Subject(s)
Clinical Governance/organization & administration , Decision Making, Organizational , Hospital Units/organization & administration , Nurse Administrators/organization & administration , Nursing Staff, Hospital/organization & administration , Academic Medical Centers , Cooperative Behavior , Humans , Leadership , Models, Nursing , North Carolina , Nurse Administrators/psychology , Nurse's Role , Nursing Staff, Hospital/education , Philosophy, Nursing , Power, Psychological , Professional Autonomy , Professional Staff Committees/organization & administrationABSTRACT
PURPOSE: To analyze the degree to which standardized nursing language was used by baccalaureate nursing students completing Outcome-Present State-Test (OPT) model worksheets in a clinical practicum. METHODS. A scoring instrument was developed and 100 worksheets were retrospectively analyzed. FINDINGS: NANDA nursing diagnoses were correctly stated in 92% of the OPT models. Nursing Outcomes Classification (NOC) outcomes were explicitly stated in 22%, and implied in 72%. Interventions matched appropriate Nursing Interventions Classification (NIC) activities in 61%. CONCLUSIONS: NANDA, NIC, and NOC (NNN) language was used inconsistently by students in this sample. IMPLICATIONS FOR PRACTICE: If NNN language is to advance nursing knowledge, its promotion, representation in curriculum development, and active use is necessary. Educational research is needed on the facilitators and barriers to NNN language use.
Subject(s)
Models, Nursing , Nursing Diagnosis/statistics & numerical data , Nursing Process/organization & administration , Outcome and Process Assessment, Health Care/organization & administration , Thinking , Vocabulary, Controlled , Adult , Clinical Competence , Curriculum , Documentation , Education, Nursing, Baccalaureate , Female , Health Services Needs and Demand , Humans , Knowledge , Logic , Male , Nursing Diagnosis/classification , Nursing Diagnosis/standards , Nursing Education Research , Nursing Evaluation Research , Patient Care Planning/organization & administration , Retrospective Studies , Southeastern United States , Students, Nursing/psychologyABSTRACT
A comparison of textual and echoic prompts was conducted to determine which form of prompts was more effective for teaching intraverbal behavior to a 6-year-old boy with autism. A multiple baseline design across three sets of questions measured (a) the number of full-sentence target answers, (b) partial answers that made sense, and (c) partial answers that did not make sense, or no response, to direct questions asked. A fading procedure using either scripted textual or scripted echoic prompts was employed to evoke the child's correct answers. Although both forms of prompts were effective, results indicated that textual prompts were much more effective. These findings suggest that textual prompts may be effective in teaching complex skills to children with autism.
