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Biomedical subjects

C A Lindeman

Publications and source records attributed to C A Lindeman.

At least 19 recordsLinked to original sources
PubMed1989

Nursing education and practice.

Three issues directly influence the relationship between nurses and physicians: the nature of nursing practice, the education of registered nurses, and the American Medical Association (AMA) proposal for registered care technicians. Many conflicts among nurses, physicians, and health care administrators result from nurses' defining their practice in terms of their patients' needs, and nurses may differ from other health care professionals in interpreting those needs. Nursing education programs--in hospital schools of nursing, community colleges, and baccalaureate colleges--should focus their programs and objectives so as to prepare their graduates for different health care settings. For example, an associate degree program would emphasize preparation for home health care, long-term care, or acute care. The AMA proposal to create a new nursing category--registered care technologist--complicates rather than helps the relationship between physicians and nurses and confuses the issues of providing patient care. Suggestions are offered for alleviating the nursing shortage and resolving much of the continuing conflict between nurses and physicians.

Allied Health Personnel↗
PubMed1989

Teaching research in undergraduate nursing education.

This textbook provides alternative ways of thinking about research and the use of research in nursing practice. New textbooks on nursing research may be written, curricula reorganized to provide a different emphasis on research, new teaching strategies applied, and new learning experiences offered; but, in the final analysis, the key to inculcating in students an excitement about inquiry in nursing rests with the faculty. Faculty clearly convey their own beliefs about research and its relevance for practice; they can encourage or dampen a student's interest and inquisitiveness about nursing phenomena, in part, by their own beliefs about inquiry and, in part, by their approach to students.

Attitude↗
PubMed1988

Patient education.

The 120 studies included in this review were grouped in relation to five categories of variables basic to a theory of instruction in patient education. Findings in the studies related to the characteristics of the patient as learner support the following variables as significant for a theory of instruction: demographic characteristics including age, race, duration and type of illness, educational level, and family preparedness. Selected psychological variables are significant as they interact with teaching approaches. Given only two studies in which the characteristics of the nurse as teacher were the main variables, no inferences for a theory of instruction could be drawn. However, the findings from those studies combined with results from studies in which characteristics of the nurse were secondary variables support the importance of this category of variables. The educational preparation, motivation, values, and job description of the nurse implementing patient teaching appear to be significant variables for a theory of instruction. Investigators explored a wide range of teaching strategies in the studies of patient teaching. The setting for teaching, group and individual teaching, and a variety of instructional strategies all prove promising at the operational level. The instructional strategies were too diverse to allow analysis at a level of abstraction beyond the operational. Findings in this review also support characteristics of the health care setting as an important category of variables for a theory of instruction. The organizational structure, a quality assurance framework, and valuing patient teaching appear to be significant variables. Patient education research provides a rich data source for future developments in theory, practice, and research. The effectiveness of patient education as a nursing intervention is clearly established. Furthermore, positive learning outcomes are associated with a broad range of teaching strategies, content areas, and patient populations. Systematic explorations of the characteristics of the patient as learner, the nurse as teacher, and the health care setting as a learning environment are still necessary for developing a theory of instruction for patient education. Future researchers should attend to phenomena unique to patient education rather than to duplicating general educational research. Instead of the investigator-driven research approach that characterizes research to date, replication should be encouraged. Future research should be designed to link theory and research and thereby contribute to the further development of a theory of instruction in patient education.

Cardiac Rehabilitation↗
PubMed1987

Research in nursing education: assumptions and priorities.

The purposes of this study were: to identify assumptions about the nature of research in nursing education, and to identify and rank order critical research questions regarding nursing education. The Delphi survey technique was used with 121 nurse educators responding to three survey rounds. The panel concurred with the assumptions that research in nursing education can and should meet criteria for scientific merit, should not be viewed as secondary in importance to nursing practice research, should emphasize the clinical nature of nursing, and needs to be less fragmented. Priorities for research included the following topics: integration of research findings into nursing curricula, development of problem solving skills, approaches to clinical teaching, and level of practice of graduates of different basic preparations.

Clinical Competence↗