ABSTRACT
A thorough family assessment provides a foundation for the nursing process when working with families. Therefore, nurses, along with other health care providers must develop expertise in conducting family assessments to provide the best possible care within the community. This article describes an innovative educational strategy using movies to teach family assessment skills and puts forth recommendations for future research to provide evidence to support this teaching modality.
Subject(s)
Education, Nursing/methods , Motion Pictures , Public Health Nursing/education , Teaching/methods , HumansABSTRACT
PURPOSE: The study sought to determine if race/ethnicity, age, gender, and poverty index influence the development of overweight (OW) or obesity (OB) in children 6-11 years of age and whether a desirable time to intervene could be established. METHODS: A descriptive and comparative analysis was conducted using data from the 1999-2008 National Health and Nutrition Examination Survey. RESULTS: Advancing age was the single largest predictor of OW or OB followed by race/ethnicity. PRACTICE IMPLICATIONS: Culturally sensitive interventions targeting children in their early elementary school years could reduce the consequences of OW and OB in childhood.
Subject(s)
Black or African American/statistics & numerical data , Mexican Americans/statistics & numerical data , Nutrition Surveys , Overweight/ethnology , White People/statistics & numerical data , Child , Cross-Sectional Studies , Culture , Female , Healthy People Programs , Humans , Life Style , Male , Obesity/ethnology , PrevalenceABSTRACT
The purpose of this study was to measure the process of cultural competence over time in a group of Health Science Faculty teaching nursing and other allied health students. Faculty (n=28) were administered the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals (IAPCC) prior to a cultural competence workshop, immediately after the workshop, and again at three months, six months and 12 months. The mean scores increased significantly with each administration of the IAPCC from the pretest administration (52.17) to the 12 month administration (59.71) demonstrating new knowledge related to cultural competence as a process.
Subject(s)
Cultural Competency , Education, Nursing, Continuing/organization & administration , Faculty, Nursing , Allied Health Occupations/education , Attitude of Health Personnel , Awareness , Cultural Competency/education , Cultural Competency/organization & administration , Educational Measurement , Faculty, Nursing/standards , Health Knowledge, Attitudes, Practice , Humans , Longitudinal Studies , Nursing Education Research , Oral Hygiene/education , Program Evaluation , Surveys and Questionnaires , Time FactorsABSTRACT
Focus group methodology was used to evaluate faculty mentors (n = 10) and student mentees (n = 30) perceptions of a formal mentoring program. Prior to implementing the mentoring program, faculty preparation involved cultural competence and mentor workshops. Overall, both mentors and mentees had positive perceptions of the program. Three themes emerged from each group. The mentor themes were role modeling, caring and academic success and the mentee themes were support system, enhanced perceptions of the nursing profession, and academic enrichment. In addition, there were similarities between the mentors and the mentees when asked what constituted a good mentor and a good mentee.
Subject(s)
Attitude of Health Personnel , Education, Nursing, Baccalaureate/organization & administration , Faculty, Nursing/organization & administration , Interprofessional Relations , Mentors/psychology , Adult , Clinical Competence , Female , Humans , Male , Middle Aged , Models, Educational , Nurse's Role , Professional Autonomy , Program Evaluation , Self Efficacy , Young AdultABSTRACT
International students, especially those with English as a second language (ESL), can have difficulty adjusting to university life in the United States and successfully completing the demands of a nursing program. The purpose of this qualitative study was to explore the perceptions and experiences of international nursing students in a baccalaureate nursing program. Eight female Nigerian nursing students aged 25 to 48 who had been in the United States from 5 to 20 years were interviewed. Most (75 per cent) had some prior college experience, but only two had a baccalaureate degree. The data was analyzed by using a multifunctional computer software program and three themes emerged: social isolation, resolved attitudes, and persistence despite perceived obstacles. Factors contributing to each theme explained how these students progressed from their social isolation to their resolved attitudes. Their progression was marked by an acceptance of antagonistic attitudes found in the program and their development of persistence despite perceived obstacles. Their persistence was the impetus to achieve their overall goal of graduating from the program. Implications for nursing faculty include assisting these students through social and academic transitions and nursing administrators' provision of fiscal and support resources to facilitate effective integration of international students into the nursing program and the community.
