Attitudes to disability of Russian occupational therapy and nursing students.

Positive student attitudes toward disability are essential to client-centred rehabilitation. Instilling such attitudes in students enrolled in the first occupational therapy (OT) and post-diploma nursing management (NM) courses in Russia was a key objective of the curriculum development team. The team's aim was to combat the traditional Russian attitude of pity, dependence and marginalization. To this end, the introductory classes were developed and taught by teachers from the All Russia Society of Disabled (ARSD). This paper examines the attitudes to disability in Russia and compares the attitudes of three groups of students. Students in the OT and NM programmes (n = 18) in Volgograd were compared to other nursing students in the same college (n = 21) and to nursing students in a Moscow medical school (n = 20). All completed the Scale of Attitudes Toward Disabled Persons (SADP). The Kruskal-Wallis and Mann-Whitney U statistics revealed that students in the OT and NM programmes had significantly more positive scores (P = 0.01) than either of the other groups. This suggests that the strategies adopted by the curriculum team were successful in developing positive attitudes in students.

Graduate education in nursing leadership through distance technologies: the Canada-Norway Nursing Connection.

The Canada-Norway Nursing Connection was a collaborative project designed to provide an international educational experience for graduate students in nursing via distance technology. Computer-conferencing and video-teleconferencing were used to address nursing leadership content through case studies. The same technologies were employed to develop the project. The processes of planning and implementing the international linkage are described. Agreement about goals, content, context for online discussion, delivery methods, academic expectations, language support, and logistics was essential. The media proved to be effective for students to gain understandings about nursing leadership, health care, and the forces influencing the nursing profession globally. Insights from the project provided a basis for the development of a model for interactive, international graduate education that will be of value to educators dedicated to helping students gain a global understanding of nursing and health care issues.

The effects of computer-assisted instruction on the self-efficacy of baccalaureate nursing students.

As computer-assisted instruction (CAI) use has increased during the past few years, nurse educators have expressed concern regarding its effectiveness. The purpose of this quasiexperimental study was to determine if completion of a computerized simulation about a surgical patient increased baccalaureate nursing students' self-efficacy about caring for surgical patients in the clinical environment. Such an association is desirable because increased levels of self-efficacy have been associated with increased motivation, goal-setting, and achievement. A nonprobability, convenience sample (N = 23) of second-year baccalaureate nursing students was assigned randomly to experimental and control groups. The self-efficacy of the experimental group was measured three times: on an initial pretest; following the intervention of a computer simulation; and after an 8-week clinical rotation. The self-efficacy of the control group was measured on an initial pretest and after the 8-week rotation. Higher preclinical self-efficacy scores (p<.01) of the experimental group support the use of CAI as an important aspect of clinical education. Implications for nursing education, practice, and research are addressed. Computer-assisted instruction (CAI) has been available for several decades; however, its use in nursing education has escalated during the past few years. This intensified interest is the result of a decrease in the cost of computer hardware and an increase in the availability of relevant educational software (Wright, 1995). Cutbacks to educational funding, along with the rising costs of clinical teaching, have motivated studies of this method of nursing education. The purpose of this pilot study was to determine if completion of a supplemental computerized simulation about a surgical patient increased baccalaureate nursing students' self-efficacy about caring for surgical patients in the clinical area. The exploration of a link between CAI and self-efficacy focused on the processes of learning, thereby extending the literature.

Health information telephone service for seniors.

The use of the telephone as a medium for providing health information and support specifically to seniors is relatively new. Of the more than 80 Canadian services, apparently only two are dedicated exclusively to older people. Recently, nursing faculty from The University of Western Ontario in London, Ontario, conducted a survey to assess the need for, and probable use of, a free health information telephone service for seniors in the community.

Computer conferencing in graduate nursing education: perceptions of students and faculty.

The authors report the perceptions of students and faculty who participated in a computer conferenced (CC) graduate course in nursing. Ten graduate students and three faculty members completed a course evaluation form, which included items about learning, interaction, environment, technical support, and satisfaction with CC. Responses indicated the CC medium offered a creative and flexible alternative for learning. Course participants perceived benefits such as enriched learning, meaningful interactions, opportunities for reflection, satisfaction with the technology, and the convenience of learning from a distance. These results have implications for facilitating continuing education.

Self-efficacy of senior baccalaureate nursing students and preceptors.

The purpose of this descriptive study was to investigate the effects of a senior clinical preceptorship experience on the self-efficacy levels of senior baccalaureate nursing students and their preceptors. Bandura's (1977, 1986) theoretical model of self-efficacy provided the conceptual framework. A non-probability convenience sample of 74 students and preceptors completed the self-efficacy pre-questionnaire; 47 the post-questionnaire. Students' overall self-efficacy scores increased significantly (M = 3.46/4.00; P < or = 0.01) following the 12-week preceptorship. Preceptors' post-scores, although not significantly increased, remained high, suggesting confidence in their role. Continuation of preceptorship programs is recommended.

Residents' perspectives of their first 2 weeks in a long-term care facility.

This study investigated residents' perspectives of their first 2 weeks in a long-term care facility (LTCF). Twelve residents were interviewed to determine their experiences during the first 2 weeks, their needs, priorities and expectations, and their views about how relocation from home could be facilitated. The constant comparative method of qualitative analysis (Glaser & Strauss, 1967) was used. Qualitative analysis of the audiotaped interviews revealed four main categories: emotional reactions, transition activities, reflecting on their situation, and connecting with a personal philosophy. Residents' responses indicated that if they had actively participated in the decision to be admitted, the adjustments to the LTCF was easier. Connecting with a personal philosophy was also a significant factor. Nursing implications include recognition of the importance of preparing residents for admission, involving them in the decision, and listening to their perspectives throughout the relocation experience.

Content analysis of nonprofessional caregiver-patient interactions in long-term care facilities.

A content analysis of tape-recorded, nonprofessional caregiver-patient interactions was undertaken to determine the nature and content of conversation during the provision of morning care in long-term care facilities. Caregivers initiated and directed the majority of topics, generally keeping the patient as the focus of the interaction. Patients and caregivers initiated different types of topics, with caregivers being more interested in care activities, social conversation, care environment, and patients' physical health. Patients introduced topics of a more personal nature: social systems, reminiscences, and hopes and plans. It was concluded that nonprofessional caregivers require communication skills training. Questions were raised about the effects of caregiver communication on patients in long-term care facilities.

Peer teaching among nursing students in the clinical area: effects on student learning.

Substantial use of clinical peer teaching among students has been reported, but there is limited description of outcomes and no reports of the use of a theoretical framework. The purpose of this study was to investigate the effects of peer teaching on baccalaureate nursing students' clinical performance. It was hypothesized that students who were taught by peers will: (a) achieve significantly higher improvement scores than students taught by teachers alone; and (b) rate their preference for peer teaching equal to or higher than instructor teaching. Bandura's (1971) social learning theory provided the framework for the study. The experimental design involved 50 volunteer subjects on two surgical units, one for peer teaching and one for instructor teaching. Data were collected from pre- and post-psychomotor and cognitive tests of a surgical dressing procedure and from a Clinical Teaching Preference Questionnaire (CTPQ). Experimental subjects achieved significantly higher cognitive improvement scores (t = 1.67; P < 0.05) and moderately higher psychomotor improvement scores in support of hypothesis 1. Responses on the CTPQ showed support for hypothesis 2.

Professional socialisation of nursing students as an outcome of a senior clinical preceptorship experience.

The study purpose was to examine the effects of a senior clinical preceptorship experience on the professional socialisation of nursing students. Corwin's (1961) conception of the professional nursing role and literature on professional socialisation provided the model for the study. A three-group, pre- and post-test design was used. The voluntary, non-randomised sample was drawn from 242 senior community college, baccalaureate and RN-BScN nursing students. Instruments were the Lawler-Corwin (1988) Nursing Role Conception Scale and the Lawler-Stone (1988) Health Care Professional Attitude Inventory. Demographic data were collected. One-way ANOVA was used to compare the mean scores among the three groups. For statistically significant (p < 0.05) F tests, Student-Newman-Keuls multiple comparison tests were used to determine which pairs of groups were different. Pre-post scores were compared using paired t-tests. Following the preceptorship, on the Lawler-Stone subscales, the groups became more professional and more similar in attitude. On Corwin's three role conceptions, the total group reported less role conflict, with the community college students having the least and the RN-BScN students the most amount of conflict. The mixed results emphasise that professional socialization requires further research, especially as an outcome of a preceptorship experience for RN-BScN students.

Reciprocal learning among students in the clinical area.

Reciprocal learning is a cooperative, collegial method in which there is mutuality of student to student or student to faculty interaction, assistance, and benefits. This teaching method is congruent with curriculum revolution concepts. The authors describe reciprocal learning and provide an example of its application in the clinical area. Guidelines for implementation of the strategy are presented.

Clinical conferences--the key to successful experiential learning.

Clinical practice is a major component of nursing programs and a source of a great deal of student learning. The experiential learning which occurs during clinical practice can be utilised to enhance the integration of theory and practice. The key to maximising students' clinical learning is the instructor's deliberate attention to the experiential learning cycle. The congruence between nursing process and the processes of experiential learning provides a basis for effective post-clinical conferences. A model of questioning, which is directed at each phase of the experiential learning cycle, is presented. Use of the model in a baccalaureate nursing program has assisted beginning students to analyse their clinical experience, develop accurate nursing diagnoses and plan future care.

Development and testing of a patient selection instrument for nursing students' hospital experience.

The purposes of this three-phase study were to explicate criteria for patient selection for students' hospital experience, to develop a patient selection instrument and to test its criterion-related validity and inter-rater reliability. In the first phase, 54 experienced nurse educators rated the importance of 63 criteria that may be used in patient selection. The mean ratings of the criteria were used in developing the first draft of the Patient Selection Instrument (PSI) in the second phase of the study. A pilot test of the PSI resulted in revisions. Ninety-four other experienced nurse educators then participated in the third major phase, a methodological study of the PSI. Criterion-related validity (McNemar's x2 = 4.000; p less than 0.05; Kappa = 0.524, se = 0.102, t = 4.918, p = 0.000) and inter-rater reliability (McNemar's x2 = 2.00, p greater than 0.05; Kappa = 0.338, se = 0.180, t = 1.824, p greater than 0.05) were established. A modification resulted in the final version of the PSI. The PSI will be useful to novice nurse educators and as a teaching tool in programs preparing nurse educators.

Criteria used for patient selection for nursing students' hospital clinical experience.

This study investigated the criteria used by nurse educators when selecting patients for students' hospital clinical experience. Criteria were defined as individual elements or characteristics considered when selecting patients. Factors were defined as broad categories of related criteria. The sample consisted of 54 nurse educators from college and university nursing programs. A researcher-developed questionnaire was used. The three most important criteria for patient selection were: students' individual learning needs, patients' nursing care needs, and matching patients' needs with students' learning needs. One-way ANOVA was performed on the factors by subjects' demographic variables. Teacher-student clinical ratio, program in which teaching, and age most influenced the factors considered (p less than .05).

Effects of a training model on active listening skills of post-RN students.

This study investigated the effects of a training module on the active listening skills of non-degree registered nurses. Active listening skills were defined as understanding what another person is saying and feeling and then communicating this understanding of his thoughts and feelings back to him. The sample consisted of 26 post-diploma RNs registered in the first year of a baccalaureate degree nursing program. Pretraining and posttraining data were collected when subjects verbally responded to two portions of the Behavioral Test of Interpersonal Skills for Health Professionals (BTIS). Subjects were audiotaped while responding and tapes were scored using BTIS guidelines. Paired t-tests were used to determine differences between pretraining and posttraining scores. Active listening scores increased significantly (p less than .0005) while attempts to suppress or discount speakers' feelings decreased significantly (p less than .005). A six-hour training session significantly increased active listening skills.