Survey of stress management content in baccalaureate nursing curricula

A survey of 276 National League for Nursing baccalaureate programs was conducted to assess the nature and extent of stress management content incorporated into baccalaureate nursing curricula. Roughly 10% of the sample indicated that they offer a separate course in general stress management techniques. In most programs, stress management content was incorporated throughout the curriculum in discreet instructional units. Respondents identified a variety of stress management methods taught in relationship to specific sources of work stress. The most instructional time was devoted to teaching students how to cope with interpersonal stressors; communication skills, group process skills, assertion skills, and conflict management were offered by most programs. Other content areas mentioned by at least 80% of the respondents included: death awareness, crisis intervention, change strategies, values clarification, recognizing stress, organizational skills, time management, and problem solving. The findings of this study are discussed in relationship to the literature on sources of stress in nursing. In addition, suggestions for future research are offered.     

Tobacco control curricula content in baccalaureate nursing programs in four Asian nations

In Asia there is widespread smoking among men; smoking among women and youth is increasing, and quitting tobacco use is rare. The involvement of nurses, as the largest group of healthcare professionals, in tobacco control efforts is essential. The findings of this survey of 282 (69% response rate) baccalaureate nursing programs in 4 countries in Asia (China, Japan, Korea, and the Philippines) revealed that the majority included content on health risks of smoking (92%), but almost half (49%) did not provide smoking cessation content, and 94% did not cover it in-depth. Only 11% of programs included supervised cessation practice with patients. Fewer than 10% reported in-depth coverage of cessation interventions and few reported opportunities for clinical practice of cessation skills. Most schools surveyed delivered < 1 hour of instruction each year on tobacco control. Further educational efforts are needed to prepare future nurses to assist smokers with smoking cessation. Tobacco use is one of the leading causes of death worldwide, and tobacco-induced deaths in Asia continue to rise. The Western Pacific accounts for one-third of the cigarettes smoked in the world (25% in China alone) and 20% of the 5 million annual deaths from tobacco. China is expected to lead the world in tobacco-related deaths by 2025. Countries in Asia have widespread smoking, especially among men. There is a disturbing increase in smoking among women and youth, quitting tobacco use is rare, and exposure to second-hand smoke is common. Considering the immensity of the problem, all health care professionals throughout the world need to be actively engaged in tobacco control measures, including prevention, cessation, and reduction of exposure to second-hand smoke. Training health care professional students about these issues can have a profound impact on public health. In recognition of the importance of involvement of health care professionals, the World Health Organization (WHO) highlighted their role in tobacco control during "World No Tobacco Day" on May 31, 2005. The involvement of nurses, as the largest group of health care professionals, could boost these efforts. Thus, education of nurses regarding the multiple aspects of tobacco control has strategic implications in controlling global tobacco use and promoting health.     

Violence content in nursing curricula: strategic issues and implementation*

Many nurse educators today are sensitized to the importance of including content on violence and victim/survivor care in various nursing education programmes While a survey of Ontario's schools of nursing in Canada revealed a considerable number of hours devoted to this topic, the approach is largely incidental, depending heavily on individual faculty interests National and international initiatives to stem the tide of violence against women and children, plus the strategic role of nurses in primary care, call for curricula in which this content is addressed systematically To achieve this goal and avoid pitfalls such as an ‘add-on’ approach to curriculum revision, nurse educators' needs in Ontario were addressed in a series of workshops involving collaboration between faculty, clinical preceptors and community-based experts in victim/survivor care     

Tobacco dependence curricula in U.S. baccalaureate and graduate nursing education

The overwhelming majority of nurses express a desire to help patients stop smoking but most nurses report a lack of training in tobacco dependence treatment. The purpose of the study was to assess tobacco content and extent of tobacco education and intervention skills among a national sample of baccalaureate and graduate U.S. nursing programs. A cross-sectional survey design was implemented. A questionnaire that measured tobacco content curriculum was sent to 909 baccalaureate and graduate nursing program associate deans who were member institutions of the American Association of Colleges of Nursing. The majority of tobacco content curricula focused on the health effects of tobacco. Nursing students, especially undergraduates, lacked curricular content in the area of clinical tobacco cessation techniques. Increased instructional efforts concerning the clinical treatment of tobacco dependence are critical for achieving a nationwide reduction in tobacco use prevalence.     

RN education: beyond the baccalaureate degree

With an emphasis on post-baccalaureate education, the University of Kansas School of Nursing has restructured its program for registered nurse students. The resultant RN-MS track allows completion of both the baccalaureate and master's degrees in nursing in a 2-year time frame. Computer competencies, individualization of instruction, and substitution of classes are integrated into a streamlined curriculum.     

Incorporating geriatrics into baccalaureate nursing curricula: laying the groundwork with faculty development.

In June 2001, the John A. Hartford Foundation of New York awarded the American Association of Colleges of Nursing (AACN) a 3.99 million dollar grant to enhance gerontology curriculum development and new clinical experiences in 20 baccalaureate and 10 graduate schools of nursing. Over the 4-year grant implementation period, AACN learned a valuable lesson from the grant's site directors: Faculty development is the single most necessary precursor to the successful implementation and maintenance of geriatric curricular enhancements. Unless faculty members foster positive attitudes toward aging, expand their geriatric nursing knowledge base, and are able to integrate geriatric content into the curricula, progress cannot be made. Enhancing Geriatric Nursing Education project directors recommend that the following steps be taken toward the creation of successful faculty development activities: (1) anoint a champion to mentor and persuade faculty members to embrace gerontology; (2) garner faculty buy-in by engaging the faculty early so that they become active participants in the curricular change process; (3) assess faculty knowledge and comfort level by administering tools developed by the John A. Hartford Foundation Institute for Geriatric Nursing and by conducting surveys based on AACN geriatric core competencies; (4) conduct faculty development workshops that include cutting-edge knowledge and research and provide the faculty with opportunities to discuss feelings and stereotypes about aging; (5) elicit the dean's support to encourage and allow time and opportunities for training; and (6) use the many excellent resources that help the faculty integrate geriatric content into their courses. This article will further elucidate such strategies and will highlight the range of faculty development activities in which grant-funded schools engaged.     

Occupational health nursing education. Curricular content in baccalaureate programs

It is important that occupational health nursing content be offered in academic institutions to support the scope of practice in the specialty. Less than 50% of the schools responding (N = 215) included content specific to occupational health nursing concepts and practice, related fields of knowledge, and management of the occupational health unit. Occupational health nurses in practice settings and educational institutions should collaborate on the development of occupational health content in nursing school curricula.     

Bridges to the baccalaureate: engaging associate degree students

Institutions of higher education currently face a number of challenges including an increasing diversity of nursing students who are successful in the profession and who can care for patients using knowledge and skills that are evidence based. Transition of an industrial economy to an information-driven society affects how academic institutions teach and prepare its students to work in our globalized society. The Bridges Project, funded by the National Institute of Health, was awarded to pilot the integration of academia, research, and career development among a cadre of nursing students from a community college. This article will share findings from this 3-year project.     

High school counselors' perception of baccalaureate degree nursing career choices.

A sample of 100 high school counselors in a southeastern state was surveyed to explore their perceptions of baccalaureate degree nursing as a career choice and the type and availability of resources used in counseling students toward careers in nursing. With a response rate of 31 percent, the findings indicate that counselors need more up-to-date, specific information about the requirements and scope of professional nursing practice.     

Integrating rehabilitation content in nursing curricula

The faculty of the department of nursing of Simmons College in Boston revised its curriculum using Betty Neuman's Neuman Systems Model (1982) as the conceptual framework. Content essential to the nursing curriculum was identified, logically grouped, and then leveled for correct sequencing. During senior year (level III of the curriculum), when tertiary preventions were being integrated, students received theoretical content and specific learning experiences with clients in a rehabilitation setting. This article describes the content included, teaching methodologies used, and the selection of the clinical placement. Data from formative and summative evaluations, as well as modifications for the third year, also are included.     

Ethics: issues of concern.

Awareness of the aforementioned issues (confidentiality and privacy, deception and debriefing, and publication of study results and data analysis) is a major step in preventing the violation of a patient's dignity as a human being during a research study. Also, with patients themselves in unison with patient advocates demanding "humane" care and voicing the patient's "right to know" about alternative procedures, we must not assume our study participants to be naive and blindly trusting of nursing. On the other hand the public perception of nursing as a profession of "care givers" and not "harm doers" is one that we should perpetuate in good faith.