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Biomedical subjects

V Elfrink

Publications and source records attributed to V Elfrink.

8 recordsLinked to original sources
PubMed1999

One nurse's experience with technology.

This article examines the positive and negative aspects of working with a documentation and information management system from the unique perspective of a practicing home care nurse who was also a student. Aspects of the nightingale tracker technology that are comparable with others used in home care, experiences of field testing, and the nurse's observations can help home care nurses see how this technology can benefit their practice.

Attitude of Health Personnel↗
PubMed1994

Importance of professional nursing values: a national study of baccalaureate programs.

Research about professional nursing values is scarce. The purpose of this study was to determine if there were different perceptions about professional nursing values between senior baccalaureate nursing students and their faculty. The Professional Nursing Behavior Instrument (PNB) used in this research was based on the nursing role behaviors identified in the AACN's (1986) Essentials Report as exemplars of seven essential values. A national sample of 10 public and 16 private baccalaureate programs resulted in a return of 656 students (57%) and 350 faculty (70%). Faculty values were significantly higher than students' (p < .045) with faculty valuing equality, human dignity, and freedom more highly. Enrollment or employment in a public or private institution or studying ethics, theology, and philosophy did not significantly affect values. Faculty with more teaching experience had higher value scores (p < .004).

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

American Association of Colleges of Nursing essential values: national study of faculty perceptions, practices, and plans.

A representative national sample of bachelor's-degree nurse educators (N = 697) were surveyed about the seven professional values identified by the American Association of Colleges of Nursing (1986) in Essentials of College and University Education for Professional Nursing. Participants agreed that these values were representative of values nurses need to use in practice, and that educational opportunities related to these values should be included in the curriculum. Eighty-six per cent of the sample perceived that they included some or all of these values predominantly through the informal lesson plan. Esthetics was the most frequently mentioned value that was not considered in any form in the nursing curriculum. Nurse educators teaching at religious-affiliated institutions, and those who had educational preparation in values, already included these values in their formal teaching (P less than .04 and P less than .0001, respectively) and they had discussions about including them differently in the future more frequently (P less than .005 and P less than .006) than did other educators. Faculty members teaching at religious-affiliated institutions also established more plans for including these values within the curriculum than those who taught at public institutions (P less than .0004). One conclusion from this study was that values may continue to be treated differently than other nursing education content, ie, predominantly through the informal lesson plan.

Attitude of Health Personnel↗
PubMedDate not supplied

Professional values in baccalaureate nursing education.

The purpose of this study was to compare program objectives of National League of Nursing-accredited baccalaureate programs with the professional nursing behaviors that reflect the seven values identified by the American Association of Colleges of Nursing (AACN). Findings showed that most of the professional behaviors were found in program objectives. However, behaviors reflective of two essential values, truth and esthetics, were identified only in a minority of program objectives. In addition, research and life-long learning were overwhelmingly identified in program objectives, but they were not reflected in the professional nursing behaviors of the AACN document. The professional nursing behaviors were also classified according to the three major roles of baccalaureate graduates. The provider-of-care role was dominant, followed by the member-of-profession and coordinator-of-care roles.

Cross-Sectional Studies↗
PubMedDate not supplied

The ICNP's relevance in the US.

Efforts to develop an International Classification for Nursing Practice (ICNP) were initiated nearly a decade ago. To update nurses on progress, below is a critical review of the ICNP using the Computer-based Patient Record Institute (CPRI) Features Framework and a discussion of its relevance to current US efforts: 1) the activities of the American Nurses' Association (ANA) Steering Committee on Databases To Support Clinical Nursing Practice; 2) implementation of formal approaches for representing nursing concepts and 3) Health Level 7 standards.

American Nurses' Association↗