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Janice L Hinkle

Publications and source records attributed to Janice L Hinkle.

10 recordsLinked to original sources
PubMed2006

Variables explaining functional recovery following motor stroke.

Few well-designed descriptive studies focus exclusively on patients after motor stroke. This study describes a cohort of participants after motor stroke and assesses the extent to which five key variables explain the variation in functional recovery 3 months after stroke. Prospective data were collected (N=100) on age, lesion volume, motor strength, cognition, and poststroke function during the acute care hospital admission. Instruments included magnetic resonance imaging (MRI) to provide a measure of lesion volume, the Mini-Mental State Examination (MMSE) and the Neurobehavioral Cognitive Status Examination (NCSE) to measure cognitive status, and the National Institutes of Health Stroke Scale (NIHSS) to measure motor strength. The Functional Independence Measure (FIM) was used to measure baseline function and functional recovery 3 months after stroke. Descriptive and hierarchical multiple regression analyses were used to describe the cohort and predict functional recovery. The means for key variables during acute care were 65 (+/-15) years of age, lesion volume 21.5 (+/-44.7) cm3, NIHSS 6.34 (+/-3.55), MMSE 24.38 (+/-4.82), NCSE 64.33 (+/-13), and FIMTM 94.05 (+/-19.31). Age, cognitive status, and initial function accounted for 42% of the variance in functional recovery 3 months after stroke. Results indicate that neuroscience nurses need to add cognition to their focus during the fast-paced acute phase of care following motor stroke.

Aged↗
PubMed2006

Understanding mentoring relationships.

Nursing embodies a universal mission to care--to comfort, heal, and be hopeful toward those entrusted to our charge through acts of compassion. Responding to this call includes the necessity to hold our nurse colleagues in high esteem. Paradoxically, the latter remains a matter of debate. Vance (1982) believes that nurses, as members of a helping profession, trained in nurturing and being aware of the benefits of working together can be able mentors. Vance (1982, 2000) further reflects that a willingness to honor and support colleagues through strong mentor connections can forge both individual and collective power in our professional endeavors. Implicit in the essence of mentoring is the resonating phenomenon, also known as the ripple effect (Stewart and Krueger, 1996; Yoder, 1990). Experiencing the process firsthand, protégés are likely to pave the way, and, in turn, their protégés will follow and leave their own imprints or legacies. Mentors set a precedent for passing along all good works. They want to share that which is heartfelt, enriching career life by embracing optimism and unity through lifelong loyalty to organized nursing and, ultimately, the profession at large.

Cognition↗
PubMed2006

Academic mentoring opportunities.

Many academic mentoring opportunities are available to neuroscience nurses when they interact with undergraduate students, or members of minorities or when they are serving as faculty. Opportunities with undergraduate students originate in an awareness of student perceptions. During rotations on neuroscience units, students may consciously or unconsciously be seeking a mentor-someone to emulate, a contact person, someone to have a chat with, a teacher, a guide, and an assessor or supervisor. Nurses who serve as formal or informal clinical instructors should recognize that students respond to mentors who project poise, verbal and nonverbal strength, and optimism. Mentoring is an important strategy neuroscience nurses should embrace to enhance, develop, and encourage members of minority groups to enter the nursing workforce. Interested applicants can be directed toward specific programs such as the LEAD project or project IMPART. Neuroscience nurses who serve as nursing faculty should be aware that when they mentor new faculty they should be available, have regular meetings to discuss questions, help the protégé learn to prevent and handle problems and prepare for first-time experiences, and help with implementation of teaching responsibilities. If a formal mentoring program is not in place, recommendations are available for establishing one.

Education, Nursing↗
PubMed2006

A team approach to neuroscience nursing critical care orientation.

The evolution of the neuroscience education team has been a very positive development at our institution. In addition to their other daily responsibilities, the team members coordinated the orientation of 80 new staff members hired in a 2-year period. This diverse group presented challenges, but the overall outcome was increased staff retention. The team has seen new staff hires grow into competent neuroscience nurses.

Adult↗
PubMed2004

The new adult immunization schedule.

Neuroscience nurses, whether they practice in an outpatient or hospital setting, should be aware of the new adult immunization schedule. In particular, they should be prepared to discuss vaccines needed after a traumatic injury and the risk of GBS or MS associated with vaccines. Anytime a vaccine is given, the patient needs to be observed for a reaction. Any post-vaccination reaction should be reported to the VAERS. The VAERS telephone number is 800/822-7967 and the Web site is http://www.vaers.org (Pinkowish, 2002).

Adult↗
PubMed2003

Defining neuroscience nursing practice: the 2001 role delineation study.

Studies that provided a blueprint for the Certified Neuroscience Registered Nurse (CNRN) examination were conducted in 1987, 1992, and 1997. In 2000, the American Board of Neuroscience Nursing (ABNN) formed a task force to re-examine the previous role delineation survey, obtain information to define current neuroscience nursing practice, and provide content validity for future CNRN examinations. Previous role delineation studies conducted by ABNN and a review of the literature provided the background for the study. The theoretical framework was the Nursing Intervention Classification (NIC) taxonomy and the methodology was a survey design. Computer Adaptive Technologies, Inc. (CAT), assisted the task force with survey development and data analysis. The survey, a three-part questionnaire, was mailed to 1,505 CNRNs and returned by 453 participants.

Certification↗
PubMed2003

Neuroprotection for ischemic stroke.

Many pharmacological and nonpharmacologic neuroprotective therapies are in various phases of animal or human testing. The future in acute ischemic stroke therapy most likely will consist of combination therapies (Bonnono et al., 2000; Schellinger et al., 2001). An IV thrombolytic agent may be combined with an IA agent and then followed up with a neuroprotective strategy early in treatment of acute ischemic stroke. A hemicraniectomy may be combined with hypothermia to improve outcome (Georgiadis et al., 2002). Many resources (Fig 2) are available to assist neuroscience nurses in keeping abreast of this fast-paced area of development.

Brain Ischemia↗
PubMed2002

A descriptive study of cognitive status in acute motor stroke.

Stroke, or brain attack, is the third leading cause of death in the United States and a leading cause of disability in the rapidly aging population. Cognitive status after one particular type of brain attack, motor stroke, has received minimal attention. Intact cognition assists in recovery following stroke; therefore, cognitive status is of great interest to clinicians and researchers. The purpose of this study, part of a larger study of functional recovery following motor stroke, was to describe the cognitive status of 100 patients during the acute phase of care. Cognitive status was measured using two instruments: the Mini-Mental State Examination and the Neurobehavioral Cognitive Status Examination (NCSE). This study provides a rich description of the cognitive status of a group of individuals who suffered a motor stroke. Clinicians, including neuroscience nurses, need to use appropriate tools (such as the NCSE) to assess for and address specific cognitive deficits in the areas of memory and constructional ability and to recognize similarities following motor stroke.

Acute Disease↗
PubMedDate not supplied

A comparison of stroke risk factors between men and women with disabilities.

There are many adults with disabilities currently in the United States, yet little is known about how gender differences affect stroke risk factors in this population. This article presents a descriptive study that was designed to determine whether males and females living with disabilities differ in self-reported rates of stroke risk factors. Data were collected at conferences and meetings targeted for people living with disabilities. There were 146 participants; 54% were female; and the mean age was 58 years. The primary instrument was the Stroke Risk Screening tool. Stroke risk factors that differed significantly by gender include the incidence of hypertension (48% of men versus 32% of women), current smoking (30% men versus 4% women), history of heart disease (13% men versus 1% women), daily consumption of alcohol (10% men versus 1% women), and use of illicit drugs (10% men versus 0% women). Rehabilitation nurses should focus on earlier assessment of stroke risk factors and appropriate interventions, especially with men living with disabilities.

Atrial Fibrillation↗