Biomedical subjects
S Fox
Publications and source records attributed to S Fox.
Influence of social class on obesity and thinness in children.
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The effects of halothane and cyclopropane on the maximum acceleration of left ventricular ejection and the tension-time index in dogs.
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Gastric and duodenal motility, food intake and hunger measured in man during a 24-hr period.
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Personality correlates of undergraduate marijuana use.
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The management of obesity. Patient self-help and medical treatment.
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One thing leads to another.
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Diagnostic use of infant cry.
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Changes in dietary protein level during the pullet year.
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The changing health care market: implications for nursing education in the coming decade.
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IgA levels in platelets washed by automated procedure.
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Behavior modification in the treatment of obesity.
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The relationship of gastric motility and hunger. A summary of the evidence.
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The RN-BSN bridge course: transitioning the re-entry learner.
BACKGROUND: Although most RN-to-BSN programs offer bridge courses, little can be found in the literature about common course objectives, content, or outcomes. METHOD: This article details course objectives, course content, course implementation, and preliminary outcomes of a primarily distance learning RN-to-BSN bridge course at a northern California university. RESULTS: Preliminary outcome assessments suggested greater than expected increases in role and campus socialization, as well as computer literacy, as a result of RN-to-BSN bridge course implementation. CONCLUSION: The RN-to-BSN bridge course can successfully be used to transition the re-entry student and may be the link allowing RN-to-BSN students to effectively face the concurrent challenges of role socialization and computer literacy while mastering course content and course objectives.
The origins of wastage from nursing.
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Strategies for overcoming problems in implementing the obstetrics curriculum.
This paper describes several recurring problems in implementing the obstetrics curriculum for residents in family medicine. Four broad remedial goals are proposed: to reduce tension between departments of family medicine and of obstetrics-gynecology; to maintain a curriculum that has a balance between family-centered obstetrics and high-risk obstetrics; to help residents make an informed decision about whether to practice obstetrics; and to train residents to do practice evaluation. Multiple strategies are proposed for accomplishing these goals. The paper concludes with the recommendation that a successful curriculum needs to be promoted by at least one enthusiastic faculty member. This person's role should include evaluating and updating the curriculum as well as anticipating and solving problems that interfere with the implementation of the curriculum.