Building trust between the older adults and researchers in qualitative inquiry.
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Aged↗
Biomedical subjects
Marie Truglio-Londrigan
Publications and source records attributed to Marie Truglio-Londrigan.
Evidence for smoking cessation: Implications for gender-specific strategies.
BACKGROUND: Facilitating smoking cessation requires an evidence-based approach. The Lienhard School of Nursing Institute for Healthy Aging in the United States, whose focus is providing health information to aging baby boomers, developed an interest in studying strategies for smoking cessation in women. APPROACH: Studies were reviewed and critiqued related to the question: What is the relative efficacy of first-line smoking cessation interventions for women versus men in the 40- to 65-year-old age group? This article first discusses the procedure used to construct an integrative framework for finding the evidence on smoking cessation, including a literature search and refinement of the problem to be studied, and then a summary of the evidence gathered on the selected variable (gender) and interventions (counseling, pharmacotherapy, nicotine replacement therapy). FINDINGS: Evidence was found that supports the general efficacy of three first-line smoking cessation interventions: counseling, bupropion-sustained release (BSR), and nicotine replacement therapy (NRT). What the evidence does not show, however, is which of these interventions may be more effective for women versus men in general or specifically in the 40- to 65-year-old age group. RECOMMENDATIONS: Recommendations include the development of a clinical trial and the inclusion from the outset of gender as a major variable in all future intervention studies. IMPLICATIONS: Practice implications include the fact that since effective treatments already exist for assisting clients to stop smoking, all health-care providers should offer an intervention that has been found effective to any client who expresses a desire to quit smoking. Further studies of efficacy are needed to develop more focused implications.
Antidepressive Agents, Second-Generation↗
Community support: older adults' perceptions.
The purpose of this inquiry was to determine older adults' perceptions of facilitators and barriers in their use of community support. A descriptive, exploratory design was used incorporating focus group methodology. Fifteen participants were recruited in two separate senior citizen housing complexes, 10 in one building and 5 in the second. All participants were 65 years of age and older, alert, oriented, and English speaking. Systematic content analysis of the focus groups revealed two general categories: knowledge and systems. Under each category, facilitators and barriers were identified. Knowledge facilitators included life experiences and learning from one another. A major knowledge barrier was lack of awareness. A system facilitator was caring connections. System barriers included complex connections, pseudoconnections, superficial connections, and cookie cutter connections. The data suggest the need for additional research to further clarify these facilitators and barriers. The information obtained from this research will be a beginning step in the development of supportive intervention strategies for assisting older adults as they live in their home communities.
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Using the seven A's to determine older adults' community resource needs.
Home care agencies cannot succeed under Medicare PPS unless clinicians efficiently assess and appropriately refer the elderly to community support systems. This article outlines how using the Seven A's (awareness, accessibility, affordability, appropriateness, adequacy, acceptability, and availability) can help nurses and agencies effectively determine the fit between older adults and community support agencies.
Abbreviations as Topic↗
Practice what you teach: a case study of ethical conduct in the academic setting.
Nursing faculty teach ethics and ethical behavior in undergraduate and graduate curriculum. In this article, a case study is presented that illustrates a breach of ethical behavior and conduct in the academic setting by both faculty and students. The decision-making process used to resolve this dilemma by the chair, the associate dean, and a faculty member relied on a dialectic approach that looked at philosophical underpinnings, historical background of nursing ethics, and university- and schoolwide policies and procedures. The conversations facilitated the ethical resolution to the dilemma raised in the case study as well as the recognition of additional issues for consideration. The authors uncovered compelling questions that included, "What is meant by ethical conduct in the classroom?," "How do we teach it?," and "How do we practice it?" The purpose of this article is to begin the dialogue in search of answers to these questions.
Attitude of Health Personnel↗
Facilitation of clinical integrations into the academic triad model.
This article presents a brief overview of the historic evolution of nursing faculty practice, with an emphasis on the integration of practice into the traditional academic triad model of teaching, scholarship, and service. Different practice models are discussed and the pros and cons of faculty practice are reviewed. An evaluation of the more than 25 years of faculty practice at the Lienhard School of Nursing, Pace University, is presented as an exemplar. This analysis was based on survey results and informal interviews. Two major outcomes are discussed: the formation of a support group for faculty who are practicing and a recommendation for a University-wide cultural shift.
Attitude of Health Personnel↗
A plan for the delegation of epinephrine administration in nonpublic schools to unlicensed assistive personnel.
Professional nurses in nonpublic schools address variables in their practice that are different from nurses in a public school setting. These may include lack of funds for full-time nursing, different educational requirements, incorporation of religious beliefs into the social milieu, and inadequate peer or union support. These variables are problematic when public law health statues require change in school/parent/student relationships. New Jersey's Public Law 1997, Chapter 368 (N.J.S.A. 18A:40-12.5 and 12.6), hereafter referred to as P.L. 1997, c. 368, was enacted because school nurses may not always be available to assess students who are experiencing severe allergic reactions. Since allergies in the school population are common and can lead to anaphylaxis which is life threatening (Smith, 1999), P.L. 1997, c. 368, requires each educational board or chief school administrator/principal of public and nonpublic schools to develop a policy governing epinephrine administration. This article describes how public health nurses, the director of public health nursing, and a faculty consultant in the Bergen County Department of Health Services worked together to produce strategies for the safe implementation of this law. These strategies may provide a template for consideration by other public health nurses who serve the student population.
Adolescent↗
An analysis of wisdom: an experience in nursing practice.
Nurses have demonstrated an interest in the nurse-patient relationship as both as a process and as the meaning derived from this relationship. Consequently the elements of the nurse-patient relationship have been explored within a variety of contextual experiences. To date, there has been no articulation of the experience of wisdom within the context of the nurse-patient relationship. This exploratory hermeneutic study examines the lived experience of wisdom in nursing practice. Three self-identified individuals from a northeast metropolitan area, ranging in age from 40 to 50 years, participated in multiple non-structured interviews. All participants spoke and understood English. Transcripts were analyzed using Gadamerian methodology. The findings suggest two constitutive patterns in participants' experience of wisdom: "Transformation as a Moment in Time" and "Transformation as Unfolding/Evolving Moments in Time."
Adult↗
Using the "Seven A's" assessment tool for developing competency in case management.
In the latter part of the 20th century, healthcare reform sparked a transition in the nursing curriculum from acute care to primary and secondary care. Faculty responded to this challenge by redesigning curricula in creative ways. The transitional curriculum introduced community clinical experiences designed to challenge students to practice in diverse, nontraditional sites and in more independent ways. Such practice requires the nurse to function as designer, coordinator, and manager of patient care in addition to the traditional provider role. Additionally, the transitional curricula emphasized the roles of communicator, educator, facilitator, listener, and advocate to a greater degree. For students to achieve competence in the above roles, the curriculum must include learning activities that allow them to practice as case managers in the community. This paper presents the "Seven A's" as a framework for students to gain an understanding of and engage in the role and process of case management in the community.
Case Management↗
Partnership model for practice and education.
The faculty practice partnership model provides a framework for collaboration between a practice setting and a university school of nursing. The model created between the Bergen County Department of Heath Services (BCDHS), the Office of Public Health Nursing (PHN) and Pace University's Lienhard School of Nursing (LSN) is one that supports faculty practice and student involvement in population-based activities. The partnership provides BCDHS with the assistance it needs to provide the three core functions of public health: assessment, assurance, and policy development. It provides LSN with a practice site where faculty members are able to maintain their clinical expertise, as well as a site for student clinical experiences and research. This article describes the partnership model and its accomplishments from both practice and educational perspectives.
Education, Nursing↗