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Gabrielle McKee

Publications and source records attributed to Gabrielle McKee.

4 recordsLinked to original sources

Changes in diet, exercise and stress behaviours using the stages of change model in cardiac rehabilitation patients.

The behavioural changes initiated during Phase III cardiac rehabilitation programmes were recorded using Prochaska and Diclemente's "stages of change" model. This study aimed to ascertain if changes were initiated, maintained or further developed during Phase III programmes and 6 months after the programmes with a view to ascertaining the usefulness of this tool in providing stage matched individualised care. The risk factors examined were: exercise, diet and stress. The stages were recorded quantitatively and were numerically designated a value of 1-5. The results were analysed using SPSS. The sample number was one hundred and eighty seven patients. Significant improvements were made by the end of the programme (6 or 8 weeks) indicating that most patients had modified their behaviour during the programme. There was no significant additional improvement in the risk factors 6 months later. These results are a further indication of the need for support post Phase III programmes. Patients entered Phase III rehabilitation at different stages in their risk behaviours and with regard to exercise this stage at commencement influences the final stage achieved. "Stages of change" is a useful simple method of recording behavioural change and this type of routine monitoring of a patient could be used effectively as part of the individual care plan during the programme.

Adult↗

The mature student question.

Demographic changes resulting in an increase of mature students on to pre-registration nursing programmes within our university has lead to the development of a welcoming programme for pre-registration mature nursing students. Three questionnaires were utilised in the development and evaluation of the welcoming programme. Each questionnaire had open ended questions which were thematically collated and summarised. The closed questions were computer analysed to derive simple descriptive statistics. The main components of the welcoming programme were socialisation of the individual to university life and study skills. The study found that there was a small significant difference between the needs of mature students and of standard entry students in relation to information about the nursing course, study skills and time management. The students who participated in the welcoming programme progressed a little better on the nursing course. Students' recommendations for further development of the programme included, additional study and IT skills and an introduction to subject areas on the nursing course. If we are to continue to recruit mature students on to our nursing courses we need to ensure that supports are in place to facilitate the mature student prior to and during their nursing course.

Adult↗

Why is biological science difficult for first-year nursing students?

Many factors contribute to poor performance in examinations in nurse education. Some of these are specific to the biological science subject area. In this study the results of two cohorts of first-year nursing students' biological science examination results were analysed to see if entry criteria and study habits significantly affected examination results. chi(2) contingency tables were used. The following parameters were shown to have a significant effect on biological science examination results: 1. Studied biology previously, chi(2)=48.06, DF=20, n=112 (significant at 0.001); 2. Level of achievement in school biology, chi(2)=11.15, DF=8, n=104 (significant at 0.05); 3. Attendance in class, chi(2)=60.71, DF=36, n=201 (significant at 0.001); 4. Use of recommended readings, chi(2)=34.86, DF=20, n=119 (significant at 0.05). Are nursing students of today giving themselves a decent chance through their study and attendance behaviour in a busy demanding course? Is overloading within the curriculum leading to these behaviours? This study shows that poor previous theoretical biological science significantly influenced biological science examination results. Biological science will continue to prove difficult, particularly for students who have a poor biological background, unless appropriate strategies are put in place both within the course and prior to entry.

Adaptation, Psychological↗