy-eight percent of respondents indicated they have no personal advance directives in place, but 76% would not wish to be resuscitated when facing terminal illness. These results suggest ambiguity regarding issues of death and dying.
Subject(s)
Advance Directives , Attitude of Health Personnel , Health Knowledge, Attitudes, Practice , Nursing Staff/education , Nursing Staff/organization & administration , Resuscitation Orders , School Nursing/education , School Nursing/organization & administration , Adult , Aged , Child , Educational Measurement , Humans , Middle Aged , Needs Assessment , Surveys and Questionnaires , United StatesABSTRACT
Nurse educators are attempting to revise the nursing curriculum to keep pace with the changing focus of health care and prepare graduates for practice in a community-based, community-focused health care system (1,2). An important aspect of the change in emphasis in nursing education is the need to address the primary and chronic health care needs of individuals, families, and aggregate populations.
Subject(s)
Clinical Competence , Community Health Nursing/education , Community Networks/organization & administration , Education, Nursing, Baccalaureate/organization & administration , Models, Nursing , Pediatric Nursing/education , Vision Screening/nursing , Child, Preschool , Curriculum , Humans , Primary Health Care/organization & administrationABSTRACT
Asian nursing students for whom English is a second language have unique educational needs. These educational issues have not been addressed in the literature. The dynamic changes in the delivery of health care today and in the nursing profession have rapidly changed the academic and clinical requirements of nursing students and sometimes placed them at a disadvantage. This paper presents culturally competent teaching strategies specific to helping English-as-a-Second-Language (ESL) Asian nursing students become active learners in their nursing programs.
Subject(s)
Asian/psychology , Clinical Competence , Communication Barriers , Cultural Diversity , Education, Nursing, Baccalaureate/methods , Students, Nursing/psychology , Transcultural Nursing/education , HumansABSTRACT
Innovative and alternative learning experiences are needed for students to obtain essential parts of the pediatric nursing clinical experience. This article presents a Ten Step approach guide for nurse educators to develop and implement a community-based pediatric primary health care model in a clinical practicum. The community pediatric primary health care experience is part of the San Jose State University School of Nursing's Nurse Managed Centers. Our approach focuses on providing community-based primary health care by faculty and nursing students to culturally diverse, underserved children and families in community settings in and around the university.
Subject(s)
Child Health Services/organization & administration , Clinical Competence , Community Health Nursing/education , Pediatric Nursing/education , Primary Health Care/organization & administration , Child , Education, Nursing, Baccalaureate/organization & administration , Humans , Models, Nursing , Program Development , Program EvaluationABSTRACT
Persons living with HIV disease are faced with a broad array of physical and psychosocial problems across the trajectory of their illness. Almost all will be hospitalized for nursing care during the course of their disease. The purpose of this study was to explore the physical health and social correlates of perceived psychological support among hospitalized AIDS patients. The sample consisted of 168 AIDS patients hospitalized with Pneumocystis carinii pneumonia (PCP). Each patient rated his or her psychological support and physical condition on a scale of 1-10. Self-care ability was measured by the Quality Audit Marker. Physiological and social variables were obtained from an audit of the patient record. Stepwise regression analysis by sets indicated that only 12% of the variance was explained by the antecedent variables of physical health (self-care ability, white blood count, perception of physical condition, and first PCP admission)) and social (living alone and insurance status) correlates. Self-care ability and living alone were found to be significant predictors of self-rating of perceived psychological support in this sample. Further research is needed in the area of perceived psychological support among hospitalized AIDS patients as a basis for providing quality nursing care.
Subject(s)
Acquired Immunodeficiency Syndrome/psychology , Attitude to Health , Health Status , Social Support , Acquired Immunodeficiency Syndrome/nursing , Activities of Daily Living , Adult , Female , Hospitalization , Humans , Male , Nursing Audit , Nursing Methodology Research , Regression AnalysisABSTRACT
Increasingly, the characteristic that distinguishes a professional nurse is cognitive rather than psychomotor ability. Critical thinking is an essential component of nursing. Yet, no clear definition or conceptualization of critical thinking for nursing judgment has existed. Lack of consensus and overlapping definitions may well diminish the profession's ability to articulate this concept and facilitate its development. This article proposes the Critical Thinking Model for Nursing Judgment, which specifies five components: specific knowledge base, experience, competencies, attitudes, and standards. The model has three levels of critical thinking: basic, complex, and commitment. It provides a definition and conceptualization of critical thinking based on a review of the literature and input from nurses and nurse educators. The model provides a first step for development of further research and educational strategies to promote critical thinking as an essential part of autonomous, excellent nursing practice.
