Clinical teaching in nursing education.
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Clinical Competence↗
Biomedical subjects
M H Oermann
Publications and source records attributed to M H Oermann.
Students' knowledge and perceptions of critical care nursing.
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Adult↗
Willingness of nursing students and faculty to care for patients with AIDS.
Previous research has indicated that nursing students, along with other health care professionals, have expressed an unwillingness to care for patients with AIDS. The purposes of this study were to examine the relationships among nursing students' and faculty members' knowledge of AIDS, attitudes toward patients with AIDS, and willingness to care for them. A descriptive-correlational design was used in which nursing students and faculty (n = 166) at an urban, middle-sized Canadian university completed the AIDS Assess Test developed by Lawrence and Lawrence. Significant relationships were found between willingness to care for and have contact with persons with AIDS and knowledge scores for the group as a whole. Nursing students with more knowledge about AIDS expressed greater willingness to care for AIDS patients. Subjects in the senior year of the nursing program had significantly higher scores on willingness to care for or have contact with persons with AIDS than subjects in other levels of the program and faculty (F(4, 143) = 2.94, p = 0.02). Subjects who knew a homosexual person had significantly higher scores on willingness to care for and have contact with persons with AIDS.
Acquired Immunodeficiency Syndrome↗
Knowledge and attitudes about AIDS among Canadian nursing students: educational implications.
Research was conducted to examine the level of knowledge and attitudes about acquired immunodeficiency syndrome (AIDS) among Canadian nursing students and faculty and the relationships among knowledge, attitudes, and willingness to care for AIDS patients. The study was an extension of earlier research by Lawrence and Lawrence (1989). A descriptive-correlational design was used in which four levels of nursing students and faculty (N = 166) completed the AIDS Assess Test. Knowledge scores increased as students progressed through the program; faculty had the highest scores. Attitude scores were relatively low, indicating areas in which further education and values clarification are essential. Pearson's r revealed significant positive relationships between subjects' knowledge of AIDS and attitude scores for the sample as a whole and two levels of students in the nursing program. Other variables relating to subjects' attitudes toward AIDS patients and willingness to care for and have contact with them were identified in the research. Findings suggest additional learning experiences for assisting students in developing the knowledge needed for care of the patient with AIDS and clarifying values and beliefs which might influence that care.
Acquired Immunodeficiency Syndrome↗
Effect of extern experiences on clinical competence of graduate nurses.
The purpose of this study was to examine the effect of externships, offered collaboratively between schools of nursing and hospitals, on the clinical competence of new graduates in their first nursing position. The scores of 24 pairs of graduate nurses and their preceptors (N = 48) on the Clinical Competency Rating Scale (CCRS; Scheetz, 1989) were compared in three areas: problem solving, applying theory to practice, and psychomotor skills. New graduates rated themselves higher than their preceptors on all items in the CCRS. Analyses via t tests indicated significant differences between the nurses' own ratings and those of their preceptors on problem solving, applying theory to practice, and psychomotor performance as well as total CCRS. The clinical competence of new graduates who had been externs during their nursing programs was compared to that of graduates who did not have this clinical experience. Nurses who had been externs rated themselves significantly higher than nonexterns on psychomotor performance (t = 2.72, P = .013) and the total CCRS score (t = 2.22, P = .04). Preceptor ratings, however, indicated no differences between these groups.
Adult↗
Effectiveness of a critical care nursing course: preparing students for practice in critical care.
Experiences in critical care in an undergraduate program provide an opportunity for students to develop beginning knowledge and skills for practice in this setting, gain exposure to the role of the nurse in critical care, and acquire competencies essential for care of any acutely ill patient regardless of health problem and setting. The purposes of this study were to (1) examine the acquisition of basic critical care nursing knowledge after completion of an undergraduate course in critical care, (2) compare the differences in learning between students who completed only the theory component of the course and those who completed both theory and clinical practice in critical care, (3) examine learner perceptions toward critical care nursing, and (4) examine the impact of the course on selection by new graduates of critical care as their practice specialty. A quasi-experimental pretest-posttest design was used with two experimental groups: lecture only and lecture and clinical practice, and a randomized control group. Subjects were 85 senior nursing students in a baccalaureate program in a large metropolitan area in the Midwest. Data were collected by using a demographic data sheet, the Basic Knowledge Assessment Tool (BKAT), the Perceptions of Critical Care Nursing Questionnaire (PCCNQ), and follow-up interviews of graduates who completed the course. Both experimental groups demonstrated a statistically significant increase in learning from pretest and posttest, as measured by the BKAT. There were no significant differences in BKAT scores between the lecture and lecture-clinical practice groups. Mean scores on the BKAT at posttest for the experimental groups, who participated in the course, were significantly higher than the control.(ABSTRACT TRUNCATED AT 250 WORDS)
Cost-Benefit Analysis↗
Attitudes and knowledge of nurses regarding organ procurement.
The purpose of this study was to examine nurses' attitudes and knowledge regarding organ procurement. Nurses in critical care areas completed a questionnaire designed to elicit their attitudes toward and knowledge of organ donation. Differences were found between the unit in which nurses worked and the extent to which they would participate in care of a patient for organ donation. Significant relationships were found between the fact that a nurse had previously cared for donors and the degree of comfort felt in obtaining consent, extent to which the nurse would participate in care, and knowledge of organ procurement procedures. The nurses' feelings regarding donation and their degree of comfort in obtaining consent were correlated positively with higher knowledge scores. Knowledge deficits were identified in all areas. Results indicated that although most nurses were supportive of organ procurement, there were aspects with which they were uncomfortable and others in which they lacked knowledge. The study revealed the need for additional awareness and education of nurses in all areas of the organ donation process.
Critical Care↗
Research on teaching methods.
Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...
Audiovisual Aids↗
Study of educational experiences, support, and job satisfaction among critical care nurse preceptors.
Experienced critical care staff nurses are frequently called to serve as clinical preceptors for nurses and nursing students who are unfamiliar with the critical care unit. These critical care nurse preceptors require educational preparation, continuing education, and support for their role. This descriptive correlational study surveyed 73 critical care nurse preceptors at 10 teaching hospitals in a metropolitan area in the Midwest. Forty-eight (65.8%) participants reported receiving some type of educational experience to prepare them for the role of preceptor. Only 24.7% of the respondents, however, participated in continuing education experiences related to the preceptor role. Job satisfaction was measured with a 48-item Likert scale developed for nurses by Slavitt et al. No significant differences in job satisfaction were reported for preceptors who received educational preparation and those who did not. However, the type of unit in which the preceptor worked did affect job satisfaction. Critical care preceptors in units classified as intermediate care and emergency departments had greater levels of job satisfaction than nurses working in intensive care units (t[68] = 2.52, p = 0.01). In addition, the longer the preceptor worked in critical care, the lower the level of job satisfaction (r = -0.210, p = 0.04). Job satisfaction was also influenced by the support preceptors received from their institution; a significant positive correlation was seen between this support and the level of job satisfaction. A description of the format and content of preparation programs for critical care preceptors was also provided as a result of this study.
Adult↗
Nursing education component in master's programs.
The purposes of this study were to: a) describe the outcomes, content, and structure of master's programs in nursing in the functional area of teaching; b) describe related learning experiences of students; and c) identify trends in graduate nursing education in preparing students for the role of teacher. A self-administered questionnaire developed by the investigators was mailed to all NLN accredited master's programs (N = 139). The instrument collected data on the nursing education component of the master's program. Ninety-two questionnaires were completed and returned, resulting in a response rate of 66.2%. Only 10 (10.9%) master's programs offered a major in nursing education. More common were minors, elective courses, and tracks in nursing education, as well as other similar curriculum patterns (N = 66). Fifteen (16.3%) master's programs offered no courses in nursing education. There was a statistically significant difference between the mean number of credits of nursing education courses required in programs offering a major (M = 11.4) compared with a minor (M = 8.8). More than half of the master's programs required nursing education courses in learning theory, curriculum development, instructional design, teaching methods, clinical teaching, various aspects of evaluation, and grading. Learning experiences in which students participated to prepare themselves for teaching roles included in the majority of programs: classroom teaching, clinical teaching (generally involving a practicum), clinical evaluation of students, development of a course/curriculum, and test construction. The research documents the continued emphasis on advanced nursing practice as the primary area of graduate study with preparation for teaching occurring through minors in the program.(ABSTRACT TRUNCATED AT 250 WORDS)
Clinical Competence↗
Critical care nursing education at the baccalaureate level.
Traditionally, only experienced nurses were selected to work in critical care. New graduates, however, are being hired for practice in critical care units despite controversy over the suitability of this setting for beginning practitioners. In this article, the authors describe the development of an undergraduate course in critical care nursing, outcomes of the course, teaching strategies used in both classroom and clinical settings, and effects of the course on the new graduate's practice.
Critical Care↗
Psychomotor skill development.
Psychomotor skills represent those activities that are primarily movement-oriented. In teaching, emphasis is placed on this movement component, although ultimately in practice, performance requires an integration of related knowledges and values. This article examines the process of psychomotor skill development and provides guidelines for teaching motor skills.
Clinical Competence↗