RESUMO
The purpose of this article is to describe current developments in the area of research-based nursing interventions and to suggest ways nurses can translate these new developments into their advanced practice roles. Past and present works by nurse scholars in the areas of classifying and systematic testing of nursing interventions are described briefly. Examples are provided to illustrate how the CNS can incorporate these recent developments in various ways into current practice, particularly as related to utilization and conduct of research.
Assuntos
Pesquisa em Enfermagem Clínica , Descrição de Cargo , Enfermeiros Clínicos , Cuidados de Enfermagem/métodos , Humanos , Papel (figurativo)Assuntos
Menopausa , Osteoporose/prevenção & controle , Adulto , Idoso , Cálcio/uso terapêutico , Dieta , Proteínas Alimentares , Estrogênios/uso terapêutico , Feminino , Fraturas Ósseas/epidemiologia , Humanos , Pessoa de Meia-Idade , Fenômenos Fisiológicos da Nutrição , Osteoporose/diagnóstico , Osteoporose/etiologia , Esforço Físico , Risco , Estados UnidosRESUMO
Patient/client teaching is an important responsibility of the practicing nurse. Various health manpower task forces have recommended that all professionals engaged in health teaching be better prepared for this role. Others have cited the need for client/family education programs as one of the national priorities in nursing research. A study was undertaken to ascertain patient-teaching content and types of assigned readings used in baccalaureate nursing programs throughout the United States. Questionnaires were mailed to a random sample of 108 schools of nursing. The response rate was 83%. Fewer than one half of the nursing programs reported using resources that included the actual process of health teaching. Most schools did report the inclusion of key teaching concepts, such as learning theories and principles of teaching in their curricula, yet the assigned readings to provide the content were absent.
