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.

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.