Identifying secondary skin lesions.
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Algorithms↗
Biomedical subjects
Kimberly Ferren Carter
Publications and source records attributed to Kimberly Ferren Carter.
Identifying primary skin lesions.
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Algorithms↗
Behaviors of older men living in the community. Correlates producing active composure.
The correlates of active composure behaviors for older veteran men living in the community were investigated to identify this aspect of the complex domain of health behavior. Cox's (1982) Interaction Model of Client Health Behavior was used to frame this investigation. The independent variables were age, education, race, marital status, children, siblings, income, spiritual well-being, functional status, motivation, health conceptions, and loneliness. The dependent variable was Schwirian's (1992) active composure, conceptualized as activities producing rest, relaxation, and anxiety and stress reduction. The sample was male veterans (N = 184) older than 65 who were not living in an institution. A multiple regression model explained 49% of the variance in active composure. Race, income, religious aspect of spiritual well-being, instrumental activities of daily living, and loneliness were significant predictors. Results suggest that nurses may find these correlates helpful in facilitating the identification of risk status and developing active composure self-care strategies for older men living in the community.
Activities of Daily Living↗
Innovations in community-based nursing education: transitioning faculty.
The health-care climate is changing rapidly and in ways that challenge the abilities of professionals who provide health care. Nursing educators are preparing professional nurses who can think critically, use sound clinical judgment, and participate as full partners in shaping health-care delivery and policy. Therefore, many schools of nursing, including five schools of nursing whose experiences are synthesized in this article, are revising their curricula to a community-based nursing perspective. Strategies to assist faculty in the transition to a community-based nursing curriculum include using change theory, creating a supportive environment, reducing tension and isolation, and evaluating. Potential challenges during transition include addressing grief and loss, overcoming the tedium of curricular development, moving the revision along while allowing opportunities for faculty input and consensus building, exploring alternative pedagogies, managing faculty workload and qualification issues, and preparing for transition. Outcomes include a more complete understanding of the community client as a partner in the delivery of health care, increased visibility and role modeling to potential future candidates for health careers, cultural transformations within a university, and promotion of the overall health of a community.
Adaptation, Psychological↗
Making connections: linking generalist and specialist essentials in baccalaureate community/public health nursing education and practice.
Nurse educators and potential employers of baccalaureate nursing graduates are challenged by the constant change in health care today. This change mandates competencies for professional nursing practice that preserves the relevant and useful skills and knowledge of the past, yet incorporates skills and knowledge for practice today and in the future. As in previous eras of health system change, identifying essential knowledge and competencies for baccalaureate graduates must begin by collaboration between nursing education and nursing service. This article reports the work of a task force of nurse educators whose charge was to revise "The Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing". An overview of their experience is presented with the aim of contributing to current best thinking between one nursing specialty organization and the American Association of Colleges of Nursing.
Clinical Competence↗
Use of PHN competencies and ACHNE essentials to develop teaching-learning strategies for generalist C/PHN curricula.
This paper provides a useful tool for the undergraduate community/public health nursing (C/PHN) faculty member to design courses and learning activities, and to interpret C/PHN education needs to undergraduate curriculum committees and administrators. Specifically, this paper provides a tangible bridge between the Public Health Nursing Competencies (Quad Council of Public Health Nursing Organizations, 2004) and the Association of Community Health Nursing Educators (ACHNE) Essentials of Baccalaureate Education (2000) for both didactic and clinical learning experiences. The tables may be used in multiple ways, including curriculum monitoring and improvement, course development and instructional design, clinical practice planning, and as a foundation for evaluation of conceptual learning and practice competence for the C/PHN generalist. Because C/PHN experiences in undergraduate education are unique and context based, the tables exemplify how two key guiding documents mutually frame the C/PHN educational experience supported by specific learning activities. Further, at a minimum, MSN preparation as a C/PHN specialist is clearly necessary for the teaching and learning of baccalaureate curricular components of C/PHN.
Case Management↗