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Biomedical subjects

M R Jeffreys

Publications and source records attributed to M R Jeffreys.

14 recordsLinked to original sources
PubMed2001

The invisible culture of the multiracial, multiethnic individual: a transcultural imperative.

The main purpose of this introductory article is to evoke professional awareness, spark interest, stimulate thought, and disseminate information concerning multiracial, multiethnic (multiple heritage) individuals within the United States. General background information, terms, definitions, ethno-historical influences, practice implications, and current issues will be highlighted. Areas for further exploration will be proposed. Transcultural imperatives urge all nurses and other health care professionals to become active participants in the new cultural evolution of a different, broader worldview that uncovers the "invisible" culture of multiple heritage individuals. The new vision challenges nurse and other health care professionals to embark upon a new journey in the quest for cultural congruent care for all individuals.

Cultural Characteristics↗
PubMed2000

Development and psychometric evaluation of the transcultural self-efficacy tool: a synthesis of findings.

The initial and ongoing assessment of students' self-efficacy perceptions (confidence) concerning culture care of diverse individuals is a valuable component in transcultural nursing education. The Transcultural Self-Efficacy Tool (TSET) was designed as a diagnostic tool to measure and evaluate students' transcultural self-efficacy perceptions for performing general transcultural nursing skills among diverse client populations. This article summarizes the steps in the TSET's development and evaluation, synthesizes reliability and validity findings from a series of psychometric investigations, and discusses future research and educational applications in transcultural nursing using the TSET.

Clinical Competence↗
PubMed1999

Construct validation of the Transcultural Self-Efficacy Tool.

The study was designed to further validate the Transcultural Self-Efficacy Tool (TSET) by identifying: (a) the presence and growth in transcultural self-efficacy (TSE) perceptions over time, and (b) select demographic variables influencing differences in TSE percepts among student groups. The TSET was administered to 566 culturally diverse students enrolled as first-semester (novice) students or fourth-semester (advanced) students in undergraduate nursing programs. The results supported the conclusion that TSE is a dynamic construct that changes over time and is influenced by previous health care experience and education. This was evidenced in the different ratings of self-perceptions between novice and advanced students on the three TSET subscales: cognitive, practical, and affective. Gender, age, ethnicity, and income were not significant predictors on any of the subscales. The results supported a change in the expected direction on several scores, thus providing an estimate of construct validity. Implications for further research and applications are discussed.

Adult↗
PubMed1998

Exploring the factorial composition of the transcultural self-efficacy tool.

The factorial composition of the transcultural self-efficacy tool (TSET) was explored using data from 1,260 culturally diverse undergraduate nursing students. The TEST was an 83-item questionnaire designed to measure and evaluate students' confidence for performing general transcultural nursing skills among diverse client populations. A principal component analysis, with the varimax rotation, yielded nine factors: recognition, kinship and social factors, professional nursing care, cultural background and identity, lifecycle transitional phenomena, awareness of cultural gap, communication, self-awareness and appreciation. The results indicate that the TEST assesses the multidimensional nature of transcultural self-efficacy and taps the three dimensions of learning: cognitive, practical and affective.

Adult↗
PubMed1997

Student evaluation of courses: determining the reliability and validity of three survey instruments.

The purpose of this study was to determine the reliability and validity of three instruments designed for student evaluation of courses: the Course, Library, and Computer (CLC); the Clinical (CLIN); and the Nursing Skills Lab (NSL) evaluation tools. Using data from 294 anonymous associate degree nursing students, internal consistency and reliability were demonstrated by the high alpha coefficients ranging from .85 to .94. An exploratory principal component analysis, with the varimax rotation, provided an estimate of construct validity.

Adult↗
PubMedDate not supplied

Steps of the instrument design process. An illustrative approach for nurse educators.

The process of developing a self-report measuring instrument is described, from the original idea through the preliminary study of reliability and validity of the instrument. The specific example used is the Transcultural Self-Efficacy Tool, a questionnaire designed to measure and evaluate students' confidence for performing general transcultural nursing skills among diverse client populations.

Clinical Competence↗
PubMedDate not supplied

Predicting nontraditional student retention and academic achievement.

Early identification of factors that restrict or support academic achievement and retention is a priority concern for nurse educators. Guided by the Bean and Metzner model of nontraditional undergraduate student attrition, the author examines the influence of self-efficacy and select academic and environmental variables on academic achievement and retention among nontraditional nursing students.

Adult↗
PubMedDate not supplied

Evaluating enrichment program study groups: academic outcomes, psychological outcomes, and variables influencing retention.

The purpose of this study was to describe and evaluate select aspects of an enrichment program (EP) for students who participated in peer mentor/tutor (PMT) led study groups throughout the semester. The evaluation addressed three areas related to the underlying conceptual framework: (1) academic outcomes; (2) psychological outcomes (satisfaction); and (3) variables influencing retention. Overall, study group participants achieved higher pass rates, lower withdrawal rates, and positive psychological outcomes (satisfaction). Students perceived that environmental variables were more influential than academic variables in influencing retention. Social integration variables were perceived as greatly supportive. Implications for nurse educators are discussed.

Adult↗
PubMedDate not supplied

Guided visual metaphor: a creative strategy for teaching nursing diagnosis.

Guided Visual Metaphor (GVM) is a six-step, learner-centered, creative strategy for teaching nursing diagnosis that combines multidimensional visual and verbal techniques. Learner-participative components include drawing and labeling, reflection, strength and problem identification, nursing diagnosis selection, prioritization, and discussion. The GVM was implemented over a four-week period with 19 associate degree students enrolled in their first nursing course. Positive student evaluations for the GVM, as well as positive learner outcomes, support its continued use. Teacher evaluation of the product (nursing diagnostic statement) was based on three levels of diagnostic skills criteria. Following week four, all students met all Level 1 and Level 2 skills criteria for each nursing diagnosis. Seventy-four percent met at least one Level 3 (highest level) criterion for one or more nursing diagnosis. Fifty-eight percent met at least one Level 3 criterion for two or more nursing diagnoses. Students also required less teacher guidance with each subsequent use of the GVM.

Education, Nursing, Associate↗
PubMedDate not supplied

Cultural discovery: an innovative philosophy for creative learning activities.

The purpose of this article is to describe a philosophical approach for integrating general transcultural nursing concepts and skills within a first semester associate degree nursing course. The authors wished to design a learning activity that would provide meaningful experiences and stimulate critical thinking among nontraditional, culturally diverse students who must learn to care for many clients of diverse cultural backgrounds. With a focus on culture, aging, and health, this creative learner-centered approach, called Cultural Discovery, emphasizes learning outcomes in both the cognitive and affective domains. Cultural Discovery includes several components in conjunction with the Leininger Acculturation Health Care Assessment Enabler for Cultural patterns in Traditional and Nontraditional Lifeways, specifically: background reading assignments, classroom activity component, collaborative library introductory program, videotape program, interview, literature review, reflection, and written paper assignment. Implemented over an eight week period, Cultural Discovery assisted beginning nursing students to systematically conduct a basic general cultural assessment, identify some similarities and differences among individuals within cultural groups, distinguish between varying dimensions of acculturation, and discover the importance of culturally congruent nursing care.

Acculturation↗