Browsing by Sigma Chapters "Nu Alpha"
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- ItemA construct validity study: Accountability for nursing careVelianoff, George D.; Deets, Carol; Nu Alpha
The purposes of this study were to: (1) expand upon the pilot study by Velianoff (1983) to define more precisely professional accountability in providing nursing care, (2) to test the construct validity of a tool developed to measure the constructs, and (3) contribute to a better understanding of accountability in nursing. The theoretical and conceptual bases of the study included: (1) Velianoff's (1983) pilot study, (2) French and Ravens (1960) Social Bases of Power, (3) Hirschman's (1970) Exit, Voice and Loyalty model, and (4) Rotter's (1954) Social Learning theory dealing with Locus of Control. Four hypotheses were tested. A sixty-one item Likert-type questionnaire was developed and distributed on a convenience basis to 500 RN's in a large Midwest acute care hospital. Data from 211 questionnaires representing 42% return rate were used for analysis. Factor analysis, Cronbach alphas, Pearson correlations, Partial correlations, and an Analysis of Variance were used. Cronbach alphas were acceptable. Correlations were significant. Partial correlations were insignificant. Factor analysis only supported partial mutual exclusiveness of the constructs. Significant relationships were found via Analysis of Variance technique. The major findings were: (1) moderate construct validity for accountability was attained, (2) scale reliabilities were acceptable, (3) legitimate power and situation-specific locus of control were negatively correlated with accountability, (4) quality-consciousness and accountability were positively correlated, (5) critical care nurses were more accountable but less quality-conscious, had less legitimate power and were less internally controlled than the OB/GYN and Med/Surg nurses. The value of this study resides in: (1) a definition of accountability and related constructs were presented, (2) area of practice was identified as a significant variable, (3) instruments were developed to measure the constructs, and (4) it is the first study to be done on accountability in giving nursing care.
- ItemNurse Educators' Perceptions Regarding Faculty Participation in University GovernanceGross, Janet J.; Mikan, Kathleen; Nu AlphaFaculty participation in university governance is an accepted norm in American higher education. Nurse educators' participation in university governance provides opportunities to exert influence in organizational matters in order to maintain quality programs and serve the needs of society. The purpose of this descriptive study was to identify nurse educators' perceptions of faculty participation in university governance. A Faculty Participation Survey and Personal Data Questionnaire were completed by 401 nurse educators employed as full-time faculty in 13 Category I and 37 Category II institutions offering baccalaureate or higher degree nursing programs located within the Southern Regional Education Board. Data analysis techniques included descriptive statistics, principal components analysis, t-tests, and one way analyses of variance. Nurse educators' perceptions regarding faculty participation in university governance were reduced to eight factors. Respondents held no strong opinions about the factors underlying their perceptions regarding faculty participation in university governance. No statistical differences were found in nurse educators' perceptions according to the factors when institutional category was considered. Statistical significance $(p<.05)$ was found for Factor 2: Participation when age and tenure status were considered; Factor 7: Motivations when age was considered; and Factor 8: Groups when academic rank was considered. Implications for nursing education and research were generated. Recommendations included further testing of the eight factors identified in this study using different data gathering instruments and methodologies, using national samples of nursing faculty subjects, particularly within one institutional category, and controlling for institutional variables such as organizational structure and administrative leadership styles. Additional recommendations were to investigate differences between nurse educators' and administrations' perceptions of faculty participation in university governance and between nurse educators' perceptions and those of faculty in other disciplines; to compare actual versus perceived levels of participation in university governance; and to identify other factors which enhance or impede nurse educators' participation in university governance.
- ItemNursing students' perceptions of caring for patients with substance use disordersElkins, Nancy Susan; Taylor, Bobbie; Marshall University, Huntington, West Virginia, USA; Nu Alpha
This mixed-method study is designed to assess nursing students' perceptions and knowledge of substance use disorders (SUD) in a BSN and graduate nursing program to determine how effective the newly developed SUD online course has increased knowledge and decreased stigma in caring for patients with substance use disorders.
- ItemNursing students' perceptions of substance abuse screening training in a BSN nursing programElkins, Nancy Susan; Nu AlphaThis researcher will discuss the development of a comprehensive, multiple-time approach in implementing substance abuse training into a BSN nursing program, as well as the research results of the students' experiences and how their attitudes toward working with patients with substance abuse have become more positive.
- ItemPredictors of retention and passing National Council Licensure Examination for Registered NursesElkins, Nancy Susan; Foley-Peres, Kathleen; Walters, Nancy; DePriter, Tiffany; Nu Alpha
The current nursing shortage has challenged colleges to educate nurses at a faster pace than in previous times. Successful completion of the nursing programs and passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) exam is important for the students, faculty, and nursing programs. The purpose of this retrospective study was to investigate the possible predictors of completing the baccalaureate nursing program at a college in the eastern part of the United States and passing the NCLEX-RN licensure exam. Using Spearman's classical test theory and Seidman’s retention formula as theoretical foundations, this study investigated historical data from 2 graduating classes of the Bachelor of Science (BSN) nursing program to determine whether the admission variables of the preprogram grade point averages (GPA), American College Testing (ACT) scores, course grades in anatomy and physiology, and/or the Health Education System Inc. (HESI) Exit Exam scores could predict who was most likely to complete the nursing program, as well as pass the
NCLEX-RN. A non-experimental study using the Pearson R correlational test identified a significant relationship (p < .01) between the preprogram GPA, ACT scores, anatomy grades, and the HESI Exit Exam scores with the completion of the BSN program and passing the NCLEX-RN. A prenursing course will be developed to help prepare students for the expectations of the program. The implications for positive social change include addressing the nursing shortage by decreasing nursing student attrition and increasing the number of nursing graduates, thereby improving healthcare throughout the United States. - ItemA systematic review of CABG educational interventions(2016-09-26) Booton, Susan E.; Marshall University, Huntington, West Virginia, USA; Nu Alpha
Session preseneted on Sunday, September 18, 2016:
Background: Although there are many approaches in providing discharge education to coronary artery bypass patients, an overwhelming number of patients are readmitted to the hospital within 60 days post discharge. Education provided prior to surgery and discharge may prove beneficial in decreasing the rate of readmissions in this population. Objectives: In post cardiac surgery patients, does an educational intervention compared to no educational intervention affect hospital readmission rates within 60 days? A secondary aim was to evaluate whether or not an educational intervention affects hospital readmission rates within 60 days of discharge.
Method: Seven studies were evaluated for the use of education pre and post discharge for the cardiac surgery population. Studies with pediatric patients were excluded from the systematic review.
Results: Seven studies met the inclusion criteria. The main focus of the studies contained types of education delivered by advanced practice nurses or specially trained nurses and were timed either preoperatively, upon discharge or post discharge. Five of the interventions demonstrated positive results and two demonstrated significant statistical evidence.
Discussion: A review of seven studies demonstrated that education is valuable for this population but may need delivery in a different format and at different times to meet client educational needs. The use of pre discharge education did demonstrate a reduction in anxiety and increased self care abilities of these patients. Although the approaches differed, the common thread is the need for education delivered at the appropriate time at an understandable level for patients.
Swatzsky, Jo-Ann V., Christie, Sandra, & Singal, Rohit K. (2013). Exploring outcomes of a nurse practitioner managed cardiac surgery follow up intervention: a randomized trial. Journal of Advanced Nursing, 2076-2087. Kalogianni, Antonia, Almpani, Panagiota, Vastardis, Leonidas, Baltopoulos, Charitos, Christos, & Brokalaki, Hero. (2015). Can nurse led preoperative education reduce anxiety and postoperative complications of patients undergoing cardiac surgery? European Journal of Cardiovascular Nursing, 1-12. doi:10.1177/1474515115602678
- ItemUtilizing collaborative testing to engage nursing students, improve academic achievement, and decrease attrition(2018-03-28) Jackson, Theresa H.; Morehead State University, Morehead, Kentucky, USA; Nu Alpha
The research purpose was to determine if student participation in a collaborative testing process resulted in decreased attrition and increased academic achievement and student engagement when compared with students who did not participate in a collaborative testing process. Though not significant, findings indicated increased academic achievement and decreased attrition rates.