Alice in NANDAIand

This entertainment was created for the 1991 student–faculty banquet at the University of Rochester School of Nursing, which honored the graduating seniors. Traditionally, groups of juniors, seniors, and faculty present a skit at this event that recalls some aspect of the year's activities. Because nursing diagnosis received more emphasis in junior coursework this year than in previous years, the faculty agreed to use this theme for their presentation. The author volunteered because she enjoys writing parody and has a fondness for the works of Lewis Carroll. The cast, which included one member of the NANDA Board of Directors, consisted of undergraduate faculty from all clinical areas.     

Alice in NANDAland.

This entertainment was created for the 1991 student-faculty banquet at the University of Rochester School of Nursing, which honored the graduating seniors. Traditionally, groups of juniors, seniors, and faculty present a skit at this event that recalls some aspect of the year's activities. Because nursing diagnosis received more emphasis in junior coursework this year than in previous years, the faculty agreed to use this theme for their presentation. The author volunteered because she enjoys writing parody and has a fondness for the works of Lewis Carroll. The cast, which included one member of the NANDA Board of Directors, consisted of undergraduate faculty from all clinical areas.     

Health information telephone service for seniors.

The use of the telephone as a medium for providing health information and support specifically to seniors is relatively new. Of the more than 80 Canadian services, apparently only two are dedicated exclusively to older people. Recently, nursing faculty from The University of Western Ontario in London, Ontario, conducted a survey to assess the need for, and probable use of, a free health information telephone service for seniors in the community.     

Teaching/learning health promoting behaviors through telehealth

Associate degree nursing students in a community setting apply self-efficacy theory while helping clients with chronic health problems take personal responsibility for health-related behaviors. Students meet weekly with clients in an apartment complex for seniors and use the telephone to work toward achieving desired short-term health outcomes. Between weekly meetings, they use the telephone to coach clients while establishing a trusting relationship. The role of the faculty member in supervising students is explored.     

Student Mistreatment in Medical School and Planning a Career in Academic Medicine

Background: Sudden mistreatment in medical school is a persistent problem with both known and unexplored consequences. Purpose: The purpose of this study was to determine whether a perception of having been mistreated in medical school had an association with planning a full-time career in academic medicine. Method: Using Association of American Medical Colleges’ 2000–2004 Medical School Graduation Questionnaire data, we evaluated the relationship between students’ mistreatment experience and their career choice, academic versus nonacademic setting. Meta-analysis and regression were used to evaluate this relationship. Results: At medical schools where relatively high percentages of graduating seniors were planning academic careers, students reporting mistreatment experiences were less likely at graduation to be planning careers in academic medicine. Conclusion: A perception of having been mistreated in medical school is related to students’ career choices, a finding that may be useful to medical school administrators/faculty and students as mistreatment is addressed in program planning, counseling, and faculty recruitment.     

Evaluation of critical thinking in a baccalaureate nursing program

The assessment of critical thinking traditionally has been accomplished through observation of students by faculty in clinical settings and evaluation of written patient assessments and care plans. Quantitative measurement has become a current focus of nurse educators. The purpose of this cross-sectional study was to compare and contrast critical thinking abilities in beginning and graduating nursing students using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). The CCTST revealed a significant difference in critical thinking from the sophomore year to the senior year. There also were significant differences between sophomores and seniors on the overall score for the CCTDI, with subtest differences in truth-seeking, analyticity, self-confidence, and inquisitiveness.     

Direct articulation of AD nursing students into an RN-to-BSN completion program: a research study.

A study was undertaken to investigate the educational validity of direct articulation for AD students into an upper division RN-completion program through transfer of nursing credit. The results suggested that there is a common core of content in both associate- and baccalaureate-level nursing curricula, and that transferring associate degree nursing (ADN) credit into an RN-to-BSN upper division program is defensible. Statistical analysis revealed no significant difference between ADN seniors graduating from National League for Nursing (NLN)-accredited programs and candidates for university admission in composite scores on the ACT-PEP validation battery if the student achieved a final GPA of 2.75 or above. Based on these results, the faculty has recommended the adoption of a general policy of direct articulation for students from state-approved, NLN-accredited ADN programs into the RN-to-BSN program at La Salle University.     

"SHE LOOKED JUST LIKE ME." A DOMESTIC VIOLENCE LEARNING MODULE

This paper describes a 22-hour domestic violence learning module that is incorporated into the psychosocial course for seniors in a baccalaureate nursing program. As part of their learning experiences, students attend circuit court, meet with judges, and accompany advocacy workers. Additionally, they attend group therapy sessions with both the victims and perpetrators of abuse. Students keep journals reflecting their thoughts, feelings, and reactions throughout the experiences. Thematic analysis of these journal entries revealed five common themes. Students recognized their encounters in clinical situations as frightening and emotionally difficult, expressed surprise at their reactions to perpetrators, identified with victims, wrestled with issues of good and bad, and reported that stereotypes about victims and perpetrators had been incorrect. Debriefings and support by faculty are important for students throughout the experience.     

"She looked just like me." A domestic violence learning module

This paper describes a 22-hour domestic violence learning module that is incorporated into the psychosocial course for seniors in a baccalaureate nursing program. As part of their learning experiences, students attend circuit court, meet with judges, and accompany advocacy workers. Additionally, they attend group therapy sessions with both the victims and perpetrators of abuse. Students keep journals reflecting their thoughts, feelings, and reactions throughout the experiences. Thematic analysis of these journal entries revealed five common themes. Students recognized their encounters in clinical situations as frightening and emotionally difficult, expressed surprise at their reactions to perpetrators, identified with victims, wrestled with issues of good and bad, and reported that stereotypes about victims and perpetrators had been incorrect. Debriefings and support by faculty are important for students throughout the experience.     

So no one dies alone: a study of hospice volunteering with rural seniors

This paper summarizes the results of a qualitative study of hospice volunteering in the rural communities of northwestern Ontario. In this region, there are 13 independent and active hospice volunteer programs serving communities ranging in population from 1,000 to 15,000. The 13 volunteer coordinators in these communities participated in a phone interview in which they described the role of hospice volunteers in their community and the kinds of clients they serve. The results indicate that the hospice volunteers in this rural region spend a large part of their time visiting medically frail and lonely seniors who are at risk of dying alone or without adequate care and companionship at the end of life. Long-term visiting to build relationships of trust and genuine caring are considered the ideal in these communities. Implications for end-of-life care for rural seniors are discussed.