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Examining the relationship between clinical judgment and nursing action in baccalaureate nursing studentsFedko, Andrea Lauren 29 July 2016 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Clinical judgment provides the basis for nurses’ actions and is essential for
the provision of safe nursing care. Tanner’s Clinical Judgment Model and its
associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been
used in the discipline of nursing, yet it is unclear if scores on the rubric actually
translate to the completion of an indicated nursing action. This is important
because clinical judgment involves identifying and responding to patient
situations through nursing action, and then evaluation of such actions. The
purpose of this observational study was to explore the relationship between
clinical judgment, as measured by the LCJR, and the completion of an indicated
nursing action, as measured by a nursing action form.
The clinical judgment and completion of an indicated nursing action was
measured in 92 participant students at a Midwestern university school of nursing
who were enrolled in an adult medical/surgical nursing course that included
simulation and debriefing during which scoring occurred. This study explored
whether clinical judgment, as measured by the LCJR, was related to the
completion of an indicated nursing action. In addition, this study evaluated
whether Responding, as measured by the LCJR was related to the completion of
an indicated nursing action. The data revealed that a very weak relationship was
present between clinical judgment, as measured by the LCJR, and the
completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was
present between the dimension Responding, and the completion of an indicated
nursing action; however, these findings were also not statistically significant.
This study expands upon previous clinical judgment research in nursing
and identifies a need for additional methods of evaluating clinical judgment in
baccalaureate nursing students including action appraisal so that deficiencies are
established and targeted for improvement.
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The preparation for translation of a textbook for the Turkish assistant nurseLovatt, Ethel Irene January 1961 (has links)
Thesis (M.S.)--Boston University
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The present and future of psychiatric nursing education in GreeceNanou, Kyriaki E. January 1965 (has links)
Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01
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Quality assurance, an approach to improving the quality of nurse education in PakistanAziz, A., Archibong, Uduak E., Lucas, Jeff January 2011 (has links)
No description available.
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The role of the arts in teaching caring : an evaluationGrindle, Norma January 2000 (has links)
No description available.
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Simulation design characteristics| Perspectives held by nurse educators and nursing studentsPaige, Jane B. 03 May 2014 (has links)
<p> Simulation based learning (SBL) is pedagogical method poised to innovate nursing educational approaches. Yet, despite a growing body of research into SBL, limited investigation exists regarding assumptions and beliefs that underpin SBL pedagogy. Even though key simulation design characteristics exist, the particular methods nurse educators use to operationalize simulation design characteristics and how these choices are viewed from the perspective of nursing students is unknown. Without understanding what motivates educators to design simulations as they do, it is difficult to interpret the evidence that exists to support chosen methods. Through the exploration of perspectives (points-of-view), underlying beliefs can be uncovered. Educators readily share their points-of-view on simulation design both formally (in literature) and informally (ordinary conversations). These conversations portray the subjectivity surrounding simulation design and become a vehicle for exploration. The purpose of this study was to describe and compare nurse educators' and nursing students' perspectives about operationalizing design characteristics within educational simulations. The National League for Nursing-Jeffries Simulation Framework guided this study by identifying the interaction of teacher, student, and educational practices on the five design characteristics (objectives, student support, problem solving, fidelity, and debriefing). It was from this interaction that perspectives were investigated. A Q-methodological approach was employed to investigate the subjectivity inherent in perspectives. Derived from 392 opinions on simulation design, a 60-statement Q-sample was rank-ordered into a quasi-normal distribution grid by 44 nurse educators and 45 nursing students recruited from two national organizations. Factor analysis and participants' explanations for statement placement contributed to factor interpretation. Factor analysis revealed nurse educators share a common, overriding <i>Facilitate the Discovery</i> perspective about operationalizing simulation design. Two secondary bipolar factors revealed that even though educators share a common perspective, there exist aspects of simulation design held in opposition regarding student role assignment and how far to let students struggle including when and if to stop a simulation. Factor analysis revealed nursing students hold five distinct and uniquely personal perspectives labeled <i>Let Me Show You, Stand By Me, The Agony of Defeat, Let Me Think it Through,</i> and <i> I'm Engaging and So Should You.</i> Second-order factor analysis revealed nurse educators share similar aspects of thinking with four of the five nursing students' perspectives. Results suggest ongoing and sustained educational development along with time for nurse educators to reflect on and clarify their perspective about simulation design is essential. Educators need to emotionally prepare and support nursing students prior to and during simulation activities. Further educational research is needed on how operationalizing simulation design characteristics differ based on a SBL activity with either a formative or a summative purpose.</p>
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An analysis of test scores achieved by a selected group of diploma school of nursing studentsLuther, Serica January 1965 (has links)
Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01
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The informational needs of postpartum mothers as expressed to basic collegiate students of nursingTyrell, Genevieve Doonan January 1966 (has links)
Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01
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Women's attitudes toward cancer of the breastMarzolf, Mary Elizabeth, Mullahy, Joan Frances January 1964 (has links)
Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The present study was undertaken to determine the
attitudes of a selected group of educated women toward
cancer of the breast. The pur'pose of this study was to compare
the attitudes of four groups of educated women, all of
whom have a basic knowledge of cancer as a diseaseo Three
important components were perceived as relevant in forming
an attitude toward cancer of the breast. These were:
1) Feelings toward the mutilation involved;
2) Feelings toward the curability;
3) Feelings involved in a change of the self
concept.
The investigators were interested in comparing the attitudes
of a group of women with nursing education and a group of
women without this specialized education. The second concern
was t he comparison of attitudes as manifested by a
younger age group and an older age group. Based on the
principle that one cannot necessarily determine action
from an attitude alone, another concern was a correlation
of a woman's attitude toward cancer of the breast and
willingness to undertake health action. / 2031-01-01
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Student's knowledge about insulinHills, Mabel Harriet January 1964 (has links)
Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study was undertaken to determine the pharmacodynamics
of insulin which nursing students understand at the
end of thirty months in a three year diploma program in nursing.
This study attempted to answer the following questions:
1. Do nursing students reveal a deficiency in their
knowledge of insulin in the following areas? [TRUNCATED] / 2031-01-01
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