Biomedical subjects
Publications and source records attributed to B K Redman.
This study of deans of graduate programmes in nursing found that two-thirds of them had discretionary funds and 'seed' money for faculty scholarly endeavours. Both 'seed' money and 'release' time were associated with faculty productivity. A small number reported that they could carry 'hard' dollars across fiscal years. Differences among institutions by the nine Carnegie categories were found.
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Various types of teaching and learning strategies can be effectively employed to assist students' professional development in ethical decision-making skills. To be prepared to act as a moral agent in clinical practice, a terminal goal upon completion of the baccalaureate program is the student's ability to develop and consistently use a systematic approach/framework when confronted by an ethical dilemma. Eleven skill steps not necessarily exclusive or in sequence were outlined as selected activities that can be considered for the ethical decision process. Specific ethical issues that are germane and applicable to many patient care situations were investigated and identified as frequently occurring in clinical practice. Course work about these issues prior to completion of their nursing programs may be beneficial in preparing students with basic knowledge and skill about them as they enter or return to clinical practice.
Patient education, which is central to nursing practice, is evolving as a body of theory and in its application to groups of clients. This paper outlines a new body of theory known as self-efficacy theory, which has considerable potential to improve patient outcomes from teaching. This theory posits that patient belief that he can perform a necessary behaviour (self-efficacy) can be affected by four principal sources of information: performance attainments, vicarious experience, verbal persuasion, and perceived physiological states. This paper also describes new applications of patient education for psychiatric patients and notes the potential for the expanded educational services for geriatric patients. These programmes have the potential to save hospital costs and to improve quality of life but appear to be in early stages of programme development. Active development and management of a field's theory base and practice applications is fragmented in the patient education field but important to the field's continued relevance and vigour.
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Curriculum development is many things; it is the study of impact on students, a process through which faculty are moving. It usually does not represent a final decision- like all issues in higher education it is altered as different people and issues arise. The integrated curriculum movement in nursing, while a seminal change, has in a way been like a shadow- incompletely described with lack of clarity about base for comparison. It seems to have become the mode for many schools to develop their own conceptual frameworks and curricular plans. While adaptation to the local setting is expected, one must question how much of the total development effort is necessary and due in part to lack of fully developed curriculum models and dissemination and not building systematically toward improvement in the field. In such a situation we all may be making the same mistakes. If these identified "problems" are indeed just that, they all are amenable to correction. Each solution will require hard conceptual work.
We find ourselves as schools of nursing in a period in which external pressures are increasing on the school and the university as the public and its representatives require better accounting for the resources as assigned to the university and access to the decisions as to the use of the resources. At the same time, our systems of governance are not fully functioning and in many cases the dysfunctions consume faculty time rather than releasing time to the developmental tasks. This situation thus should not be ignored but must be dealt with to permit the growth to proceed.
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