Developing BSN leaders for the future: the Fuld Leadership Initiative for Nursing Education (LINE).

The Helene Fuld Leadership Initiative in Nursing Education (LINE) program was designed to enhance beginning leadership competencies of baccalaureate nursing students. Given the increasing need for strong and effective leadership throughout the health care system, and the demands new graduates encounter as they move into practice, the LINE program is built on the premise that leadership skills must be instilled at the undergraduate level. The program achieves its goal through an intensive 5-day institute focused on assessing and developing the leadership competencies of nurse educators and their clinical partners to enable them to be effective agents of curriculum change in their home institutions. The institute also assists participants to redesign their baccalaureate nursing (BSN) curricula to ensure that students learn to: (1) work effectively within and across complex, integrated organizational and institutional boundaries; (2) think and act from the perspective of a system; and (3) communicate, negotiate, lead, and facilitate change within health care organizations. D. Goleman's (1998) framework of emotional intelligence, which addresses both personal competence (managing oneself) and social competence (handling one's relationships with others) provides the framework for operationalizing leadership in the BSN curriculum. To date, 26 BSN programs and their clinical partners have participated in the LINE program, which has the potential to influence the beginning leadership development of more than 2,400 BSN students. Program outcomes reveal that education-practice collaboration, professional networking, individual leadership development of nurse educators and their clinical partners as change agents, and the integration of leadership experiences at all levels of the BSN curriculum are important in developing beginning leadership competencies in BSN students.

The Iowa Articulation Story. Collaboration works.

Historically, Iowa has had a majority of diploma and associate degree nursing graduates. Although educational mobility for registered nurses to obtain baccalaureate nursing degrees was available in Iowa before 1991, direct nursing education articulation did not exist. The impetus for developing a statewide nursing articulation plan to facilitate the entry of registered nurses to baccalaureate nursing programs was the result of a recommendation from the Iowa Board of Nursing's 1988 Statewide Plan for Nursing. The Iowa Articulation Plan for Nursing Education: RN to Baccalaureate, implemented in 1991, resulted from collaboration among nurse educators from all levels of nursing and nursing service representatives. The plan consists of four separate options and can be adapted for use in other parts of the country. The Iowa articulation story describes the process used and outcomes achieved when nurses collaborate to advance nursing education.

Wrist muscle tone and self-care skill in persons with hemiparesis.

The purpose of this research was to investigate the interaction between muscle tone at the wrist and self-care function in persons with hemiparesis. Dynamic and static muscle tone measurements were taken at the wrist. Self-care ability was measured with a chart review and the Klein-Bell Scale. The results of the study did not support the assumption that there is a significant relationship between muscle tone and activities of daily living for persons with hemiparesis. Perhaps other variables such as the general state of health, cognition, and perception should also be considered during the treatment of self-care.

Jebsen Hand Function Test: performance of the uninvolved hand in hemiplegia and of right-handed, right and left hemiplegic persons.

The Jebsen Hand Function Test was administered to 50 hemiplegic patients within three weeks of their admission to a rehabilitation center. Participants in the study demonstrated significantly slower performance on all items of the test for both the nonparetic and paretic hands when comparisons of scores were made with previously published norms. A further analysis of test results was made among all right-handed subjects. The left hemiplegic group performed all subtest items more slowly than right hemiplegic subjects with the weak hand. Performance with the nonparetic hand was significantly different between left and right hemiplegic subjects only on the writing subtest. These differences cannot be exclusively explained by either hand dominance or hemispheric specialization.

Muscle tone: objective evaluation of the static component at the wrist.

A device measuring the flexion of the hand from an extended position was evaluated as a technique for assessing the passive component of muscle tone. Wrist measurements of 23 individuals, ten able-bodied, eight with spastic and five with flaccid wrists, were collected for three days of each week for three weeks, to determine the interrater, test-retest reliability, and construct validity of the device. Findings demonstrated high interrater reliability, inadequate test-retest reliability for single daily score comparisons, but an acceptable level of test-retest reliability for composite weekly score comparisons. Construct validity was supported since measurements of the involved limbs of individuals with spastic and flaccid wrists and the able-bodied group were significantly different from each other. This technique may provide useful objective information for therapists.