Age related cataracts are one of the major causes of loss of vision worldwide. Approximately 20 million people in the United States have their vision obstructed by cataracts and 500,000 new cases are diagnosed annually. The treatment for cataract is surgical extraction. The surgery is more than 95% successful in significantly improving vision. Because of continual advancements in cataract surgery, it is almost exclusively performed as an outpatient procedure and involves the administration of local anesthesia. For the most part patients are fully conscious during the procedure and it is imperative that they remain still. In the elderly, fear of loss of vision related to cataract surgery is second only to the fear of death. Although studies have shown that the average cataract patient is not unduly anxious regarding cataract surgery, anxiety is a known entity. An increase in anxiety can cause a patient to be restless, jittery, and agitated, all of which can cause unanticipated movement and hence a deleterious outcome. People are social beings. Interaction with and among other people provides and conveys support, comfort, and reassurance. Touch, specifically hand holding, has been shown to decrease anxiety and stress in multiple situations. It is minimally invasive, safe, reassuring and could allow patients to communicate during procedures where verbal communication, if done without parameters, as in cataract surgery, could be devastating. The findings of this study failed to reveal a significant difference in post op anxiety scores in either the treatment group or the non treatment group. However, subjectively, those people who received hand holding strongly agreed that hand holding helped to decrease anxiety during the procedure. The physician rating for patient compliance did not reveal a significant level of increase with the intervention during surgery. Again, subjectively, the majority of patients strongly agreed that hand holding did help them to be more compliant to the surgeon’s request. None of the participants that received hand holding felt an intrusion of personal space during the treatment. Results strongly suggest, at least subjectively, that hand holding is beneficial in decreasing anxiety, increasing compliance to intraoperative request, and is much welcomed, beneficial nursing intervention. / Thesis / Master

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains x, 157 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 112-126).

Thesis (Ed. D.)--West Virginia University, 2002. / Vita. Includes abstract. Includes bibliographical references (p. 112-126).

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.98-111).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes tables. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 25, 2005. Dissertation Committee: John McCarthy (chair), Mary Zey-Ferrell, Jacquelyn Kinder, Edward Hines, John Brickell. Includes bibliographical references (leaves 145-151) and abstract. Also available in print.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Nov. 25, 2008). PDF text: viii, 204 p. ; 882 K. UMI publication number: AAT 3311305. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 17, 2005. Dissertation Committee: John R. McCarthy (chair), Edward R. Hines, George Padavil, Kenneth H. Strand, David L. Tucker. Includes bibliographical references (leaves 146-158) and abstract. Also available in print.

Stress is a common phenomenon experienced by nursing students; however, there is a gap regarding the perception of stress by male nursing students. It is important for nurse educators to be aware of the stressors that are unique to male students to provide appropriate resources and ensure their success in nursing school. The purpose of this qualitative study was to identify the lived experiences male nursing students’ stress. Lazarus and Folkman’s transactional model of stress was the theoretical framework for this study. Semistructured interviews were conducted with 8 participants, who were male students enrolled in associate degree nursing programs, to answer the research question exploring the lived experiences and perceptions of stress of male nursing students related to nursing school. The data were manually coded and analyzed using Colaizzi’s method of data analysis. Five common themes emerged: stress, time commitment, loss, self-care, and positive experiences. Recommendations for future research include exploring the perception of stress, and perceived role strain related to stereotypes of male nurses with students in higher levels of education. The findings promote positive social change, as they can be used to encourage the assistance of students completing their programs, which can improve the health of their patients, the community, and the nursing profession by increasing the representation of males entering the discipline of nursing and providing high quality care.

Este estudo teve como objeto analisar o impacto da primeira Lei de Diretrizes e Bases da Educação Nacional (LDB) em 1961, sobre escolas de enfermagem e acessibilidade ao ensino. Foram objetivos do estudo: identificar e descrever as circunstâncias históricas que envolveram a aprovação da legislação de ensino da enfermagem, anteriormente à promulgação da LDB; analisar as implicações da LDB frente ao ensino e ao funcionamento de escolas de enfermagem e a acessibilidade de candidatos a essas escolas; e, discutir a influência da LDB no processo de desenvolvimento da Enfermagem na sociedade brasileira. Trata-se de um estudo descritivo, qualitativo, exploratório, de natureza histórico-social e legal, com base em análise documental da década de 1960. A história nova, sob a ótica de Jacques Le Goff, ajuda a explicar ou recontextualizar os fatos, vinculados ao objeto do estudo por meio da triangulação de dados. As principais fontes documentais para o estudo foram a Revista Brasileira de Enfermagem e o periódico Documenta, do Conselho Federal de Educação. O Decreto n°. 20.109/31 e a Lei n°. 775/49 marcaram profundamente as estruturas do ensino e estabeleceram os primeiros currículos de enfermagem. Ao se analisar hoje o impacto da LDB, parece claro que preocupações de muitas diretoras de escolas de enfermagem no período da década de 1960 não se confirmaram de todo, como por exemplo, a acessibilidade de novas alunas aos cursos de enfermagem. Quanto às escolas de enfermagem, de fato, ocorreu um decréscimo significativo delas, pois havia muitas vagas ociosas nos cursos existentes, durante, praticamente, toda a década do estudo. Quanto ao desenvolvimento da profissão como um todo à luz da LDB, pode-se destacar que houve impacto sobre a regulamentação profissional / This study aimed to having as object to analyze the impact of the first Law for National Education Guidelines and Basis (LDB) in 1961, over schools of nursing and accessibility to education. Objectives of the study were: to identify and describe the historical circumstances which involved the approval of the nursing educations enactments prior to the promulgation of the LDB; to analyze the implications of LDB in relation to education and functioning of the nursing schools and accessibility of candidates to them; and, to discuss the LDB influence on the nursing development process in the Brazilian society. It is a descriptive, qualitative, exploratory study of historical, social and legal nature, based on documental analysis on the 1960s decade. The new history under Jacques Le Goffs perspective helps to explain and re-contextualize facts linked to the study object through triangulation of data. The main documental sources were the Revista Brasileira de Enfermagem (Brazilian Journal of Nursing) and the journal Documenta from the Brazilian Federal Education Council. The Decree 20,109 enacted in 1931 and the Law 775, in 1949, deeply marked the educational structures and established the first nursing curricula. Analyzing today the LDB impact, it seems clear that many of the nursing schools deans, at the 1960s, worries have not confirmed in all, for example, on the accessibility of new students to the nursing courses. In relation to the nursing schools, as a matter of fact, it has had a significant reduction of its number, as there were many vacancies in the existent courses practically during the whole decade of this study. In relation to the profession development as a whole in the light of the LDB, an impact on the professional regulation should be highlighted