No description available.

The purpose of this study was (a) to determine the effect of a four-step learner readiness profile: positive, active, clear, and energetic (PACE) on self-reported anxiety in first year nursing students before skill performance tests, and (b) to determine the effect of PACE on the performance of first year nursing students on skill tests. The subjects consisted of 27 first year nursing students enrolled at Chemeketa Community College in Salem, Oregon. Two multiple baseline designs across subjects were employed. Volunteers were randomly divided into three subject groups. Baseline data were collected on 5 skill tests for Group 1, 8 skill tests for Group 2, and 11 skill tests for Group 3. The treatment variable, PACE, was implemented once the baseline was established for self-reported anxiety and performance. Findings indicated that PACE was an effective treatment for reducing self-reported anxiety by first year nursing students before skill performance on tests. The students also demonstrated an increased percentage of successful skill performance tests after completion of PACE. It was concluded that PACE was an efficient and effective method for reducing self-reported anxiety and for increasing skill performance test success in first year nursing students enrolled at Chemeketa Community College, Salem, Oregon. It was recommended that PACE be implemented in the first year of the nursing program. / Graduation date: 1996

No description available.

A posttest only experimental design was used to determine the effect of specific training in human relations skills on empathic understanding, self-concept, and the clinical performance of sophomore student nurses in a baccalaureate program.Forty-six students were randomly assigned to one of two treatment groups, or a control group. The Microcounseling System of Ivey and Gluckstern was used to provide two levels of human relations training in ten one-hour sessions. Experimental group 1 (El) received training through group exercises, manual and videotaped models, practice including videotaping, and evaluation and feedback. Experimental group 2 (E2) was only provided with a manual and videotaped materials. The control group (Cl) met for the same number of sessions, but did not receive any training.Carkhuff's Index of Discrimination (SEU) was used to measure empathic understanding. Four subscales of the Tennessee Self-Concept Scale (TSCS), total positive, self-criticism, net conflict, and total conflict were used to assess self-concept. The Clinical Evaluation Tool (CET) used to measure clinical performance was developed from Myrick and Kelly's Counselor Evaluation Rating Scale and the current sophomore clinical evaluation form.Six hypotheses were tested with significance for all tests set at the .05 level. A single classification analysis of variance was used on all data to determine whether groups differed on any test variable. The results of the statistical analyses failed to reach significance.Post hoc comparisons were then carried out to determine if El>C1 on any test variable. These tests revealed significance (p<.05) in empathic understanding, in TSCS self-criticism, and in clinical performance.The following conclusions were drawn:1. Sophomore student nurses exposed to specific training in human relations skills demonstrated a higher level of empathic understanding.2. Sophomore student nurses exposed to specific training in human relations skills were more aware of self-critical perceptions.3. Sophomore student nurses exposed to specific training in human relations skills received higher ratings on clinical performance.As a result of this study a decision was made to include human relations training for student nurses at the sophomore and junior levels.

M.Cur. (Nursing Education) / Please refer to full text to view abstract

M.Cur. / Contemporary problems in the nursing education and concern that the current nursing curriculum apparently does not prepare the nursing student for the task of unit management, prompted this investigation. In an effort to evaluate the curriculum of unit management', the learning opportunities available to nursing students to gain management skills have been investigated. Anon-experimental method of investigation has been used. In the first place a questionnaire on unit managers to supervisors has been used to determine the extent to which certain management tasks are being performed by unit managers. Secondly, it was determined what learning opportunities are available to nursing students to gain management skills in practice. The investigation identified the following deficiencies in the curriculum: - goal orientated and planned teaching strategies are not being implemented for unit management and the management skills gained by the students are merely to perform incidental and relevant tasks; - there are no structural and planned evaluation techniques to measure management skills or to evaluate to which extent supervision takes place. In view of these deficiencies certain recommendations are made for the utilization of learning opportunities in the curriculum of unit management for nursing students.

Bibliography: pages 169-183. / The present investigation was initiated with the aim of assessing the efficacy of multicomponent treatment programmes for test-anxiety in student nurses, in order to develop a programme that could be included in the nursing curricula. The subjects were 103 student nurses currently in their first year of the four-year Diploma in Nursing (General, Community and Psychiatry) and Midwifery at Carinus Nursing College CCNC). They had been randomly allocated to four classes at the College. The study compared high-test-anxious, low-test-anxious and mid-test-anxious subjects within these four groups, three of which received multicomponent treatment programmes, while the fourth was the control· group. Programmes comprised Systematic Desensitisation (SD), Progressive Muscle Relaxation Training and Guided Imagery (PMRT & Gl) and Study Skills Training (SST), each of which included a core component of cognitive restructuring. Treatment spanned six weeks. The following self-report questionnaires were used at pre- and post-intervention: The Anxiety Achievement Test <AATl, the Anticipated Anxiety Rating Scale (AARS) and the Subjective Units of Disturbance (SUD). Academic achievement was also measured at both pre- and post-intervention by means of examination scores. Differences between pre and post scores were analysed by means of One- and Two-Way Multivariate Analysis of Variance. The only group to differ significantly from the Control group at post-test was the SD group, showing reductions on the Debilitative scale of the AAT (p < 0.01), the SUD (p < 0.01) and the AARS (p < 0.05). However, this group expressed less satisfaction with the programme than the PMRT & GI group on the Treatment Evaluation Questionnaire. A subsidiary study compared the CNC student nurses (n = 103) with first-year paramedical students from the following disciplines: logopaedics (n = 12); physiotherapy (n = 24); occupational therapy (n = 18); BSc nursing (n = 12); radiography (n = 27), on the Profile of Mood States (POMS), Health Behaviour Assessment Scale (HBAS) and Matric scores. CNC nurses obtained significantly lower Matric scores than the other .students (p < 0.0001), and showed significant differences on other variables, indicating higher negative mood states and less healthy lifestyles. At one-year follow-up; 33 of the original 103 subjects had failed or resigned: sixteen of whom were high-test-anxious, nine low-test-anxious, eight mid-test-anxious. The drop-out rate was consistent across groups, i.e. treatment had had no long-term effect. Reasons for this are discussed, and the conclusion reached that high levels of test anxiety were realistically felt by student nurses with comparatively low Matric scores when faced with the demands of the four-~ear Diploma course. Such anxiety which at present tends to be dealt with by somewhat self-destructive behaviours could not be easily alleviated by short-term anxiety management programmes. Recommendations are made regarding possible alternative nurse training programmes. There would appear to be good reason to offer a programme with emphasis on clinical skills in addition to the heavily academic four-year Diploma course. A prophylactic stress management programme emphasising healthy lifestyles, and commencing at the start of training, was recommended.

Traditionally, nurse anesthesia educators have utilized prior academic achievement to predict student success. However, research has indicated that prior academic achievement offers an inadequate assessment of student success in graduate healthcare programs with extensive clinical residencies. The educational literature has identified many non-cognitive factors, such as self-efficacy and locus of control, that may provide a more holistic prediction model of student success. An experimental study with pretest-posttest design and stratified random assignment was conducted to evaluate the effectiveness of an educational intervention to promote self-management, professional socialization, and academic achievement among first semester graduate nurse anesthesia students. Participants (N = 66) were demographically similar to the national graduate nurse anesthesia student body, though Hispanics and younger students were a little over-represented in the sample (56% female, 75.8% White, 15.2% Hispanic, 6% Other, 59% ≤ 30-years-old, 67% ≤ 3 years of ICU). The results showed that most graduate anesthesia students had strong self-management and professional socialization characteristics on admission. The results did not support the effectiveness of this educational intervention. Thus, ceiling effect may have accounted in part for statistically non-significant results regarding self-efficacy (p = .190, ω2 = .03), locus of control (p = .137, ω2 = .04), professional socialization (p = .819, ω2 = .001), and academic achievement (p = .689, ω2 = .003). Future researchers may need to expand the scope of the intervention, use a more powerful and sensitive instrument, and utilize a larger sample.

This research study was designed to investigate the relationship between participation in a nursing education program and the factors of stress, physical illness, anxiety, and self-concept experienced by the participants. Also, the study examined the relationship between age of participants and these same factors. The purposes of this study were (1) to determine if beginning and ending nursing students differ in stress, physical illness, anxiety, and self-concept, (2) to examine the relationship between age of nursing students and stress, physical illness, anxiety, and self-concept, (3) to provide information that may help develop a theoretical base concerning stressful life events and illness in nursing students, and (4) to provide information that may be beneficial with regard to future research involving stress, physical illness, anxiety, self-concept, and age in nursing students.

This thesis has explored the characteristics, in terms of masculine traits on the Bem Inventory that student nurses in a diploma nursing program believed their role models in nursing possessed. In the study, student nurses nearing the end of their basic nursing education selected a greater number of masculine traits for their role models than did student nurses beginning their basic nursing education.The thesis also explored the position of the students' role model. Student nurses nearing the end of their basic nursing education more frequently identified staff nurses as their role models, followed in frequency by supervisors and nursing faculty. Student nurses beginning their basic nursing education more frequently identified nursing faculty as role models, followed in frequency by staff' nurses.Ball State UniversityMuncie, IN 57406