<p> Attitudes toward patient safety are the foundation of patient safety culture. Nursing students begin to formulate their attitudes toward patient safety while in educational programs. Nursing faculty have been challenged in their efforts to enhance the patient safety culture of students because there is a lack of empirical evidence as to which teaching strategies positively affect student attitudes toward patient safety. The purpose of this study was to examine the relationship between a 50-minute teaching module based upon the concept of medical error recovery and 9 dimensions of patient safety culture as measured by the Attitudes to Patient Safety Questionnaire. The guiding framework for the study was the reciprocal interactive theory of patient safety culture in nursing. The conceptual model used to illuminate the role of nurses in recovering medical errors in the educational intervention was the modified Eindhoven model of near-miss events. The sample comprised 4 student cohorts (N = 142) enrolled in an accelerated bachelor of science in nursing (ABSN) program at one university, with 4 participants lost to follow-up (n = 138). A quasi-experimental, nonequivalent control group, pretest/posttest design was used to compare mean attitude scores between the control (n = 75) group and the intervention group (n = 63) after statistically controlling for the pretest. ANCOVA revealed statistically higher mean attitude scores for the intervention group in 5 of 9 dimensions of patient safety culture with a small-medium effect size associated with the intervention: patient safety training, error inevitability, professional incompetence as error cause, patient's role in error, and importance of patient safety culture in curriculum. The results supported the use of a short-duration educational session on medical error recovery to enhance a subset of patient safety culture dimensions among ABSN students.</p>

<p> Registered nurses practice in an environment that involves complex healthcare issues requiring continuous learning and evaluation of cognitive and technical skills to ensure safe and quality patient care. The purpose of this basic qualitative study was to gain a better understanding of the continuing educational needs of the expert nurse. This study focused on the use of simulation as a learning platform in the continuation of competency. The study was based on the theories of adult learning and novice to expert. A sample of 10 expert nurses was interviewed regarding their experiences in the use of simulation during continuing education endeavors. The finding indicated that the use of simulation in this study population was effective in the maintenance of competency or in the delivery of new information. The study finding also offered developmental ideas for nurse educators in the planning and delivery of simulation to this study population.</p>

<p> Male nurses are but a small percentage of the total nurse population in the United States, and most certainly have potential to increase in numbers if the profession appeared more attractive as a career option for men. The purpose of this research was to discover the decision factors used by males that led them to enroll in Associate Degree nursing programs in Illinois community colleges. To set the background and context, the study explored the history of community colleges and that of nursing. Included was nursing as a profession, nursing in the United States, the country&rsquo;s impending nursing shortage and the role of men in nursing. </p><p> Using a qualitative case study method of design, the study adapted a multi-theoretical framework encompassing gender theory (GT) and career developmental theory (CDT). These theories were further broken down by discussing, in particular, Holland&rsquo;s Theory (HT) of Personality and Vocational Choice and Krumboltz&rsquo;s Social Learning Theory (KSLT) under CDT. Nine first year male ADN students from three separate Illinois community colleges were individually interviewed. Findings discovered that the first year male students experienced a distinctive decision making process with eight emerging themes revealing the males&rsquo; decision making about their ADN enrollment process. </p><p> As a result of the study&rsquo;s findings, MURSE: Resurreccion&rsquo;s Male Nursing Student Decision Making Pyramid model was developed to elaborate the steps of how males make decisions about their ADN enrollment. An understanding of these factors can provide opportunities for community colleges, and perhaps universities, to improve recruitment and retention of males in nursing programs. A result would be increased numbers of males enrolling in Associate as well as Baccalaureate nursing programs. Such knowledge held by colleges may help to address a manpower solution to the impending worldwide nursing shortage. </p>

<p>This study replicated a mixed-methods, controlled experimental study conducted in 2010, using a game developed for balance rehabilitation and used with a population of survivors of stroke, to gather more data on the strengths and weaknesses of the rehabilitation tool and opinion of its potential effect as an intervention on persons with Spinal Cord Injury, undergoing outpatient treatment at a spinal cord injury center. This data will provide a base for further improvements in the design and use of the tool in therapeutic settings. </p>

<p> The purpose of this project was to create a 6-week nutrition education and culinary skill curriculum for use by educators of middle-school adolescents in conjunction with use of an existing school-based educational garden and kitchen facility. Specifically, this project provides guidelines for delivering education regarding an overall healthy lifestyle during the adolescent years, optimal nutrition, food safety, meal plans, and kitchen skills, two times per season for each of the major seasons (fall, winter, spring) coinciding with the typical Pacific Northwest school calendar.</p><p> The curriculum was designed to provide educators with age appropriate lessons based on scientifically-founded information. The curriculum was reviewed by an expert panel and modifications were made based on their recommendations. The final curriculum was not pilot tested.</p>

<p> The latest U.S. government surveys indicate that one in six Americans suffer from food insecurity, which means they have trouble affording adequate food. Previous research has shown that food insecurity affects adult cognitive ability, energy levels, ability to concentrate as well as child academic success. Food insecurity has been studied in college students at 4-year institutions; however, research on the community college population is sparse. This study aimed to better understand the extent and implications of food insecurity among community college students attending two community colleges in Maryland. </p><p> The research was carried out using a survey that collected data related to student food insecurity, demographics, along with self-reported Grade Point Average (GPA), energy, and concentration levels in 301 community college students. Approximately half of the students attended a suburban community college (n=151) and half of the students attended an urban community college (n=150). Data from each school were compared to examine issues affecting students attending each institution. </p><p> The study revealed that over half of the community college student respondents were food insecure and that food insecurity was slightly less prevalent among respondents at the suburban community than those from the urban community college. African American students and multiracial students were more likely to experience food insecurity than White students. Students who lived alone, with roommates or with spouses/partners were more likely to experience food insecurity than students who lived with parents or relatives. Single parents were also more likely to be food insecure than students who were not single parents. </p><p> Food insecurity was significantly associated with student GPA, energy, and concentration in the overall student sample. Food insecure students were more likely to fall into a lower GPA category than they were to fall into the highest GPA category. Food insecure students were also more likely to report lower energy and concentration levels and the degree of food insecurity appeared to affect the probability of low energy or difficulty concentrating. When considering each community college separately, food insecurity was significantly associated with GPA at the suburban community college but not at the urban community college. Also, food insecurity had a stronger association with energy and concentration at the urban community college than at the suburban community college.</p>

<p> Purpose: The purpose of the study is to investigate the weight loss of collegiate wrestlers and assess their risk for eating disorders (ED). Methods: Wrestlers were recruited by contacting the athletic trainer (AT) at the institution they wrestled. ATs who agreed to participate were sent an electronic link containing a survey, 143 wrestlers provided usable data. The survey was created from two surveys one allows the athlete to describe his eating behaviors and the ATHLETE questionnaire which measures risk for ED. We analyzed the data using descriptive statistics and frequencies. Results: 76.6% of wrestlers indicated binge eating; eating behaviors are similar to those in previous literature including gradual dieting, restricting food/fluids, fasting, and exercise. Wrestlers in this study do not appear to be at risk for ED. Clinical applicability: Wrestlers display dangerous eating behaviors but are not at risk for ED. Key Words: Disordered eating, anorexia, bulimia, body image. </p>

<p>Critical reflection as a learning tool for nursing supervisors is a complex and multifaceted process not completely understood by healthcare leadership, specifically nurse supervisors. Despite a multitude of research studies on critical reflection, there remains a gap in the literature regarding the perceptions of the individual, the support required in the environment, and stimulus needed to integrate critical reflection into the nurse supervisor role. The purpose of this qualitative hermeneutic phenomenological study was to explore the meaning critical reflection has for nurse supervisors and the role of critical reflection within clinical practice settings. The data obtained through a modified vanKaam analysis employing <i>NVivo 9</i> software revealed five themes concerning critical reflection. These five themes include (a) personal experience, (b) sources of valuing critical reflection, (c) self-awareness as primary competency, (d) time is a function of prioritization and (e) framework tools for workplace integration. Critical reflection meaning developed through nurse supervisors&rsquo; past experiences with critical incidents and a willingness to develop their own self-awareness. The role critical reflection plays in the environment can be enhanced through making it a priority in the workplace and providing training necessary to increase understanding of the process. Workplace integration requires developing nurse supervisors&rsquo; facilitation skills. The study findings support the underlying value critical reflection holds as a significant part of supporting organizational transformation toward a learning organization culture. </p>

<p> This is a pilot study of a proposed model for examining the main and interactionist effects of achievement goal orientations on moral function and the role of perceived ability as a potential moderator in sport morality levels through cluster analysis procedures. One hundred and three elite (103) athletes participating in Division I wrestling completed the Task Ego Orientation in Sport Competition Questionnaire (TEOSQ-COMP; Harwood, 2002), Perceived Ability Inventory Subscale (PAI; Lemyre, et al., 2002), and Hahm-Beller Values Choice Inventory (HBVCI; Hahm, Beller, &amp; Stoll, 1989). Analysis of motivation involved the investigation of motivation from a goal profile standpoint through cluster analysis. Cluster analysis revealed three emergent goal profile combinations: Cluster 1 &ndash; High-Ego/Moderate Task; Cluster 2 &ndash; Low-Ego/Moderate-Task; Cluster 3 &ndash; Moderate-Ego/High-Task. The emergent cluster profiles were then examined for between group interaction effects of goal orientation and perceived ability upon moral function. ANOVA revealed strong interactions between ego orientation and moral function for Clusters 1 and 2, but not at significant effect. As well the moderating interaction of perceived ability upon moral function for Clusters 1 and 2 was strong, but again not at significant levels. These findings help encourage dialogue about the impact the motivational climate of Division I Athletics has upon its participants. By building upon the investigation of competition as a contextualized variable of impact on motivation and moral function (Harwood, 2002; van de Pol &amp; Kavussanu, 2012), this study proposes a more advanced model for investigating the interactionist effect between these two and the motivational climate of Division I sport. </p>

<p> <b>Background.</b> Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. </p><p> <b>Purpose.</b> The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. </p><p> <b>Theoretical Framework.</b> The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. </p><p> <b>Methods.</b> The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. </p><p> <b>Results.</b> The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. </p><p> <b>Conclusions.</b> Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.</p>