Search

This proceedings document presents eight papers given at a 1997 conference on nursing education at the master's degree level. The papers are: (1) "Reality of the Marketplace for Advanced Practice Nursing" (Mary Elizabeth Mancini); (2) "Providing Faculty with the Skills to Teach in a Changing World" (Diane Skiba); (3) "Charting New Territory: Innovative Delivery of a Master's Level Family Nurse Practitioner Program Using the World Wide Web" (O. T. Wendel, Joan Cobin, Karen Hanford, and Jerry Kellogg); (4) "The Essentials of Master's Nursing Education: Where Are We?" (Barbara Tucker and Jan Maville); (5) "Restructuring Master's Education: A Contemporary and Unique Model" (Linda J. Miers); (6) "A Model for Design of a Master's Program with an FNP Track" (Diane Young); (7) "Managed Care Curriculum: An Essential Component of Core Curriculum" (M. Susan Emerson); and (8) "Evolving Roles for Advanced Practice Nurses in the Marketplace" (Julie MacDonald). (Individual papers contain references.) (DB)

This document includes summaries of papers and discussions presented at the first of three federally supported, national conferences on the development of policy and practices to implement the Individuals with Disabilities Education Act related to invasive procedures for children with special health care needs. Emphasis is on the interdisciplinary discussion of issues by special educators, lawyers, physicians, nurses, ethicists, paraprofessionals, health finance professionals, and parent advocates. Individual sessions with multiple presenters addressed the following topics: medical and legal issues; quality of care (structures that allow for safe and legal delegation); issues in special education (inclusion); issues of ethics, advocacy, and funding; systems change (how to influence policy making); challenges for the future and funding; and the creation of action plans. Extensive appendices include a list of speakers, addresses of advisory group and board members, speaker handouts, an annotated bibliography, reprinted articles, and ordering information for the Model Nurse Practice Act. (DB)

This paper attempts to put telecommunications into a realistic perspective, provide an overview of selected telecommunication technologies, and examine the impact of telecommunication technologies on nursing education and the preparation of graduates for the 21st century. Trends in nursing practice are outlined in terms of their impact on nursing curriculums and instructional methods; these trends include, among others, the nurse's role as a patient advocate, the growth of alternative health care delivery systems, and ethical dilemmas. The tyranny and promise that telecommunication technologies hold for nursing education are discussed. Four technologies available to provide quality educational services to more nurses in a cost-effective manner are described; these include teleconferencing (audio, video, and computer), television-assisted instruction, computer-aided learning, and interactive video. (46 references) (JDD)

Proceedings are presented from a research conference to promote nursing research as a basis for policymaking in nursing practice, education, and health care services. The keynote address, by Patricia Jones, describes issues in health care financing in the 1980s and urges researchers to provide the kind of data and guidelines needed to support professional nursing services. The second paper, by Ora L. Strickland, names establishment of an acceptable and stable economic base for the provision of nursing services as the most important public policy issue facing nursing and gives pointers on collaborative research as one approach to contributing to the knowledge base. The third presentation, by Jeanette Lancaster, exhorts nurse researchers to affect policy by identifying critical study areas and initiating research. Abstracts follow of 32 studies, with almost equal numbers focusing on clinical practice, education, and the delivery of health care areas; the majority have implications in all three areas. They generally underscore the interrelatedness of research, education, and service. Specific topics include nurse-patient negotiations, predictive factors of supply and salaries of nurse practitioners, cultural determinants of health and self-care, job satisfaction, skills of nurse administrators, continuing education, nursing gestalt, nurses' decision making, and factors related to student success in completing a baccalaureate nursing education. (YLB)

Collaborative research in nursing is discussed in five papers from the 1983 conference of the Southern Council on Collegiate Education for Nursing. Also included are 32 abstracts of nursing research, focusing on clinical practice, as well as nursing education and research models. Paper titles and authors are as follows: "Building a Climate for Collaborative Research" (Joanne Horsley); "Establishing and Implementing Collaborative Investigations" (Carolyn A. Williams); "Ethical Aspects of Collaborating with Clients" (Shirley P. Damrosch); "The Ethics of Inter-Discipline Collaboration" (Oscar C. Stine); and "Ownership of Data and Plagiarism in Research" (Carolyn F. Waltz). Abstracts of clinical research cover topics such as head injuries and risk of coronary heart disease. Abstracts on nursing education cover: grade inflation in an associate degree nursing program, power sharing in university nursing programs, perceptions of top academic nurse administrators' on their job requirements, collaboration in continuing education for nursing, and nursing faculty perceptions of an integrated curriculum. Additional abstracts cover topics such as: models for multivariate effect size estimation in clinical nursing research, Q methodology in nursing research, and a collaborative model for developing nursing theory. (SW)

Thirty-five papers on the measurement of outcomes of nursing practice, education, and administration are presented from the 1981 research conference of the Southern Council on Collegiate Education for Nursing. Papers and authors include the following: "Why Nursing Research?" (Hildegard E. Peplau); "Job Satisfaction in Nurse Faculty: Test of a Revised Theory of Work Motivation" (Shirley J. Carey); "Level of Nursing Education and Perceptions of Nursing Performance" (Kathryn Suggs Chance); "Predictors of Success in Nursing School and on State Board Examinations in a Predominantly Black Baccalaureate Nursing Program" (Mary Swope Dell, Gerald Halpin); "Automation and Social Alignment in Hospital Nursing Units" (Beverly Henry); "Coping Strategies of Neonatal Intensive Care Unit Nurses" (Sharol F. Jacobson); "Staff Nurse Attitudes Toward Chronic Pain Patients" (Paula Myers Jamison); "A Comparison of Role Conceptions Among Nursing Students and Faculty from Associate Degree, Baccalaureate Degree, and Diploma Nursing Programs and Head Nurses" (Barbara A. Peita); "The Faculty Work Plan and Appraisal: Its Potential for Faculty Role Development" (Luz S. Porter); and "Screening for Abuse and Neglect in a Neighborhood Health Clinic" (Sharon Separs, Aileen Edgington). (SW)

Proceedings are presented of the Second Annual Second-Step Nursing Education Conference. (Second-step nursing education encompasses postlicensure, upper-division baccalaureate programs expressly designed for registered nurses.) The texts of seven formal presentations at the conference are given including four in the area of national second-step project outcomes and three on professionalism. Specific presentations includes Leadership in Second-Step Programs: Problems and Solutions; Three Models of Second-Step Programs: The Ideal vs. the Real; Professionalization of Nursing Students in Second Step; and Characteristics of Novice and Expert Performance: Implications for Teaching and Experienced Nurse. The texts of three panel discussions are also provided. Panel topics included (1) the discrepancy between the position that registered nurses are already licensed as safe practitioners and the position that such licensures is insufficient evidence of their readiness to undertake an upper-division nursing program, (2) the unique processes and problems involved in developing a baccalaureate program for registered nurses, and (3) accreditation. (LRA)

The conference reported here was held for nurse faculty and physicians from twenty-five family nurse practitioner (FNP) programs based in twenty-one states to provide the participants with an opportunity to consider their common curriculum problems and successes in FNP education. The first half of this booklet contains five paper presentations with the fourth and fifth papers followed by comments made by a reactor panel and the audience. The titles of the papers are (1) "The Potential of the Family Nurse Practitioner Movement," (2) "Five Questions of Family Nurse Practitioner Evaluation," (3) "Nursing Present Tense," (4) "The Role of the Family Nurse Practitioner: Implication for Curriculum Development," and (5) "Clinical Evaluation: An Examination of the State of the Art and Its Application to Nurse Practitioners." The remaining half of this booklet consists of five reports of group discussions held during the conference on adult medicine; child health curriculum; determinants of obstetrics and gynecology curriculum in nurse practitioner training; family and community; and the state of the art in teaching role realignment. A brief summary of conference recommendations concludes the report. (EM)

Results of two projects concerned with pre-immigration screening procedures for foreign nurse graduates are included in this conference report along with summaries of conference discussion and conclusions. (Participants were representatives of organizations and agencies concerned with immigration of nurses and other health professionals.) The first report is of an investigation by the Division of Nursing on the possibility of establishing a pre-immigration examination for nurses in their home countries through a mechanism similar to that now in effect for foreign medical graduates. It includes findings of a survey of State Boards of Nursing on numbers, characteristics, and results of licensure applications of foreign nurse graduates. Information on provisions of the state nurse practice acts and on relevent immigration laws and regulations is also included. The second report is of a project contract with Pace University Foreign Nurse Center to develop a plan for establishment of a pre-immigration screening examination for foreign nurse graduates. The conference summary reports that there was concensus clearly expressed by the participants that an organization should be established as a central agency for all matters relating to immigration of graduates of foreign nursing schools and that pre-immigration/prelicensing examination would reduce the burden of individual evaluations now carried by State Boards of Nursing. Notes on a postconference meeting on formation of the organization is appended. (JT)

Changes in the delivery of health care services and their implications for nursing practice and nursing education are discussed in nine papers from the 1986 annual meeting of the Southern Council on Collegiate Education for Nursing. Titles and authors are as follows: "Changes in Health Care and Challenges for Nursing Education" (Jacquelyn S. Kinder); "Redesigning Nursing Education Curricula to Meet Changing Needs" (Verle Waters); "Redesigning Nursing Education Curricula to Meet Changing Needs: Implications for Doctoral Programs" (Billye J. Brown); "Redesigning Nursing Education Curricula to Meet Changing Needs: Implications for Master's Programs" (Joan Farrell); "Redesigning Nursing Education Curricula to Meet Changing Needs: Implications for Bachelor's Programs" (Margaret L. McKevit); "Shifting Patterns of Nursing Practice: Impact on Associate Degree Nursing Education" (Margaret G. Opitz); "Theory-Based Nursing--The Foundation for Practice and Education: A Nurse Administrator's View" (Sarah E. Allison); "Alternative Approaches to Care for the Elderly: What Nurses Need to Know" (Miriam K. Moss); and "Unity in Nursing--A Public Imperative" (Virginia M. Jarratt). (SW)

The conference brought together 45 persons who have had extensive experience in nurse staffing research. After the leadoff paper by Myrtle K. Aydelotte, which presented an overview of nurse staffing research, 10 papers were presented on variables considered to be significant in influencing the quantitative and qualitative demand for nurse staffing. These included patients' requirements for nursing services, architectural design of the hospital, administrative and cost factors, and social-psychological factors. In addition, papers were presented on the evaluation of quality of nursing care and the impact of computerized information systems on staffing. The papers were followed by presentations by discussion leaders who addressed themselves to points raised in the papers. These presentaions, the opening remarks of Jessie M. Scott, and a summary and synthesis of the entire conference are also included in the publication. Appended are four task force reports offering recommendations on future directions for research. (Author/MW)

Five papers from a 1982 workshop entitled "Have You Ever Thought of Being a Dean?" are presented. The workshop is part of the Continuing Education for Nurse Academic Administrators Project of the American Association of Colleges of Nursing. After a foreword (Marion I. Murphy) and an introduction (Betty M. Johnson), "The Dean as Administrator: Roles, Functions, and Attributes," (Phyllis Drennan) is presented. Two major responsibilities of the dean are discussed: as chairman of the faculty and executive officer of the college. Next, "The Dean as Scholar: Clinical Competence, Teaching, Research, and Publication," (Helen K. Grace) suggests that the administrative work of the dean demands the discipline and orientation of the scholar. In "The Dean as a Person: Rights and Responsibilities," Valencia N. Prock discusses her individual style as a dean using her large university as an example. "The Dean as Colleague: Dean, Student, Faculty, Administrative Relationships" (M. Jeremy Buckman) emphasizes the importance of creating an environment of collegiality for other deans, faculty, students, and administrators. Finally, "Challenges for Nursing Administrators" (Jeannette R. Spero) suggests that a current challenge is reaffirmation of the relevance of collegiate education in nursing. (SW)

Program goals, designs, and accomplishments in the area of second-step nursing education is the topic of this report of a conference attended by over 125 nursing educators, administrators, and graduate students. (Second-step nursing education encompasses postlicensure upper-division baccalaureate programs expressly designed for registered nurses.) The texts of two guest presentations (on curricular implications of the second-step concept and the uses of research) as well as fourteen reports in five areas are provided. An overview of the National Second Step Project (NSSP) is given in a series of four reports on NSSP development, program goals, concepts for nursing research, and program graduates and careers. Establishment reaction to the second-step model is discussed in reports on the integration of a professional nursing program into a liberal arts college and on four-year program administrator views on articulated curricula. Three program evaluation designs are outlined. Research perspectives on student entry and placement are examined in two reports on tests for incoming student assessment and assessing clinical competence. In the final section on utilizing research on program development, two reports consider individualized instruction and the effect of prior nursing experience on first-term performance in a second-step program. (MN)

Proceedings of a conference on graduate education in nursing, which sought to provide a forum for discussion of issues and to share the findings and experiences of the graduate demonstration projects undertaken under the aegis of the Southern Regional Education Board's Nursing Curriculum Project, are presented. Contents include: "Purposes of Graduate Education: An Evaluation," Jean A. Kelley; "Overview of Modal Curricular Patterns: Master's Curriculum," LaVerne Gallman; "An Overview of a Doctoral Modal Curricular Pattern," William Field; "Nursing Theory and Practice: A Philosophical Debate," Kathleen Goldblatt; "Essential Content: Nursing Theory and Research," Nita W. Davidson; "Clinical Nurse Specialist in Primary Health Care," Jo M. Jones; "Teaching," Myrtis J. Snowden;"Nursing Practice Administration," Lois C. Malkemes; "Research," Juanita W. Fleming; "Organizations," Ruth Q. Seigler; and "Generic Graduate Programs In Nursing," Sylvia E. Hart. Debates on three issues in innovations include: (1) "Satellite Programs and Flexible Scheduling: Can Quality and Integrity Be Maintained?" ("The Case for Outreach Programs," Helen R. Kohler, and "The Case against Outreach Programs," Betty R. Rudnick); (2) "Progression to the Nursing Doctorate: How Can It Best Be Achieved?" ("The Master's Degree as Prerequisite," Elizabeth Lenz and "The Direct Route to the Doctorate," Carolyn Waltz); (3) "Should the Product of Graduate Education Be an Advanced Generalist or a Specialist?" ("The Case for a Comprehensivist," Genevieve Bartol and "The Case for Clinical Specialization," Barbara Brodie). A bibliography and conference program are appended. (SW)

The adequacy of nursing education programs in preparing nurses to meet current and future societal needs is addressed, with attention directed to baccalaureate programs, faculty, and graduates. It is suggested that research findings and anecdotal reports have validated the dysfunction phenomena between baccalaureate nursing education, the practice situation, and first job adjustment problems. Critics have claimed that nursing education programs are more concerned with promoting theories of education and of "what a nurse should be" rather than graduating people prepared to carry out the service responsibilities currently assigned by hospitals and other health agencies. Conversely, some educators say the employment setting does not reinforce professional experience and the nurse's view of self and individual capacities, and that hospital administration is resistant to changes in the responsibilities assigned to beginning nurses and in the organization of nursing services that would accommodate the skills, attitudes, and expectations of newly graduated nurses. It is suggested that both sides need to focus on increasing their understanding of appropriate ways of introducing new graduates into the service setting. Educators need to initiate discussions among nursing service administrators increasingly regarding probable deficiencies in the preparation of the new graduate both during the educational process and during orientation to the work setting. The value of examining research on what people learn from teachers is noted. It is further proposed that what may be needed is more concentration on a redefinition of goals of higher education in nursing to promote present functioning of novices and to prepare graduates to work on unpredictable, complex problems of the future. (SW)

The value of graduate education at the master's degree level is considered by the president of the Council of Graduate Schools (CGS) in an address to a 1980 conference of the American Association of Colleges of Nursing. Graduate education at the master's degree level involves the overwhelming majority of graduate students. In addition, in the field of nursing there is a need for more education and training at the graduate level, and particularly at the master's degree level. It is suggested that the assessment of quality must recognize the diversity of objectives of various programs. A questionnaire containing 60 statements concerning characteristics of doctoral programs was field tested as part of a doctoral program evaluation project of the Graduate Record Examination Board and the CGS, which has also engaged in a similar project at the master's degree level. It is proposed that attention needs to be given to further extending present federal student support programs to candidates for graduate degrees, particularly during their first year of study, so as to reduce the exclusionary pressures against qualified students who have financial limitations. It is concluded that: the master's degree is the growth industry of graduate education; it is a level of higher education that a larger and larger percentage of society will continue to seek to satisfy their personal desire for educational advancement; it is a level of higher education that society needs in order to address increasingly complex problems; and it is a level of higher education needed by society so that leaders have better informed and educated followers. (SW)

The purposes of this conference were: (1) to present research representing a variety of topics and study designs; (2) to disseminate findings of nursing research; and (3) to stimulate the use of research and theory as a basis for clinical, educational, and administrative practice. The keynote address and two invited presentations are presented in full: "Fulfilling Nursing's Potential through Research" (Schlotfeldt); "Feasibility of Generating Researchable Problems in Nursing Practice, Education, and Administration" (Huckabay); and "Minorities in Nursing Research" (Richards). Abstracts are provided for other conference presentations including: "The Case for Philosophical Inquiry in Nursing" (Allen); "Non Empirical Research in Nursing" (Fowler); "Faculty Report on the Organization and Structure of the Clinical Laboratory Experiences of Senior Students in Baccalaureate Nursing Programs" (Makarem); "Effects of Teaching Critical Elements of Psychomotor Skills to Baccalaureate Nursing Students" (Paulfrey); "Persistence among Registered Nurse Students in a Baccalaureate Program" (Dehn); "Is There a Difference in Clinical Performance between Graduates of R.N. Programs?" (Jacobsen-Webb); "Needs Assessment of Registered Nurse Students in a Baccalaureate Nursing Program" (Rabago); "Family Systems Functioning and Family Physical Health Practices" (Phipps); "The Stability of Cognitive Functioning in the Institutionalized Elderly" (Ivan); "Social Support and Self-Care Health Practices in the Independent Elderly" (Redelfs); "Adolescent Hypertension and Associated Cardiac Risk Factors" (Ellis); "The Effect of Blood Volume Status on Pulmonary Artery Pressures" (Schwartz-Lookinland, Shoemaker); "The Effects of Relaxation on Anxiety and Classroom Behavior in School Children" (Rector); "Multidimensional Stress Management in Nursing Education" (Russler); "Stress Management among Filipino Nurse Executives" (Flores); "Fiedler's Contingency Theory of Leadership: Implications for Nursing" (Ivan); "Coping Behaviors and Social Support among Women Caregivers of Frail Elderly in the Home" (Coleman); "Social Support and Maternal Perceptions in Primigravidas" (Hughes); "Nursing Intervention in the Maternal Perception of the Premature Infant" (Brownell); and "A One Year Mortality Study of the Most Critically-Ill Children in a Pediatric Intensive Care Unit" (Medicus). (YLB)

These proceedings include approximately 100 abstracts of papers dealing with the following aspects of research in nursing education: clinical judgment, faculty roles and expectations, learning, clinical experience, ethics and moral development, implications for the nursing curriculum of clinical nursing knowledge research, professional socialization, technological applications in education, the needs of registered nurses returning to school for a baccalaureate degree, cognitive and affective development, admission and retention of students, student characteristics, faculty productivity, the nursing curriculum, program outcomes, registered nursing versus baccalaureate, faculty roles and expectations, issues in nursing education, teaching and learning, techniques for presentation, educational diversity, evaluation of stress, and instructional methods and outcomes. Also included are a conference agenda, directory of presenters, and subject index. (MN)