Integrating clinical guidelines into nursing education.

A project planning group consisting of college and university representatives from a collaborative undergraduate nursing program developed an inclusive, process-oriented faculty development initiative to enhance the integration of clinical guidelines in clinical courses. In the first phase, results of a needs assessment were used to inform the development of a six-hour workshop for the third year clinical faculty in acute care, mental health, and community health. Pre-post surveys were conducted with students and clinical faculty during the first phase. Results from the workshop and surveys were used to develop a four-hour workshop for clinical faculty in all years of the program. The relatively short workshop process shows promise for initiating integration of clinical guidelines in undergraduate nursing education.

The process of Master's education in nursing: evolution or revolution?

In this qualitative, descriptive study, the process of achieving change in knowledge and attitudes through Master's education in nursing is examined. Twenty-two recent graduates from three Ontario universities participated in semi-structured, taped interviews. Participants recounted personal and professional changes they attributed to completing a Master's program in Nursing and their experience of the process of change. After responding to questions about differences they perceived in themselves, participants reviewed Mezirow's (1991; 1994) 11 stages of perspective transformation and discussed whether these phases resonated for them. Some felt that the stages described their experience accurately; others reported their experience of the process was not as dramatic as Mezirow's description implied. Several who had taken degree completion baccalaureate programs perceived their baccalaureate experience to be more congruent with Mezirow's transformation process than the change process in their Master's program. At the Master's level, the majority felt the changes were evolutionary, not revolutionary. Most reported that rather than undergoing a perspective transformation, they were building on values and attitudes from the baccalaureate level. This study contributes to understanding the processes of change experienced by students in graduate education in nursing.

A toolbox of technical supports for nurses new to Web learning.

This article describes a number of strategies that have been used by an online Nurse Practitioner program to help learners and faculty become comfortable and proficient in the technical skills necessary for an Internet-based program. Various components of the "toolbox" of help strategies and how they have evolved over time are described. Results of a project to systematically develop and evaluate the toolbox are discussed.

Outcomes of master's education in nursing.

This qualitative, descriptive study examined changes in perspective experienced by 22 recent graduates of Master's in Nursing programs from three Ontario universities. Participants responded to semi-structured, taped interviews and recounted personal, practice, and attitudinal changes they could attribute to completing a Master's program in Nursing. Among outcomes were personal ones including greater self-confidence, credibility, and acuity of critical thinking. Deeper and broader world-views of the profession and health care were evident. All participants valued evidence-based practice, reporting greater use of multiple information sources. Participants communicated with other professionals on more equal terms and some described a multicultural function, translating knowledge between staff nurses and members of other disciplines. Pride in nursing and its potential for shaping health care was a recurring theme. More professional opportunities became available following Master's studies. The outcomes of this study contribute to understanding the effects of graduate education in nursing.

Ten universities, one program: successful collaboration to educate nurse practitioners.

For more than 7 years, 10 schools of nursing in Ontario have collaborated to prepare primary healthcare nurse practitioners. The authors discuss the establishment of the consortium and its benefits and drawbacks.

Integrating Web-based technology into distance education for nurses in China: computer and Internet access and attitudes.

To increase continuing education accessibility, nurses around the world are turning to Web-based instruction. However, for Internet education to be successful, particularly in developing countries, nurses must have access to computers and the Internet as well as positive attitudes toward this form of learning. As part of a distance education project for nurses of the Tianjin Municipality in China, a survey of nurses was conducted to examine their sources of professional knowledge as well as their computer and Internet access and attitudes. The attitudes of the nurses were generally positive, and there was evidence of rapidly increasing use of and access to computers and the Internet. This article reports the results of that survey and their implications for Web-based teaching of Chinese nurses.

Perspective transformation in RN-to-BSN distance education.

This study examines perspective transformation (or professional resocialization) in RN-to-BSN students obtaining their degree by distance education. A socialization scale was used to compare newly admitted and graduating RN-to-BSN students who had taken their courses onsite, by distance education, or a mixture of the two methods. The scores of entering and graduating RN-to-BSN students also were compared to those of graduates from the generic program to identify if program and experience are factors in scores achieved. Results indicate that all BSN graduates had significantly higher scores than the diploma-prepared nurses entering the RN-to-BSN program. RN-to-BSN graduates who had used distance education had the highest scores, followed by the onsite RN-to-BSN students. Students who had taken a mixture of distance and onsite courses had scores similar to those of generic program graduates. Experience and full-time employment status were significantly associated with higher scores among graduating RN-to-BSN students. Implications for nurse educators working with RN-to-BSN students who use distance education are discussed.

Nurse practitioner preferences for distance education methods related to learning style, course content, and achievement.

The relationships among multiple distance delivery methods, preferred learning style, content, and achievement was sought for primary care nurse practitioner students. A researcher-designed questionnaire was completed by 86 (71%) participants, while 6 engaged in follow-up interviews. The results of the study included: participants preferred learning by "considering the big picture"; "setting own learning plans"; and "focusing on concrete examples." Several positive associations were found: learning on own with learning by reading, and setting own learning plans; small group with learning through discussion; large group with learning new things through hearing and with having learning plans set by others. The most preferred method was print-based material and the least preferred method was audio tape. The most suited method for content included video teleconferencing for counseling, political action, and transcultural issues; and video tape for physical assessment. Convenience, self-direction, and timing of learning were more important than delivery method or learning style. Preferred order of learning was reading, discussing, observing, doing, and reflecting. Recommended considerations when designing distance courses include a mix of delivery methods, specific content, outcomes, learner characteristics, and state of technology.

Using concept maps and visual representations for collaborative curriculum development.

A picture is worth a thousand words, and in the development of collaborative curricula among colleges and universities, a concept map or visual representation may save thousands of hours of semantic wrangling. Using pictures in curriculum development allows participants with varying backgrounds to share their visions and values, and promotes work at the conceptual level before detailed planning proceeds. A curriculum development team found the use of concept mapping and visual representations to be one of their most valuable means of developing consensus among three faculty groups and practicing nurses. The authors examine concept mapping as a heuristic tool for curriculum development in the context of creating a joint collaborative nursing curriculum in two languages among a university and two community colleges. The use of other visual representations to compensate for some of the limitations of concept mapping are also described. Recommendations are made based on the authors' experience with these tools.

Nurse managers: perceptions of their role.

A qualitative study on the role of the nurse manager was conducted based on interviews with nurse managers in an acute care teaching hospital. Role descriptions revealed many similarities to Mintzberg's (1973) model of management roles, but additional roles, related to the nurse manager's professional responsibilities were identified. Conflicts within and among roles and a strong need for support were themes that were identified throughout the interviews. Suggestions for improving the quality of worklife of the nurse manager and for further research are included.

Nurses' experiences of a post-RN course by computer mediated conferencing: friendly users.

Students who had completed a post-RN university nursing course by computer mediated conferencing participated in a qualitative study examining their experience with this mode of delivery of distance education. All seven students reported that great difficulties with the technology at the beginning of the course caused them extreme frustration. However, despite the lack of user-friendliness of the technology, the students participated actively, functioned as a group, developed strong personal ties, and mastered the required content via the computer. These multiple-role women appreciated the ability to participate in discussion without the requirement of being at a specific place at a particular time. Having overcome the initial difficulties with the technology, all the students were enthusiastic about the method and would sign up for another computer mediated course.

Distance learning through computer conferences.

Computer conferencing offers a new delivery mode for distance education for nurses. This qualitative study examined the experiences of post-RN students taking a nursing course by computer conference. Initially, the students found the technology frustrating, but once they established contact, they appreciated participating in discussions and scheduling their own learning time. They formed a cohesive, friendly group through the computer system. Comparisons are made among computer conferencing and other distance delivery modes for nurses.

Professional resocialization of post-RN baccalaureate students by distance education.

Distance education is being used to increase access to post-RN baccalaureate education. One of the objectives of degree programs is the professional resocialization of post-RN students. Because of the limited contacts with the institution, faculty, and student peers, the effectiveness of professional resocialization by distance education may be questioned. In this qualitative study, the responses of 24 students who had taken distance courses in Nursing Issues from four universities were analyzed for evidence of professional resocialization. Two of the universities used a group-oriented approach to distance education; two used an individual approach. Responses of students from the four schools and the two approaches were similar. All reported more awareness of issues in nursing and most reported attitude changes reflecting a more professional orientation. Among the changes were attitudes toward baccalaureate entry to practice, nursing theory and research, and the place of nurses and nursing in society. Despite the limitations of distance education, distance courses can be influential in the professional resocialization of post-RN students.

Routes to acceptance: implementing a wellness focused curriculum.

How do faculty and students react to the integration of the concept of wellness into curricula? At first, the two groups respond very differently. In time, they accept the concept of wellness and use it in their nursing practice. The implementation of wellness in one community college program has strengthened the belief that nursing has an independent function in health care.