Biomedical subjects

C A Lengacher

Publications and source records attributed to C A Lengacher.

At least 19 recordsLinked to original sources

PubMed2001

The process of clinical trials: a model for successful clinical trial participation.

PURPOSE/OBJECTIVES: To present barriers and strategies related to successful clinical trial participation and integrate them into a model for successful trial participation. DATA SOURCES: The proposed model was developed based on a literature review related to clinical trial participation, review of empirical studies related to clinical trials, and experiences with subject participation. DATA SYNTHESIS: Successful clinical trial participation depends on study design, participant factors, issues related to ethnic diversity, the informed consent process, and physician factors. CONCLUSIONS: Clinical trial participation is critical for all disciplines. However, nurses either are researchers or co-investigators with physicians on clinical trials, and it is critical for them to understand specific barriers and success strategies for patient participation. Future studies need to be conducted related to participation in nursing clinical trial research. These study results will facilitate successful nursing clinical trials. IMPLICATIONS FOR NURSING PRACTICE: This model can be used in implementation of clinical trials across disciplines prior to and during enrollment of patients into studies.

Clinical Trials as Topic↗

PubMed2000

Health-promoting educational practices related to osteoporosis.

This descriptive study was conducted to determine what routine osteoporosis-related education was provided to women aged 49 years and younger and women aged 50 years and older. Forty-seven primary care providers (PCPs) including physicians/osteopaths (74%), nurse practitioners (19%), and physician assistants (7%) participated in the study. Significant differences were found in the frequency of performing osteoporosis risk assessments (t = 7.697, p = 0.0), performance of diet histories (t = 6.212, p = 0.0), exercise assessments (t = 2.483, p = 0.0), and provision of osteoporosis-related information (t = 8.700, p = 0.0) with women aged 50 or older receiving more attention than women aged 49 years or younger. Taken together, the findings of this study suggest that primary care providers generally assess the risk factors associated with osteoporosis and provide education more frequently to women 50 years of age and older. Despite the small sample size, there was a clear age-related difference in the assessment of osteoporosis risk factors and provision of risk-modifying education.

Age Factors↗

PubMed2000

Assessing abuse among the elderly living in public housing.

Abuse and victimization among the elderly have received increased attention in the last few years from practitioners, researchers, and policymakers but remain growing problems, especially for elders who live in public housing. This study assessed the psychometric properties of an existing instrument, the Hwalek-Sengstock Elder Abuse Screening Test (HSEAST), which has been tested in only two studies. The instrument was administered to 100 African American, Hispanic, and White elders living in public housing. Study results were compared to findings from a previous study of elderly groups. A principal components factor analysis of the 15-item instrument supported the 3-factor structure for a total of 10 items (factor loadings = 0.4 or >), explaining 38% of the variance. A discriminant function analysis showed that 6 items were as effective as the 9-item model in classifying cases (71.4%) as abused.

Aged↗

PubMed1999

Baccalaureate nursing education and home health: a collaborative alliance.

Nursing educators are challenged to prepare practitioners to move out of acute care and perform competently in nontraditional settings. Faculty from a university college of nursing and registered nurse preceptors from 13 home health agencies formed an alliance to serve as co-educators for junior-level baccalaureate nursing students in a 35-hour, two-semester home health clinical rotation. The outcomes of this alliance were evaluated with a qualitative descriptive study that evaluated the effectiveness of the model. Content analysis of students' journal reflections revealed that the collaborative alliance in home health enabled students to integrate practice with theory and to view the new practice environment as a meaningful learning experience. Nurse preceptors serving as co-educators in the home setting were viewed as valuable role models who provided opportunities for active participation of students. In addition, this collaborative alliance enhanced students' assimilation of the principles of nontraditional practice and facilitated the personal and professional growth they needed to prepare them for nursing practice in the future.

Community Health Nursing↗

PubMed1998

Self-efficacy: an essential component of advanced-practice nursing.

The concept of self-efficacy has been used widely as a model for examining health-promoting education in such areas as cardiac rehabilitation, smoking cessation, dietary modifications, pulmonary rehabilitation, and compliance with prescribed regimens. Consequently, self-efficacy has emerged as an essential concept in developing and implementing health promotion programs in advanced practice. Self-efficacy refers to an individual's perceived ability to perform a specific behavior. It is the mediator between knowledge and action, and it influences the selection of behavior, the environment in which the behavior occurs, and the amount of effort and perseverance expended on performing the behavior. This paper analyzes the concept of self-efficacy and suggests applications of self-efficacy in advanced-practice nursing.

Attitude to Health↗

PubMed1997

Collaboration in research: testing the PIPC model on clinical and nonclinical outcomes.

This outcomes research used a collaborative framework between a college of nursing and a medical center to test the effects of the Partners in Patient Care delivery model (PIPC) on clinical and nonclinical outcomes. An experimental pretest-postest design was used to compare selected nonclinical outcomes and clinical outcomes of care in two patient units. Results showed that there were significant differences between units in the nonclinical outcomes of nurse satisfaction, salary costs, supply costs, and productivity as measured by documentation time. In addition, there were significant differences in the clinical outcomes of care in terms of patient satisfaction. No significant differences were found in number of falls, medication errors, and intravenous infections; however, when ratios of these indicators were examined in relation to patient days, significant differences in the medication error ratio and the fall ratio were revealed. The results indicate that the PIPC delivery model did have positive effects on patient satisfaction and nurse satisfaction but that there were increased costs and increased time spent in documentation on the pilot unit.

Clinical Nursing Research↗

PubMed1997

A reliability and validity study of the Women's Role Strain Inventory.

The purpose of this study was to theoretically conceptualize, develop and test the Women's Role Strain Inventory (WRSI) which assesses role strain in women who have multiple roles. There is limited research published related to role strain of women, although role strain, role conflict and role stress have been documented to have negative and positive effects (Hall 1975, Hall 1992). The theoretical basis for this study is based upon Goode's Theory of Role Strain (1960) and Sieber's Theory of Role Accumulation (1974). The pilot consisted of 62 female nurses, and the sample used for construct validity consisted of 445 female nurses. Content validity resulted in a content validity index of (.91). Exploratory factor analysis with varimax rotation resulted in a three-factor solution supporting Goode's (1960) theory of role strain, and Sieber's (1974) theory of role accumulation. Alpha coefficients for the three subscales were .89 (role distress), .86 (role enhancement), and .81 (role support). Internal consistency of .93 was achieved for the overall WRSI. Test-retest coefficients ranged from .61 to .91. The high reliability and validity of the WRSI make it a reliable and valid instrument to measure role strain of women.

Adult↗

PubMed1995

Team-building process in launching a practice model.

With the growing use of multiple types of nurse extenders in new patient care-delivery models, there is a need not only for outcome research on their design and use but for identification and discussion of effective team-building processes necessary to implementing these models. This article presents an analysis of the interdisciplinary team process and the levels of team building and processes needed at each level to test a new nursing practice model. The team processes included not only those within the medical center but included the collaborative process established between the college of nursing and medical center. Both of these were crucial to a successful change in nursing practice.

Group Processes↗

PubMed1994

Effects of professional development seminars on role conception, role deprivation, and self-esteem of generic baccalaureate students.

This study compared differences in role conception (professional, bureaucratic, and service), role deprivation, and self-esteem among baccalaureate students enrolled in specially designed professional development seminars. More than 100 students participated in the pretests, given on entry to the program, of which 63 completed both the pretest and the posttest given on program exit. The Corwin Role Conception Scale assessed role conceptions and role deprivation and the Coopersmith Adult Form Self-Esteem Inventory assessed self-esteem. Statistically significant differences were found within groups in bureaucratic role conceptions (P = .0009) and self-esteem (P = .0019) and between groups in professional role conception (P = .0057). No differences were found between or within groups for service role conception or role deprivation.

Adult↗

PubMed1993

Nurse extenders.

Explore the source record for details and available documents.

Humans↗

PubMed1993

Development and study of an instrument to measure role strain.

The purpose of the Lengacher Role Strain Inventory (LRSI) is to assess the characteristic of role strain in female nursing students who have multiple roles (being in school, having a family, and being employed). The LRSI consists of a 100-item Likert-type scale instrument. It was administered to 327 students (a pilot and five groups) in three different colleges. Reliability and internal consistency were determined with alpha coefficients. Coefficients of .93, .94, and .95 were obtained for female nursing students and .95 and .87 were obtained for the nonnursing community college student groups. Evidence of construct validity of the LRSI may be seen in comparing the mean scores of female nursing students and male and female nonnursing students using a contrasted-groups approach. Tests of significance between the nursing student groups and the nonnursing students resulted in significant differences of p < .05, p < .01, p < .0001, and p < .0000.

Adolescent↗

PubMed1993

Development of a predictive model for role strain in registered nurses returning to school.

This study identified the individual characteristics that are expected to predict and explain role strain in registered nurses (RNs) returning to school. A model was developed and tested to predict and explain role strain. The characteristics expected to predict role strain were personality, stage of career development, and marital status. Personality was assessed by the Comrey Personality Scales, stage of career development was assessed by the Career Concerns Inventory, and the criterion variable role strain was assessed by the Lengacher Role Strain Inventory. A convenience sample of 123 RN students were asked to participate in the study and 86 RNs volunteered. The data were analyzed using multiple stepwise regression analysis. Results of the stepwise regression analysis identified 13 variables as significant predictors of role strain. A double cross-validation regression procedure was completed to validate the results of the multiple regression analysis. In subsample A of the cross-validation analysis, six variables were found to be significant predictors of role strain, while in subsample B, 12 variables were significant predictors.

Adult↗

PubMed1993

Comparative analysis of role strain and self-esteem across academic programs.

The purpose of this analysis was to compare differences across programs in role strain and self-esteem between and among licensed practical nursing (LPN) students and basic traditional associate degree nursing (ADN) students enrolled in an ADN program and to compare differences between and within bachelor of science in nursing (BSN) students. Faculty were particularly concerned about differences in role strain and self-esteem between and within these groups from entry into to exit from their programs. Though 113 students participated in the analysis, the 88 who completed both the pretest and the posttest comprised 47 traditional ADN students, 17 LPN transition students, and 24 BSN students. The LPN students and the experimental group of BSN students attended stress-reducing seminars, with the goals of increasing self-esteem and decreasing role strain. The Lengacher Role Strain Inventory was utilized to assess role strain; Coopersmith's Self-Esteem Inventory assessed self-esteem. Analysis of the data by use of a t-test for independent samples and a 2 x 2 ANOVA resulted in statistically significant differences, at entry and exit, between LPN transition students and traditional ADN students in self-esteem. A paired t-test and a 2 x 2 ANOVA's demonstrated statistically significant differences in self-esteem among the ADN students and the BSN students from entry to exit and significant differences in role strain between and among LPN and ADN students from entry to exit. No significant differences in role strain were observed between or within the baccalaureate students at entry and exit.

Adult↗

PubMed1993

Redesigning nursing practice. The partners in patient care model.

Several nursing practice models use nurse extenders/partners to extend nurses' time. The authors discuss the development, implementation, and evaluation of the "partner in patient care" (PIPC) model. Unique aspects of the model are emphasized, including use of a collaborative process to generate the design and guide the implementation; staff participation throughout the design and implementation of the project; and use of evaluation at each phase of the implementation process to improve on the outcomes.

Computer Terminals↗

PubMed1992

Comparison of role conception and role deprivation in LPN-transition students and traditional ADN students in a specially designed associate program.

This study compared differences in role orientation and role deprivation between 41 LPN-transition students and 123 basic traditional associate degree nursing (ADN) students upon entry and exit to a specially designed ADN program. The Corwin Role Conception Scale was used to assess role conception and deprivation. Statistically significant differences were noted upon entry between LPN-transition students and traditional ADN students in professional and service role conceptions and in role deprivation, upon exit in professional role conception and role deprivation between LPN-transition and traditional ADN students, and in professional role conception within the LPN-transition students. No differences were found within traditional ADN students from entry to exit of the program.

Adult↗

PubMed1992

A collaborative process and framework for nursing research.

Currently, there is a need for outcome research in nursing practice. To facilitate practice-based research, collaboration between education and service is essential. Although a few studies have been reported in the literature on partnerships between education and service, there is a need to describe the nature of a successful collaborative research process between a university college of nursing and a medical center. Nursing leaders from a university college of nursing and a medical center developed a collaborative framework and process by which to obtain funding for research. The following elements were crucial to the framework and facilitated the research process: commitment from leaders and individuals; concentration on positive outcomes and communication between institutions and within groups; matching of individuals; consensus on issues; and adherence to deadlines. The major benefits to this partnership are the enhancement of and opportunity for intradisciplinary research. The process provides a study site for the research and prepared faculty to develop it. All of the above elements factors contribute to a collaborative working arrangement and ensure successful outcomes for future projects.

Hospital Administration↗

PubMed1992

Critical care in a baccalaureate program.

The combination of increased patient acuity levels and the nursing shortage has increased the demand for critical care nurses. This situation suggested a need for collaboration between nursing education and practice in order to prepare new graduate nurses to enter practice in critical care areas. Faculty from a baccalaureate program and educators and administrators from acute care agencies formed an advisory committee to develop a critical care elective to be offered concurrently with the last clinical preceptorship experience in the baccalaureate sequence. Evaluations of the course revealed that students felt that the course increased their knowledge base and affected their decision to seek employment in critical care as a graduate nurse. The agencies found that the course facilitated recruitment and enhanced the smooth transition of graduate nurses into critical care. Through mutual collaboration between education and service, benefits to the health care system were extended.

Critical Care↗

PubMed1990

Academic predictors of success on the NCLEX-RN examination for associate degree nursing students.

The purpose of this study is to examine the relationship between selected admission variables (entrance GPA, ACT subtests scores in English and mathematics, composite ACT scores), age, perception of role strain, achievement in clinical and nursing courses, achievement on NLN examinations, exit GPA, and performance on NCLEX-RN examination. Data were attained from records of 146 associate degree graduates who were admitted to a specially-designed associate degree program in nursing and on those graduates who wrote the NCLEX-RN examination in July 1987 and July 1988. Pearson product moment correlations and stepwise multiple regression analyses were used to identify the relationship between the predictor variables (admission criteria, age, perception of role strain, achievement in clinical and nursing courses), achievement on NLN examinations, exit GPA, and the criterion variable (scores on the NCLEX-RN examination). The best predictor for performance on the NCLEX-RN of the selected admission variables, age, perception of role strain, and exit GPA, were exit GPA (R = .71) and ACT composite scores (R = .75). The ACT math, ACT English scores, entrance GPA, age, and perception of role strain, had no predictive value. The best predictor for performance on the NCLEX-RN of nursing theory course and clinical course grades were the two theory courses in the second year of the program NUR 2712 (R = .77) and NUR 2713 (R = .79). NUR 2711 and 2711L, NUR 2712L, 2713L, and 2813 had no predictive value for success on the NCLEX-RN.(ABSTRACT TRUNCATED AT 250 WORDS)

Age Factors↗