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Biomedical subjects

A T Nibert

Publications and source records attributed to A T Nibert.

5 recordsLinked to original sources
PubMed2000

Incorporating critical care oncology nursing in a baccalaureate of science in nursing curriculum.

Undergraduate nursing curricula traditionally provide a superficial overview of oncology with only a passing mention of critical care oncology concepts. With an unprecedented nursing shortage predicted in the coming decade and acute care facilities likely to overflow with an elderly, chronically ill patient population, nursing education programs must strive to assure that nursing curriculum remains relevant in the face of these future challenges and changes in health care. Rather than require employers to provide the oncology education needed by the nursing staff during the orientation period, undergraduate nursing programs must accept the commitment to provide a stronger oncology and critical care nursing knowledge base in the basic nursing curriculum. This article describes how the baccalaureate degree nursing program at Houston Baptist University accepted this challenge and incorporated content on the management of oncologic emergencies within an existing critical care nursing course. Discussion of the development of the oncology content and the benefits of incorporating the content within a critical care nursing framework are also provided.

Attitude of Health Personnel↗
PubMed1993

Student success begins with the course guide.

Nursing faculty have seen enrollments increase over the past few years. Many of these students are from non-traditional applicant pools: minority groups, re-entry students, second career starters, males, and culturally diverse individuals. Greater numbers of nurses and nursing students from a broader population base represent a very positive trend for the nursing profession as a whole. This new trend can be credited as a result of extensive efforts beginning in the 1980's to ease the nursing shortage in the United States. Yet teaching students with such a wide variety of backgrounds can be quite a challenge for faculty. Many students have special learning needs that are addressed poorly in the traditional academic setting, but funding cuts and faculty shortages have limited opportunities for universities to provide special programs. Faculty must become more creative in their efforts to meet students' needs with fewer resources. One teaching/learning tool that is literally within the grasp of every course instructor, but is highly underrated and inefficiently prepared or used, is the course syllabus or guide. Adult learners of all populations benefit from a well organized course guide, and it remains one of the most basic and cost-effective instructional aids that any teacher can supply for a student.

Curriculum↗
PubMedDate not supplied

A third study on predicting NCLEX success with the HESI Exit Exam.

This was the third annual validity study designed to assess the accuracy of the HESI Exam (E2) in predicting NCLEX success for graduating registered and practical nursing students. As in year I (N = 2,725) and year II (N = 3,752), in year III (N = 6,277), the E2 was highly predictive of NCLEX success for associate degree nursing, bachelor of science nursing, diploma, and practical nursing students. Unlike previous years, in year III, monitoring was not a significant factor in the predictive accuracy of the E2. NCLEX success of low-scoring E2 students, first examined in year II, was also examined in year III. As in year II, low-scoring E2 students were significantly more (P = .001) likely to fail the licensure examination than high-scoring E2 students. In year III, unlike year II, there was no significant difference in the pass rate of low-scoring E2 students who participated in a remediation program and those who did not. The authors recommended that a more definitive definition of remediation be used in future studies and that such studies focus on E2 implementation strategies and their relationship to NCLEX success.

Education, Nursing, Associate↗