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Biomedical subjects

K E Nugent

Publications and source records attributed to K E Nugent.

14 recordsLinked to original sources
PubMed1997

Evaluating the performance of the APN.

Evaluation is the process of delineating, obtaining, and providing useful information for judging decision-making alternatives. This article presents several models of evaluation and reviews the application of those models to advanced practice nursing. A comprehensive evaluation plan is necessary to gather data concerning the APN's performance, quality of provided service, and outcomes of those receiving the service in terms of health status, cost, and efficiency. In assessing any health care provider's effectiveness, one must, at a minimum, determine the provider's ability to deliver quality care at a reasonable cost to a significant portion of the general population or particular group.

Cost-Benefit Analysis↗
PubMed1997

Evaluating the performance of the APN.

Evaluation is the process of delineating, obtaining and providing useful information for judging decision-making alternatives. This article presents several models of evaluation and reviews the application of those models to advanced practice nursing.

Employee Performance Appraisal↗
PubMed1996

The advanced practice nurse in collaborative practice.

Establishing interdisciplinary collaborative practice models is vital to the success of health care reform. Paramount in this assumption is the need to change the roles and relationships between nurses and physicians. To facilitate this change, the authors have prepared a model of collaborative practice based on the concepts of common purpose, professional contributions of practitioners, collegiality, communication, and client-focused practice.

Humans↗
PubMed1996

Advanced-practice nurses: approaches to collaborative research.

The collaborative approach to research can prove effective for the advanced-practice nurse (APN). While there are a number of ways to deal with research collaboration, this article discusses the hierarchial, consultative, and council/consortium models. In addition, the article addresses specific guidelines for establishing collaborative research, delineates the organizational support needed to implement such projects, and offers three possible research foci (outcomes research, case management research, and population-specific research).

Case Management↗
PubMed1996

Problem-based learning in a home health course.

To provide nursing students with skills in problem solving, critical thinking, and collaboration, educators are faced with the challenge of designing and implementing effective teaching strategies. This article addresses how problem-based learning is used in a senior level course that focuses on complex health care problems in the community. Sequenced case studies based on realistic clinical situations were the vehicle for learning in this course.

Aged↗
PubMed1994

Empowering faculty through intrapreneurship: a change model.

Institutions of nursing education are faced with socioeconomic issues that threaten to endanger the quality of education. Major issues such as budget cutbacks, changes in student populations, and decreasing numbers of professors mandate change if educational institutions are to survive. At the same time, health care reform provides nurse educators with an unprecedented opportunity to restructure curriculum. This article suggests that a method for meeting the challenge for educational reform while facing socioeconomic constraints is through intrapreneurship.

Education, Nursing↗
PubMed1993

Facilitators and inhibitors of practice: a faculty perspective.

Nurse educators are being encouraged to integrate the role of faculty practice into the role expectations of the educational institution. Schools of nursing are faced with the challenge of facilitating faculty who wish to adopt the practice role. There are limited studies documenting factors that facilitate or inhibit faculty who engage in practice. This article presents the findings of a Delphi procedure used to collect the consensus of practicing faculty concerning organizational and personal facilitators and inhibitors of faculty practice. In this study, 299 faculty representing 170 schools of nursing completed all three rounds of the Delphi. The findings present the top five factors identified by practicing faculty as personal and organizational facilitators and inhibitors of their practice.

Adult↗
PubMed1992

The clinical nurse specialist as case manager in a collaborative practice model: bridging the gap between quality and cost of care.

The status of the current health care environment demands that health care providers deliver quality health care while reducing health care costs. While the nursing profession is faced with the critical issue of providing quality cost-effective care, the clinical nurse specialist (CNS) is caught in a controversy created by cost containment efforts and the nursing shortage. To provide effective yet efficient care mandates that patient care be comprehensive and integrated. This article presents a model of delivery of care that proposes the utilization of the CNS in a collaborative model of practice based upon case management. The operationalization of the model is based upon the interweaving of the role dimensions of the CNS, the goals of case management, and the components of collaborative practice into patient care.

Cost Control↗
PubMedDate not supplied

Nursing faculty practice: an organizational perspective.

After reviewing the faculty practice literature of the 1980s and finding philosophical support for practice but also growing concerns about faculty role overload, the authors report a study to identify organizational factors that influence the role expectations of faculty members about practice. A survey was sent to the deans or directors of all National League for Nursing--accredited baccalaureate nursing programs (n = 462). Of the 356 respondents (78 per cent), 224 (63.3 per cent) reported that their school had practicing faculty, but only 20 schools (8.8 per cent) required practice. Written faculty practice plans were reported by 23 schools (10.2 per cent), and nursing centers by 41 schools. Thirty-six respondents (16 per cent) reported that practicing faculty generated revenue for the school. Practice was required for promotion in 15.8 per cent and for tenure in 15.3 per cent of all schools surveyed. The study showed significant direct relationships between master's and doctoral programs and practicing faculty, but there was an inverse relationship between the presence of a health science center and schools with practicing faculty. Organizational factors relating to both the number and per cent of faculty who practiced included requiring practice, having a practice plan, and having practice as a criterion for promotion and for tenure. Revenue generation and presence of formalized practice arrangements were related to the number of faculty who practiced but not the per cent of the total faculty who practiced. The study's findings have implications for nursing education in designing organizational structures and rewards that support faculty practice.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Schools with nursing centers: a 5-year follow-up study.

The article reviews the growing body of literature that examines academic nursing centers in the aggregate including the first such study conducted by the primary author 5 years earlier. A follow-up study to this original work was conducted to determine current demographics and faculty practice policies of schools or colleges of nursing that operate nursing centers and to compare these findings with those of schools without nursing centers. A survey was sent to the deans or directors of the 462 National League of Nursing (NLN)-accredited baccalaureate nursing programs. Although there were 362 respondents to the survey (78 per cent), only 41 indicated they had a nursing center. Schools with nursing centers were significantly more likely to be in public institutions (P = .05), and offer master's degrees (P = .01). They also were significantly larger (P = .01), with a mean of 34 full time-equivalent (FTE) faculty members. Then the administrative policies of schools with nursing centers (N = 41) were compared with those of schools without centers but with practicing faculty (N = 187). Requiring practice was not a common policy in either group. While about one-third of both groups had practice plans, the majority were described as informal. More schools with nursing centers had other formalized practice arrangements than did schools without centers (P = .01). Faculty practice was more likely to be a criterion for promotion (P = .05) but not for tenure in schools with nursing centers. An inverse relationship (P = .05) was found between the amount of practice revenue generated and the presence of a nursing center.(ABSTRACT TRUNCATED AT 250 WORDS)

Ambulatory Care Facilities↗
PubMedDate not supplied

Addressing the academic progression of students encountering mental health problems.

Contending with the academic progression of baccalaureate nursing students who are encountering mental health problems is not an easy task for educators. The authors have delineated a protocol of action for dealing with such problems and have applied the protocol to a hypothetical case study. Examples of related correspondence with the student are included.

Clinical Protocols↗