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Biomedical subjects

V G Miller

Publications and source records attributed to V G Miller.

11 recordsLinked to original sources
PubMed1999

Health outcomes for persons with diabetes.

New practice guidelines for the diagnosis and management of diabetes mellitus published by the American Diabetes Association (ADA) reflect stringent goals for blood glucose control. Although the rationale is sound, such goals are difficult, if not impossible, to attain. It is proposed that focusing on the goals rather than one's attempts to approach the goals can lead to failure. This article examines the need to help patients focus on attempting to approach rather than on meeting the goals set forth by the ADA.

Blood Glucose↗
PubMed1995

Characteristics of intuitive nurses.

A description is provided of the process used to verify characteristics of intuitive nurses that had been reported in the literature. These characteristics supplied the framework for construction of the Miller Intuitiveness Instrument (MII) reported earlier (Miller, 1993). Evidence for validity of the MII was provided in the Miller (1993) study by examining factor analyses and correlations with the intuitive component of the Myers-Briggs Type Indicator (MBTI). The following characteristics were subsequently verified: Intuitive nurses are willing to act on their intuitions, are skilled clinicians, and incorporate a spiritual component in their practices. In addition, intuitive nurses express an interest in the abstract nature of things and are risk takers. Intuitive nurses prefer intuition to sensing (as reflected by the MBTI) as a way to take in information. They are extroverted and express confidence in their intuitions. Likewise, nurses who delay making decisions until all the information is in are more intuitive than those who make decisions abruptly.

Clinical Competence↗
PubMedDate not supplied

Coproviding continuing education through faculty practice: a win-win opportunity.

Practice incorporated as an integral component of the faculty role benefits faculty, their clients, students, the school of nursing, and the community. When practice includes education, particular benefits result for those who have limited access to continuing nursing education (CNE). This article describes one school's way of responding to these learning needs. Three essential elements to a successful venture are described: a) a need for CNE is identified, b) faculty with diverse expertise are available, and c) a working relationship exists between an accredited CNE provider and the faculty. Other schools of nursing are encouraged to develop similar programs.

Accreditation↗