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Biomedical subjects

J E Forker

Publications and source records attributed to J E Forker.

11 recordsLinked to original sources
PubMed1998

Inventory of professional activities and knowledge of a holistic nurse (IPAKHN).

In the development and administration of a certification examination in holistic nursing, an important issue is to ensure adequate content validity. Thus, the American Holistic Nurses' Association (AHNA) and the American Holistic Nurses' Certification Corporation (AHNCC), with the assistance of the National League for Nursing, conducted a practice analysis study to generate empirical data on the professional activities and knowledge required to practice holistic nursing on a day-to-day basis.

Certification↗
PubMed1989

Nursing therapeutics in a group encounter.

This report explores a successful clinical group encounter in a community setting with an aging client population. The clinical example presented is discussed from the perspective of Martha Rogers' Science of Unitary Human Beings. The authors seek to explicate the integration of intuitive understanding and empirical knowledge in the nursing process using Rogerian theory as a framework.

Aged↗
PubMedDate not supplied

Nursing education and healthcare reform.

What and how we teach, how we learn, and how we practice nursing are fundamentally changing. Perspectives on Assessment invites dialogue on assessment's central role in the paradigm shifts currently occurring in nursing education and nursing practice. Programs of assessment in educational and practice institutions offer the opportunity for continuous feedback on the quality and effectiveness of our efforts to prepare nurses who are competent to practice in a healthcare environment that is continuously changing and increasingly community based. The assessment process itself offers the opportunity for us to engage in an ongoing conversation about our progress with these two paradigm changes.

Curriculum↗
PubMedDate not supplied

Assessing outcomes of community-based nursing education.

Assessing community-based, community-focused nursing education outcomes is a continuing conversation about the teaching/learning process between faculty, students, and communities. No longer is the focus primarily on the content and competencies that nursing faculty members believe students need to master. Rather, this conversation is now expanded, and thus fundamentally changed, by its focus on the development of new relationships requisite to community-focused practice which is characterized by quality and competency. The authors explore the role and process of assessment in helping faculty and students identify and clarify competencies needed to practice community-focused, community-based nursing.

Clinical Competence↗
PubMedDate not supplied

Assessing competency for community-focused nursing practice.

What and how we teach, how we learn, and how we practice nursing are fundamentally changing. Perspectives on Assessment invites dialogue on assessment's central role in the paradigm shifts currently occurring in nursing education and nursing practice. Programs of assessment in educational and practice institutions offer the opportunity for continuous feedback on the quality and effectiveness of our efforts to prepare nurses who are competent to practice in a healthcare environment that is continuously changing and increasingly community based. The assessment process itself offers the opportunity for us to engage in an ongoing conversation about our progress with these two paradigm changes.

Clinical Competence↗
PubMedDate not supplied

Methodologic trends in the healthcare professions: computer adaptive and computer simulation testing.

Assessing knowledge and performance on computer is rapidly becoming a common phenomenon in testing and measurement. Computer adaptive testing presents an individualized test format in accordance with the examinee's ability level. The efficiency of the testing process enables a more precise estimate of performance, often with fewer items than traditional paper-and-pencil testing methodologies. Computer simulation testing involves performance-based, or authentic, assessment of the examinee's clinical decision-making abilities. The authors discuss the trends in assessing performance through computerized means and the application of these methodologies to community-based nursing practice.

Clinical Competence↗
PubMedDate not supplied

Methodologic trends in the healthcare professions: portfolio assessment.

Earlier article have presented the importance of developing programs of assessment designed to measure knowledge and abilities basic to community-focused healthcare practice. In the field of assessment, considerable attention recently has been given to what has come to be called "alternative assessment" methods. Alternative assessment formats offer the possibility to more accurately assess a range of abilities, such as critical thinking, problem solving, and clinical decision making, that are fundamental to community-based nursing practice. The authors present one such alternative assessment method--portfolio assessment--and discuss its application to the measurement of student performance in a community-focused practice environment.

Clinical Competence↗
PubMedDate not supplied

Perspectives on assessment. Continuing the conversation.

Throughout this series, emphasis has been placed on positioning assessment centrally to the process of community-based nursing education and practice reform. Developing an ongoing program of assessment at the local level, in both educational and practice institutions, serves as a frame for the necessary conversations we must be having with each other. How are we doing in our effort to prepare nurses to practice in an environment where the only constant seems to be change? This article, the last in the series, addresses ways to structure our conversations into a program of assessment. It also suggests community stakeholders who might be included in our assessment conversations, as well as alternative assessment methods worthy of consideration.

Curriculum↗
PubMedDate not supplied

Building nursing research expertise in a hospital setting. A group approach.

In this article, the authors describe the benefits of using a group approach to encourage nursing research among staff nurses. Individual learning and professional growth occurred in 10 nurses who collaborated on a research study on pain management. The authors take a "how to" look at the group approach as a mechanism for learning research and for professional development. Facilitator skills and group characteristics necessary for conducting a collaborative study are detailed.

Clinical Competence↗