Now showing items 1-5 of 5
The Relationship of Education, Years of Experience, and School Nursing Practice
Problem: Because of the complex nature and autonomy of school nursing practice, multiple professional organizations recommend a Bachelor of Science in Nursing as the minimum level of education for entry into this specialty. Despite research demonstrating benefits to patients and nurses with this level of education, school nurses across the U.S. vary widely in their educational and experiential preparation for this critical role. Benner’s Novice-to-Expert Frameworkemphasizes the importance of experience in nursing or in a specialty practice to developing the skill needed to provide expert nursing care. This study investigated what knowledge school nurses considered important to competent practice when responding to the National Board for Certification of School Nurses 2007 Role Delineation Survey and whether there are differences in how school nurses responded to these questions based on their educational and experiential backgrounds. Methods: This was a quantitative, non-experimental exploratory study involving secondary analysis of the survey data. Demographics were analyzed using descriptive statistics. Non-parametric statistical procedures (Fisher’s Exact Test) were used to see if the 399 subjects’ answers to 32 knowledge questions on the survey differed based on education level, years of general nursing experience, and years of school nursing experience. Results: Most subjects indicated that 27 of the 32 knowledge areas were moderately or extremely important for competent school nursing practice. Results of Fisher’s Exact Test indicated differences on two items based on the education level of the respondents and differences on two items based on years of experience in school nursing, but no significant differences were found based on years of overall nursing experience. Communication skills in counseling had a significant difference based on both education level and years of school nursing experience; but it was impossible to tell which was more significant. Conclusions: This study contributes to the body of knowledge about school nursing and what this sample of school nurses perceived as important knowledge for competent practice. However, this analysis of differences in answers given to the survey knowledge questions does not settle the debate of whether there are differences in nurse perceptions based on education level or experience....
The effects of a hardiness educational intervention on hardiness and perceived stress of baccalaureate nursing students.
(Elsevier Health Sciences, 2013)
Despite the known benefits of hardiness education, no published research has been found on the effects of hardiness education with nursing students. Thus, the purposes of this study were first to determine if an increase in hardiness and a decrease in perceived stress in baccalaureate nursing students occurred in those who participated in a hardiness educational intervention. Secondly, to compare hardiness and perceived stress between baccalaureate nursing students who participated and those who did not participate in a hardiness educational intervention. A substruction of the application of Khoshaba and Maddi’s Hardiness Model and the Roy Adaptation Model provided the theoretical basis for this research. The literature on stress verified its omnipresence and ongoing study. The nursing literature was replete with evidence of the stress of undergraduate nursing students. Appraisal of initial hardiness research facilitated the eventual establishment of a measurement instrument of hardiness and the inauguration of a hardiness educational program. Review of the Hardiness Model and the Roy Adaptation Model established connections and conceptual collaboration. A quasi-experimental non-equivalent control group design with pretest and posttest was used with a nonprobability convenience sample (N = 79) of full-time junior level baccalaureate nursing students enrolled in a clinical nursing course recruited from six National League for Nursing Accreditation Commission or Commission on Collegiate Nursing Education accredited nursing programs in Delaware and Pennsylvania. Baccalaureate nursing students in the experimental group (n = 40) participated in a hardiness educational intervention. Baccalaureate nursing students in the control group (n = 39) did not participate in the hardiness educational intervention. The nursing students completed pretest and posttest measurements of hardiness (PVS III-R), perceived stress (PSS), and demographic data. Results of statistical analysis by independent and paired t-tests revealed that the hardiness educational intervention did not have a statistically significant (p > .05) effect on increasing hardiness scores. The hardiness educational intervention did have a statistically significant effect on decreasing perceived stress scores. Findings were discussed relative to current literature and the theoretical framework. The lack of significant increase in hardiness was equivocal with Khoshaba and Maddi’s Hardiness Model. The significant decrease in perceived stress was congruent with the Hardiness Model and the Roy Adaptation Model. The substruction of the application of the HM and the RAM requires further research and evaluation. Further hardiness research among baccalaureate nursing students, utilizing the entire hardiness educational intervention, was recommended. ...
The development and testing of the Codependency-Overeating Model in undergraduate social science students in a Mississippi college
Overeating is a common eating disorder and often leads to obesity and to significant physical, emotional and social problems often warranting nursing care. The psychological and behavioral factors surrounding overeating ...
Psychometric testing of Cooper Parental Self-Efficacy Scale-Child Health Behavior
Although numerous self-efficacy scales grounded in Bandura’s theory of self-efficacy were available, no specific scale that measured the concept of parental self-efficacy to influence child health behavior existed. The researcher developed the Cooper Parental Self-Efficacy Scale-Child Health Behavior (CPSS-CHB) and previously conducted a content validation study. The aims of this study were to 1.) ensure that the 28-item CPSS-CHB was readable, 2.) to determine reliability of the scale, and 3.) to initiate the establishment of validity. Readability was established during a feasibility study with 20 participants recruited via emails and Facebook social network messages. Using SurveyMonkey.com, participants were directed to a link that opened an Internet-based survey. Participants were asked to complete the 28-item CPSS-CHB and provide basic demographic information. Areas for participant comments followed each item. The survey closed at 20 participants, although 50 contacts were made; these 20 surveys were completed within 24 hours. All 20 participants were parents. Participants included 13 (65%) women and 17 (85%) Caucasians. Fifteen (75%) of the participants were married, and 12 (60%) had children between 3 and 5 years of age. Nine (45%) participants had incomes of over $85,000 for the previous year. Parents ranged in age from 27 to 48 years with a mean of 36 years. The mean years in school was 16. The scale was deemed readable and easy to understand. In a full study, reliability was examined using 298 participants, while concurrent and convergent validity were examined using 291 participants, and 290 participants for discriminant validity. The participants for the reliability and validity estimation portion of the study were recruited via a similar recruitment procedure as in the readability study. The first 300 parents and caregivers of children ages 3 to 16 years who responded from the recruited pool of approximately 800 e-mail messages, Facebook messages, Twitter postings, and additional posts to applicable parent-focused discussion board and chat room (ExpressiveParents.com) messages were included in the study. The message and survey link was used to request that those in receipt of the message and survey forward the link to contacts they knew who had children between 3 and 16 years of age. The instrument packet contained the Cooper Parental Self-Efficacy Scale-Child Health Behavior (CPSS-CHB), General Self-Efficacy Scale (GSES) (Schwarzer & Jerusalem, 1995), the Rosenberg Self-Esteem Scale (RSES) (Rosenberg, 1965) and demographic items. The GSES was used to examine concurrent and convergent validity. The RSES was used to examine discriminant validity. The investigator set SurveyMonkey.com for a cut off of 300 participants. The survey was available and administered through the World Wide Web at the Survey Monkey portal, an on-line survey web site, for seven days, at which time 300 completed surveys had been collected. Participants were primarily married (87.9%), Caucasian (92%) women who were parents of pre-school and school-age children. The median number of children in each home was two, while the mean age of the participants was 40 years (SD ±9.4) with mean of 16.76 years in school (SD ±3.1). Five participants acknowledged an annual income level below $15,000, while 130 participants indicated annual income levels over $85,000. Using the alpha coefficient, the internal consistency reliability for the entire scale was found to be .96. Principal components analysis (PCA) with oblique rotation was used to determine that a three-factor structure solution was the best fit for the scale. Factors were labeled problem times, stressful times, and good times. Only one item did not load on a factor. With regard to concurrent validity, only a weak correlation (r= .17) was found between the CPSS-CHB scale and the General Self-Efficacy Scale. Therefore, concurrent validity was not established in this study. Convergent validity was not supported in view of the weak correlation of the scale with the General Self-Efficacy Scale. However, discriminant validity was supported by the weak correlation (r= .07) found between the CPSS-CHB scale and the Rosenberg Self-Esteem Scale, even though a higher correlation of .3 or .4 was expected. The CPSS-CHB was revised to include 27 items composed of three factors (problem times, stressful times, good times), judged internally consistent for this sample, but validity remains questionable. Construct validation of the CPSS-CHB was not demonstrated. Continued refinement of the scale and further validity testing is mandatory....
Discovering the Current Wound Management Practices of Rural Africans
(UTMB Repository (The University of Texas Medical Branch at Galveston), 2013-05)
Unrelenting heat, poor sanitation, lack of knowledge, and poverty contribute to a disabling wound prevalence that often exceeds 20% in rural areas of tropical developing countries. Wounds in this environment are usually ...