Does baccalaureate nursing education for registered nurses foster professional reading?

Reading activities of registered nurses (RNs) were investigated using an untreated comparison group design study. The study group consisted of RN students (N = 60) enrolled in a baccalaureate in nursing (BSN) program at four distance education sites in northeast and central Texas who were queried about their reading activities. Total reading time of professional literature was reported at the time they started the nursing sequence of courses in their baccalaureate nursing program and 6 months after completion of these courses. The purposes of reading various types of professional literature also were identified by asking the respondent's interest, the perceived amount of application, and the commitment to reading this literature. RN counterparts at worksites of the RN-BSN students (N = 67) were respondents in the comparison group. After completing the BSN program, these nurses showed more interest in and commitment to reading and were more concerned about applying knowledge gained from reading in their nursing practice.     

本科护生专业观与临床实习表现的相关性分析

目的 研究本科护生专业观与临床实习表现的相关性.方法 应用自制量表对北京4所医学院校130名护理本科生进行问卷调查,量表包括专业观和临床实习表现自评2部分,专业观从专业的认知、情感、行为3部分衡量,临床实习表现从知识应用能力、沟通能力、独立解决问题能力3方面分析.结果 本科护生专业观与临床实习表现的呈正相关（r=0.51,P＜0.01）.结论 本科护生专业观与临床实习表现呈显著性相关,专业思想教育必须贯穿整个大学学习过程.     

Perspective transformation in RN-to-BSN distance education

This study examines perspective transformation (or professional resocialization) in RN-to-BSN students obtaining their degree by distance education. A socialization scale was used to compare newly admitted and graduating RN-to-BSN students who had taken their courses onsite, by distance education, or a mixture of the two methods. The scores of entering and graduating RN-to-BSN students also were compared to those of graduates from the generic program to identify if program and experience are factors in scores achieved. Results indicate that all BSN graduates had significantly higher scores than the diploma-prepared nurses entering the RN-to-BSN program. RN-to-BSN graduates who had used distance education had the highest scores, followed by the onsite RN-to-BSN students. Students who had taken a mixture of distance and onsite courses had scores similar to those of generic program graduates. Experience and full-time employment status were significantly associated with higher scores among graduating RN-to-BSN students. Implications for nurse educators working with RN-to-BSN students who use distance education are discussed.     

不同学校本科护生护理临床决策能力的比较研究

目的 比较不同学校本科护生的护理临床决策能力,为加强护理本科生护理临床决策能力培养提供依据.方法 利用护理专业大学生临床决策能力测量工具对四川省4所大学2008年护理专业毕业实习1本科生进行问卷调查.结果 4所学校护生临床决策能力不同,最高得分（94.06±5.09）分,最低得分（89.01±5.68）分,学校之间得分差异有统计学意义（P＜0.05）.结论 四川省部属重点大学护生的临床决策能力高于普通院校护生,教学方法更有利于学生护理临床决策能力的培养.     

本专科实习学生职业认同感的调查分析

目的调查本专科实习学生职业认同感情况,为提出加强学生职业认同感的措施提供依据。方法采用自设问卷,对我校实习后期的50名本科学生和50名专科学生进行职业认同感的调查。结果本、专科学生职业认同感总分分别为（3.18±0.49）分和（3.43±0.37）分。本科学生专业认同感得分低于专科学生（P〈0.05）。对于加强职业认同感的措施,学生更倾向于寻求社会人群的支持、临床带教教师以实例进行现身教育、在教学中寓职教育这几种形式。结论本科学生的职业认同感低于专科,应采取针对性的教育方法,提高学生的职业认同感。     

Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students

A set of problem solving strategies integrated into nursing process in nursing core courses (PSNP) was developed for students enrolled in a post-RN baccalaureate nursing program (RN-BSN) in a university in Taiwan. The purpose of this study, therefore, was to evaluate the effectiveness of PSNP on students' clinical problem solving abilities. The one-group post-test design with repeated measures was used. In total 114 nursing students with 47 full-time students and 67 part-time students participated in this study. The nursing core courses were undertaken separately in three semesters. After each semester's learning, students would start their clinical practice, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test I, II, and III sequentially, and provided the data for this study. The overall score of problem solving indicated that score on the post-test III was significantly better than that on post-test I and II, meaning both full-time and part-time students' clinical problem solving abilities improved at the last semester. In conclusion, problem-solving strategies integrated into nursing process designed for future RN-BSN students are recommendable.     

Student nurse computer experience and preferences for learning

Seventy-three third and fourth year generic baccalaureate and post-RN university nursing students aged 20-50 years responded to a survey designed to assess their experience with and interest in use of computers for nursing. The survey included questions about use of computers for educational purposes, nursing practice, and nursing administration. There was much variation between student actual and preferred experience. In general, students showed the strongest preference for learning applications for clinical practice, and less interest in learning about those for education and administration. The results of the survey show that these students would like more knowledge and skills to prepare them for careers in our increasingly computerized health care environment.     

护士职业倦怠与工作领域心理社会因素的相关研究

目的探讨护士职业倦怠与工作领域心理社会因素的关系.方法对425名护士进行问卷调查,问卷包括了解护士的职业倦怠水平以及工作控制体验(控制感和控制需求)、角色压力(角色冲突和角色模糊)、工作负荷以及领导支持自我评价.结果调查中,护士职业紧张感(48.7%)、负荷感(55.1%)较高,职业倦怠各因子与工作领域社会心理因素均显著相关(r=0.122～0.491).回归分析提示,工作负荷、工作控制感以及角色冲突是3个主要的预测因素.结论工作领域心理社会因素与护士职业倦怠水平密切相关.     

不同年级在校学习本科护生评判性思维倾向的比较

目的比较不同年级在校学习本科护生的评判性思维倾向。方法采用加利福尼亚评判性思维倾向问卷（CCTDI）,对我院五年制本科1-4年级在校学习的151名护生进行问卷调查。结果总体上,本科护生评判性思维倾向得分为289．5分,62．3％的护生具有正性评判性思维倾向;不同年级护生在总分及求知欲、分析能力、评判性思维自信心及系统能力4个维度上比较均具有统计学意义,主要表现为三年级有所下降,四年级回升。结论应重视护生在专业课学习期间评判性思维倾向的变化,加大教学方法改革的力度,以促进护生评判性思维能力的培养。     

Focus groups in distance nursing education

This paper describes an educator's experience using focus groups with post-RN nursing students in a course offered by audio teleconferencing The purposes of implementing focus groups included to increase involvement of students located in the distance education settings, to implement principles of adult learning, to increase opportunities for drawing on the experience of the students, and to improve the quality of learning experience offered by distance education An example is given to demonstrate how the process was used to integrate the focus group experience into the distance education classroom     

Validation of prior nursing knowledge and performance in BSN education by RN students.

This ex post facto study was designed to investigate the use of validation testing of prior nursing knowledge by registered nurse (RN) students for possible correlates usable in baccalaureate nursing education. Record reviews were used with a convenience sample of 182 registered nurses enrolled in a baccalaureate nursing program. Criteria for selection of records included documentation of performance on a standardized validation exam and achievement in two required junior-level clinical courses. The four null hypotheses were rejected with the validation exam as the dependent measure. Significant positive relationships were found with mean scoring on the validation measure and achievement in prerequisite and required upper-division course work. Findings also indicated significantly higher scores on the validation exam after a longer time since graduation from the basic nursing program. Implications of practice experience and academic achievement in the basic nursing program need to be considered in the case of RN students who wish to pursue a baccalaureate in nursing.     

4所学校本科护生评判性思维能力比较研究

目的:比较不同学校本科护生的评判性思维能力,为加强不同学校护理本科生评判性思维能力培养提供依据。方法:利用评判性思维态度倾向性调查表对四川省2008年4所大学护理专业毕业实习10～12个月的本科生进行问卷调查。结果:其评判性思维能力总平均分为(287.37±32.52)分;与不同学校本科护生评判性思维能力总分及各维度的得分情况比较,差异有统计学意义(P<0.01)。结论:四川省4所大学护理专业本科护生评判性思维能力为正性;不同学校护理本科生评判性思维能力具有统计学差异,其部属重点大学比普通院校护理教育更有利于学生评判性思维能力的培养。     

Learning styles of baccalaureate nursing students and attitudes toward theory-based nursing

The purpose of this study was to investigate personal and environmental factors related to undergraduate and post-RN nursing students' attitudes toward theory-based nursing from Kolb's experimental learning theory perspective. The study is part of a larger project designed to test aspects of Kolb's theory in the nursing population. Hypotheses about relationships among learning styles, perception of environmental press, experience in nursing, attitudes toward theory-based nursing, preferred nursing theory, and preferred method of learning theory were proposed for investigation. Seventy-six post-RN and 121 upper-level generic baccalaureate nursing students each completed two measures of personal learning style, a measure of perception of environmental press of nursing learning environments, and a nursing theories questionnaire. Learning style and environmental press perceptions were found to be significantly related to attitudes toward theory-based nursing. Concrete learners and subjects who perceived nursing environments to be predominantly concrete were significantly less positive toward theory-based nursing than abstract learners. Experience in nursing was found to be related to perception of environmental press. Learning style was not found to be significantly related to preferred method of learning nursing theories nor to preferred nursing theory for practice. Implications for nursing education are discussed.     

不同学制本科护生评判性思维能力的比较研究

目的比较四年制与五年制本科护生的评判性思维能力,为加强不同学制护理本科生评判性思维能力培养提供依据。方法利用评判性思维态度倾向性调查表调查四川省4所大学2008年护理专业毕业实习的415名本科生。结果护理本科生评判性思维能力总平均分为（287．37±32．52）分;其中四年制学生（295．32±29．76）分,五年制学生（282．63±33．23）分,两者比较差异有统计学意义（P〈0．01）;7个维度中除自信心外,其余6个维度均值比较差异均有统计学意义（P〈0．05）。结论不同学制的护理本科生在评判性思维能力方面具有差异,四年制比五年制护理教育更有利于学生评判性思维能力的培乔。     

护理本科生专业价值观的现状及影响因素研究

目的研究护理本科生的专业价值观现状并分析其影响因素,为制定提高护理本科生专业价值观水平的教育策略提供依据。方法2008年12月-2009年4月,我们采用Weis设计的“护理专业价值观评价量表”对308名护理本科生的专业价值观水平进行评价,并分析其影响因素。结果护理本科生的专业价值观呈中等水平,其专业价值观水平在有无临床实习经历间、护生入学时对选择护理专业持有不同态度间,护生毕业时对选择从事护理专业持有不同态度间及其父母对子女从事护理专业持有的不同态度之间差异均有统计学意义（P≤0．05）。经回归分析提示,护生对选择和从事护理专业所持的态度是影响其专业价值观水平的主要因素。结论学校的培养模式、护理本科生自身的因素及家庭因素均会影响护理本科生专业价值观的形成和发展。因此,高等护理教育应加强学生专业价值观的培养,有助于未来护理专业的发展。     

Shared learning in practice placements for health and social work students in East London: a feasibility study

A voluntary organisation providing family support and mental health services carried out an enquiry into the feasibility of setting up placements in primary care for students from professional qualifying courses in community nursing, social work and occupational therapy to experience shared practice learning in their placement. Consultation with a range of courses from two universities in London and with GP practices and other primary care agencies in East London established that there was wide support for the idea from practitioners, managers and academic teachers. It was recommended that a small number of pilot placements be set up. It was acknowledged that the diversity of placement requirements across the spectrum of professional education is a limiting factor in bringing students together for practice learning. The authors suggest that in the longer term, the development of an interprofessional approach to practice learning will require structural changes to professional courses so as to bring their placement requirements more into line with each other.     

Student perceptions of online participation in baccalaureate nursing computer-conferencing courses

The purpose of this study was to examine baccalaureate nursing students' perceptions of their own and peers' online participation. The population included baccalaureate nursing students who have been or were recently involved in a computer-conferencing nursing course. Volunteer nursing students (n = 55) from three Canadian universities completed a Web-based questionnaire. The researcher-designed instrument was derived from a modified taxonomy of participation in online courses. The instrument measured three constructs of participation: interpersonal, content, and interface interactions. Overall, students perceived their participation to be at a high level with a reported mean of 3.94/5.00 (SD, 0.476). Students' perceptions of their group members' participation level were also reported as high (mean, 3.60; SD, 0.481). Significant correlations were found among each of the questionnaire's three subcomponents (ie, interpersonal, content, and interface). Results of the study lend support for the use of interface interactions to identify students who may not have the satisfactory computer skills to participate effectively in computer-conferencing courses.     

护理专业本科毕业生基本胜任力的预测模型研究

目的分析护理专业本科毕业生课程成绩、实习成绩与全国执业护士考试成绩的关系,建立护理专业本科毕业生基本胜任力的预测模型。方法在某省属护理院校收集228名护理专业本科毕业生的课程成绩、实习成绩及全国护士执业资格考试成绩,采用多元逐步回归构建其基本胜任力的预测模型。结果护士执业资格考试成绩与23门课程成绩、4个科室实习成绩密切相关(r=0.147⁰.589,P<0.05);其中外科护理学X1、内科护理学X2、计算机基础X3与社区护理学X4等课程成绩进入学生专业实务能力水平(Y1)多元逐步回归方程Y1=46.446+0.326X1+0.269X2+0.117X3+0.131X4(F=31.313,P=0.000),共同解释了总变异的36.2%;妇产科实习X5、儿科实习X6与外科实习成绩X7进入专业实践能力(Y2)多元逐步回归方程Y2=44.744+0.367X5+0.136X6+0.321X7(F=28.852,P=0.000),共同解释了总变异的28.1%。结论加强计算机基础、护理专业课及临床实习的教学,有助于护理专业本科生基本胜任力的提升。