<p> <b>Background:</b> There is a growing need for skilled gerontological nursing care. Nursing students often fail to appreciate the importance of implementing gerontological nursing competencies. </p><p> <b>Purpose:</b> The problem is that nursing education research on students' attitudes about gerontology has been hampered by a lack of valid and reliable instruments. </p><p> <b>Theoretical framework.</b> This study is based on and tests the propositions of the theory of planned behavior. </p><p> <b>Methods.</b> Qualitative interviews were conducted to determine the terms used to describe the constructs by the target population. Using these terms, an instrument was developed and subjected to tests for psychometric estimates. A pretest-posttest design was used to test the impact of an educational intervention on students' attitudes. </p><p> <b>Results.</b> The instrument demonstrated acceptable reliability and validity. Students' scores increased significantly for attitude, subjective norm and behavioral intention regarding implementing gerontological competencies from pretest to posttest. Attitude and subjective norm predicted behavioral intention in the regression model. </p><p> <b>Conclusions:</b> The results support that an educational intervention can positively impact nursing students' intent to implement gerontological competencies.</p>

<p>The use of high fidelity simulation to educate health care professionals is becoming more common, especially in nursing education. This innovative teaching method bridges the knowledge gaps that are often present in nursing students related to limited clinical experiences and the transition of healthcare to the community setting. In addition, there are limited opportunities to practice in specialty clinical experiences such as pediatrics. This is particularly the case with pediatric immunizations. However, accrediting boards for colleges and future employers expect students to be able to function in these specialty roles despite the lack of clinical opportunities. Therefore, a pediatric immunization and parent education simulation was designed to address this knowledge gap and evaluate student anxiety, knowledge acquisition, satisfaction, and self-confidence with this innovative teaching method. The sample consisted of 21 senior nursing students enrolled in a community health nursing course in a rural baccalaureate nursing program in Illinois. The study design was a one-group, pre-test, post-test repeated measures design guided by Jeffries&rsquo; Nursing Education Simulation Framework. Participants completed a researcher designed demographic questionnaire, the State-Trait Anxiety Inventory Scale for Adults (STAI), a researcher-designed knowledge test, and the Student Satisfaction and Self-Confidence in Learning scale. Results were analyzed with SPSS, Version 20 using descriptive statistics, paired <i>t-tests</i>, and Pearson&rsquo;s Correlation Coefficient. The study results demonstrated that high fidelity simulation was an effective teaching modality that decreased students&rsquo; anxiety, enhanced their knowledge, and increased their self-confidence with administering pediatric immunizations and providing parent education. </p>

<p>The purpose of this project was to create a 6-week nutrition curriculum for improving the health of older adults, aged 60 years or older. The goal of this curriculum was to improve the health of older adults by emphasizing the consumption of a well-balanced diet and regular physical activity in order to reduce the instance of Type 2 Diabetes, heart disease, and hypertension among older adults. Specifically, this project provides nutrition education regarding an overview of healthy lifestyle choices for older adults. </p><p> The nutrition curriculum, titled "How to Be a Fit and Healthy Older Adult," was created for implementation in senior centers following attendance of a congregate meal. The curriculum was designed to be implemented by a Registered Dietitian (RD) with vast knowledge and experience with the aging population. The curriculum consists of two parts: a nutrition education portion, using PowerPoint, and an interactive activity to engage the participants. </p>

<p> Childhood obesity is a major public health concern. The multiple effects of obesity in childhood are long-reaching. Since weight loss and maintenance are very difficult, prevention of obesity is important. Schools have been identified as an important environment for obesity prevention interventions since most children spend a large portion of the day at school. The purpose of this secondary data analysis was to determine if the Healthy Eating Active Living (HEAL) Alabama intervention improved weight status, fitness levels, and health knowledge and behaviors. A 2-by-2 repeated measures ANOVA was performed to determine whether differences exist between intervention and comparison students at pretest and posttest. Measures that were explored included BMI Z-scores, Progressive Aerobic Cardiovascular Endurance Run (PACER) scores, nutrition knowledge and behavior scores, and physical activity knowledge and behavior scores. Significant advances were observed among intervention students in contrast to comparison students from pretest to posttest for physical fitness (as measured by the PACER), and nutrition and physical activity knowledge. No significant improvements were found for weight status, nutrition behavior, or physical activity behavior. A high prevalence of obesity was observed at pretest. It may be difficult for a primary obesity prevention program to be successful among fifth grade students with such high prevalence rates. A greater effect may be found when intervening with younger children. While schools alone cannot turn the tide on childhood obesity, it is unlikely that improvements can be made without the involvement of schools and programs such as HEAL.</p>

<p> Graduate programs in nursing for non-nurses (GPNNN) are rapidly proliferating in response to demands for innovative strategies to increase the number of nurses to meet health care demands, both actual and anticipated. Transitions Theory (Meleis et al., 2000) provided a framework to identify the gaps in knowledge related to how individuals transition to nurse within these programs. One of the gaps in the literature that was identified was a description of the transition to nurse experience of students enrolled in a GPNNN. This qualitative descriptive research was conducted in response to this gap. It examined the transition from non-nurse to nurse through a GPNNN which prepared non-nurses for advanced nursing practice. The study had three aims: to describe the transition experienced by the students; to describe how they used their prior education and experiences in this transition; and to describe the factors they saw as facilitators and hindrances to this transition. </p><p> Responsive interviewing (Rubin &amp; Rubin, 2012) with a purposive sample (n=17) of registered nurses enrolled in the advanced practice curriculum of the GPNNN was used. Data was collected from these nurses between September and December, 2013. Data analysis included initial codification of interviews, and within and between interview comparison of codes, resulting in re-coding and collapsing of codes. To assure the trustworthiness of the data, the criteria thoroughness, accuracy, believability and transparency were used (Rubin &amp; Rubin, 2005).</p><p> Data analysis revealed a process of transition that occurred over three distinct time periods, <i>Coming to Nursing</i> (pre-enrollment), <i> Beginning to Learn the Role as Nurse</i> (pre-licensure), and <i> Practicing as Nurse</i> (post-licensure). Influences that impacted the transition across periods included personal goals, knowledge, skills, and professional growth. Indicators of transition that were known to the individual and to others were described. The individual's utilization of prior education and experiences in their personal transition experience was described as primarily influencing study habits and clinical experiences. Facilitators and hindrances to the transition included experience working as a nurse, self-identification as nurse, personal goals, the accelerated program, the programmatic focus on NCLEX style testing and the nursing pedagogy.</p><p> Interpretation of the findings of this research was informed by the literature. Identification of three periods of transition through nursing education has been described in transition to nurse in other nursing education populations (Shane, 1980a, 1980b; Neill, 2010), and is consistent with transitional patterns (Meleis, 2010). However, the three transitional periods identified in this study are peculiar to the transition experience through a GPNNN, and don't mirror the characteristics identified in transitional periods in other populations. A rich description of the transition experienced by the participants is presented including characteristics of the transitional periods, the influence of prior education and experience within the transition, and identification of factors that facilitated or hindered the transition experience. This description has not previously been described in the literature.</p><p> There are implications of this research for practice, theory, education, policy and research, and these are discussed.</p>

<p> Pressure ulcers (PUs) remain a relatively common and potentially serious health issue among the elderly in any healthcare setting and have been associated with high mortality and morbidity rate. A low incidence of PUs is highly desirable and is considered as an indication of quality care by patients, caregivers, and regulatory authorities on both the state and federal levels.</p><p> Nursing assistants play an integral role in the direct patient care; ongoing training and educational opportunities about pressure ulcer prevention are very important in maintaining their skill, motivation and knowledge. Research findings showed that staff education with reinforcement is the key in decreasing prevalence and incidence of pressure ulcer. This educational curriculum was designed to increase nursing assistants' knowledge about pressure ulcer prevention among elderly in long-term care.</p>

<p> This action research study explored the complex nature of homeless adults and their perceptions of barriers to mental health services. Barriers to mental health services and a lack of resources for homeless adults are social justice issues explored in the study. The participants were homeless adults with a history of substance abuse, diagnosis of Hepatitis C (HCV) infection, and mental illness. A qualitative approach allowed for data analysis which described the experiences of homeless adults living with HCV infection. Due to the stigma assigned by HCV based on the prevalence of HCV being contracted by substance abuse, a defined high-risk behavior, the homeless adults were not offered mental health services. As a result, the homeless adults did not get treatment.</p>

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/25/2008). Includes bibliographical references (leaves 148-154).

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0066. Adviser: Thomas M. Schwen. "Title from dissertation home page (viewed Dec. 11, 2006)."

<p> Millions of women are diagnosed with breast cancer every year in the United States. In San Bernardino County breast cancer rates are increasing each year among Asian American women. It is considered to be the second leading cause of death compared to other cancers among Asian women. In the Inland Empire, there is a lack of health services aimed specifically at Asian Americans. The foundation aspires to be culturally competent and bring breast cancer awareness to all women. Through an expansive service that includes a navigation program lead by breast cancer survivors, outreach to local health care institutions for breast cancer screenings, as well as offering mental health counseling and seminars to help women and their families cope with their diagnosis as well as post-treatment care. The Breast Cancer Foundation for Asian American Women (BCFAAW) is a not-for-profit organization that aims to provide education, support, and advocacy for the Asian community throughout the Inland Empire. </p><p>