Nursing students' perceptions of a holistic nursing conference: empowerment, self-care, and application to practice.

PURPOSE: The purpose of the study was to describe nursing students' perceptions of their experiences at the 2007 annual conference of the American Holistic Nurses Association (AHNA), and identify benefits of professional conference attendance as an educational strategy for undergraduate nursing students. METHOD: Sixteen nursing students attended the 2007 AHNA annual conference and made daily journal entries about their perceptions of the conference. Using a descriptive qualitative approach, researchers analyzed their journal entries for recurring themes. FINDINGS: Themes suggested that nursing students gained knowledge about holistic nursing and felt empowered through personal interactions with national holistic nursing leaders. They felt motivated to incorporate holistic nursing principles into practice and self-care. In addition, they expressed an appreciation for the importance of lifelong learning and maintaining clinical competency through attendance at a professional conference. IMPLICATIONS FOR EDUCATION: Nursing students' attendance at a holistic nursing professional conference is a useful educational strategy that has many benefits.

Iron deficiency anemia (IDA) perceptions and dietary iron intake among young women and pregnant women in Jordan.

To determine Iron Deficiency Anemia (IDA) perceptions and iron dietary practices of Jordanian female students and pregnant women, a descriptive quantitative questionnaire was administered to 271 participants: 206 female students and 65 pregnant women. This pilot study found that most participants can identify foods containing iron, but lack appropriate iron intake, because of eating habits and finances; more than 50% report daily symptoms of IDA, including dizziness, fatigue, depression, headaches, and loss of concentration and memory. There are no statistically significant differences in IDA perceptions and iron-related dietary practices based on education, and relatively few based on where participants live, their available financial resources, or their position (pregnant women or young women). Culturally sensitive intervention research, which addresses application of IDA education principles, temporary supplementation, and adequate income for dietary modification and long-term iron supplementation to prevent IDA is warranted.

Health care delivery system influences changes in nursing educational materials.

The changing health care delivery system has affected nursing care delivery models. To meet the needs of these shifting sands, health-related professions must examine curricula preparing new graduates. An exploratory, descriptive survey design was employed to discover motivators for and types of curricular changes occurring in nursing programs and determine what supportive educational materials are needed. One hundred sixty-seven (26%) of the 651 surveys mailed to a sample of the whole of U.S. baccalaureate nursing programs were returned. Relationships between and among categories of nominal data culled from the participants' experiences were compared using nonparametric statistics. Findings demonstrated why and what changes were made and what educational materials are needed to support new curricula. Results also indicated that blurring of boundaries between community and general acute care nursing is necessary, and changes throughout curricula, including educational materials, must reflect the real-life community aspects of the health care needs of all individuals.