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Biomedical subjects

M H Oermann

Publications and source records attributed to M H Oermann.

At least 19 recordsLinked to original sources
PubMed1999

Stress and challenge of psychiatric nursing clinical experiences.

Clinical learning experiences provide a means for developing the knowledge, skills, and values essential for practice in nursing. Although some research has examined student stress in the beginning of a clinical course, few studies have focused on the stress of clinical practice at the completion of a course. This research examined the stress and challenge of psychiatric clinical experiences in both associate and baccalaureate nursing programs. Students (N = 476) from 12 randomly selected programs completed the Clinical Stress Questionnaire; 81 students were completing psychiatric nursing courses. Students in psychiatric courses reported moderate degrees of stress and challenge in their clinical experiences and positive emotions associated with their clinical practicum. In comparison with other courses in the curriculum, however, psychiatric clinical courses were among the least challenging. Findings suggest the need for innovative clinical teaching strategies that challenge students and extend their thinking about care of psychiatric patients.

Adult↗
PubMed1998

Differences in clinical experiences of ADN and BSN students.

Prior research has suggested that clinical experience for nursing students is stressful. Concern about making an error and harming the patient, limited knowledge and skills for practice, and difficulties in interacting with the teacher and others in the clinical setting are some of the stressors reported by students. Few studies have compared these stresses and the clinical experiences in general between students in associate degree (ADN) and baccalaureate (BSN) nursing programs. The purposes of this research were to compare the clinical experiences of ADN and BSN students at different levels in the programs and describe these experiences from the students' perspectives. As such, both quantitative and qualitative data were collected from 415 students in ADN and BSN programs in the Midwest. The ADN students reported significantly higher stress in clinical practice than BSN students (t = 2.16, p < .05). The stress experienced by ADN and BSN students in clinical practice increased as they progressed through the programs. The semester prior to graduation was the most stressful time in terms of clinical practice for both ADN and BSN students. The instructor was the predominant stressor reported by students in ADN programs across all levels of the curriculum. Among BSN students, the most prevalent stresses were coping with demands associated with patient care and the clinical teacher. The findings highlight the important role of the clinical faculty in both types of nursing programs.

Adult↗
PubMed1998

Work-related stress of clinical nursing faculty.

The purpose of this research was to examine work-related stress experienced by clinical faculty (N = 226) in ADN and BSN programs. Faculty rated the extent to which they experienced 23 potential stressors associated with clinical teaching. The predominant stressors were: coping with job expectations associated with their clinical teaching roles; feeling physically and emotionally drained at the end of a clinical teaching day; job demands that interfere with activities of personal importance; heavy workload; pressure to maintain clinical competence or a clinical practice without time to do so; feeling unable to satisfy the demands of work-related constituencies (e.g., students, clinical agency personnel, patients); and teaching inadequately prepared students.

Adaptation, Psychological↗
PubMed1997

Differences in stress and challenge in clinical practice among ADN and BSN students in varying clinical courses.

There is limited research on student perceptions of their clinical experiences particularly in different clinical courses and settings. The purpose of this study was to examine the degree of stress, challenge, and threat associated with clinical practice experiences among ADN and BSN nursing students enrolled in various clinical courses and settings. The Pagana Clinical Stress Questionnaire was used to assess the clinical experiences of 416 undergraduate nursing students from 10 randomly selected associate degree (ADN) and baccalaureate (BSN) programs in the midwest. Significant differences were found across clinical courses (F[5,399] = 9.58, p < .0001) and settings (F[2,386] = 4.63, p = .01) in terms of students' stress. Stress was highest for students enrolled in pediatric nursing courses. ANOVA indicated significant differences across clinical courses in the degree of challenge and threat experienced by students. There were no differences in any of the variables studied when students had faculty from the nursing program or preceptors from the clinical setting as their teachers.

Adult↗
PubMed1996

Effectiveness of contingency contracting: component of a worksite weight loss program.

The purpose of this study was to measure weight loss in overweight employees of a large corporation in Western Michigan who all received the same education on how to lose weight, but were randomly assigned to one of three groups: contingency contracting with a partner, contingency contracting alone, or no contingency contracting. A pretest-posttest quasi-experimental design was used and data were collected by a demographic questionnaire and measure of weight at the initial, 10th, and 23rd weeks. A total of 84 subjects completed the 10 week weight loss program and 57 subjects returned for the 23rd week follow up weight. Each group lost a significant amount of weight from pre-program to 10 weeks; however, there were no significant differences across groups. Although the groups were not significantly different from each other, the results support the value of individualizing interventions and offer insight into how demographic variables may affect attrition and methods chosen for weight loss.

Adult↗
PubMed1996

A study of preceptor roles in clinical teaching.

Acknowledging the continuing use of preceptors for clinical teaching in undergraduate nursing programs, this study examined the role of preceptors, criteria for selection, and knowledge and skills they require to undertake clinical teaching in baccalaureate (BSN) programs. All National League for Nursing (NLN)-accredited BSN programs in the Midwest were surveyed (N = 142) using an instrument developed by the investigator; 84 instruments were returned, for a response rate of 59.2%. Most nursing programs (74.7%) used preceptors from affiliating clinical settings for teaching senior-year clinical courses (90.9%) such as leadership and management, community health nursing, and critical care. Across the majority of nursing programs two important responsibilities of the preceptor were selecting patients for care by students and teaching students in the clinical setting. Findings also revealed that certain responsibilities were shared by faculty and preceptors, including assessing students' learning needs and evaluating learning in the clinical settings. Although preceptors played an important role in teaching students, only half of the programs had a written position statement that described the role. Selection criteria for preceptors were educational preparation at the BSN level (75.8%) and experience as a staff nurse (59.7%). Respondents also identified the knowledge and skills required by preceptors to undertake clinical teaching and content included in preceptor-preparation programs, providing a framework for faculty to use when preparing preceptors for this important role.

Clinical Competence↗
PubMed1994

Professional nursing education in the future: changes and challenges.

Trends in health care suggest changes in nursing practice and implications for nursing education. Changing demographics, emphasis on health promotion, health care costs, movement toward community-based care, and expanding technology are factors that shape the health care system of the future and educational preparation of nurses. This article examines these trends and implications for nursing education. Faculty are faced with preparing students for future practice that will be more complex and specialized than it now is; will be provided in multiple settings; and will require extensive knowledge, critical thinking and other cognitive skills, technologic and psychomotor skills, and a value system for making ethical decisions. Other outcomes of nursing education program include learning to learn, handling ambiguity, thinking like a professional, and accepting responsibility for decisions made in practice. For nursing to assume a central role in the health care system of tomorrow, reform in nursing education is needed today.

Clinical Competence↗
PubMed1993

Effects of an educational intervention on students' attitudes toward the disabled.

The purposes of this study were to determine if the attitudes of nursing students toward the disabled would improve following participation in a one-day educational conference on care of the physically disabled and to identify variables influencing these attitudes. Nursing students completed Yuker and Block's Attitudes Toward Disabled Persons scale (ATDP) (1986) prior to and one month following the conference. T test indicated that subjects had significantly higher ATDP scores following the rehabilitation conference (p = < .0001). Subjects with prior work experience with the disabled had significantly higher scores on the ATDP, indicating more positive attitudes toward the disabled.

Adolescent↗
PubMed1991

Willingness of nursing students and faculty to care for patients with AIDS.

Previous research has indicated that nursing students, along with other health care professionals, have expressed an unwillingness to care for patients with AIDS. The purposes of this study were to examine the relationships among nursing students' and faculty members' knowledge of AIDS, attitudes toward patients with AIDS, and willingness to care for them. A descriptive-correlational design was used in which nursing students and faculty (n = 166) at an urban, middle-sized Canadian university completed the AIDS Assess Test developed by Lawrence and Lawrence. Significant relationships were found between willingness to care for and have contact with persons with AIDS and knowledge scores for the group as a whole. Nursing students with more knowledge about AIDS expressed greater willingness to care for AIDS patients. Subjects in the senior year of the nursing program had significantly higher scores on willingness to care for or have contact with persons with AIDS than subjects in other levels of the program and faculty (F(4, 143) = 2.94, p = 0.02). Subjects who knew a homosexual person had significantly higher scores on willingness to care for and have contact with persons with AIDS.

Acquired Immunodeficiency Syndrome↗
PubMed1991

Knowledge and attitudes about AIDS among Canadian nursing students: educational implications.

Research was conducted to examine the level of knowledge and attitudes about acquired immunodeficiency syndrome (AIDS) among Canadian nursing students and faculty and the relationships among knowledge, attitudes, and willingness to care for AIDS patients. The study was an extension of earlier research by Lawrence and Lawrence (1989). A descriptive-correlational design was used in which four levels of nursing students and faculty (N = 166) completed the AIDS Assess Test. Knowledge scores increased as students progressed through the program; faculty had the highest scores. Attitude scores were relatively low, indicating areas in which further education and values clarification are essential. Pearson's r revealed significant positive relationships between subjects' knowledge of AIDS and attitude scores for the sample as a whole and two levels of students in the nursing program. Other variables relating to subjects' attitudes toward AIDS patients and willingness to care for and have contact with them were identified in the research. Findings suggest additional learning experiences for assisting students in developing the knowledge needed for care of the patient with AIDS and clarifying values and beliefs which might influence that care.

Acquired Immunodeficiency Syndrome↗
PubMed1991

Effect of extern experiences on clinical competence of graduate nurses.

The purpose of this study was to examine the effect of externships, offered collaboratively between schools of nursing and hospitals, on the clinical competence of new graduates in their first nursing position. The scores of 24 pairs of graduate nurses and their preceptors (N = 48) on the Clinical Competency Rating Scale (CCRS; Scheetz, 1989) were compared in three areas: problem solving, applying theory to practice, and psychomotor skills. New graduates rated themselves higher than their preceptors on all items in the CCRS. Analyses via t tests indicated significant differences between the nurses' own ratings and those of their preceptors on problem solving, applying theory to practice, and psychomotor performance as well as total CCRS. The clinical competence of new graduates who had been externs during their nursing programs was compared to that of graduates who did not have this clinical experience. Nurses who had been externs rated themselves significantly higher than nonexterns on psychomotor performance (t = 2.72, P = .013) and the total CCRS score (t = 2.22, P = .04). Preceptor ratings, however, indicated no differences between these groups.

Adult↗
PubMed1991

Effectiveness of a critical care nursing course: preparing students for practice in critical care.

Experiences in critical care in an undergraduate program provide an opportunity for students to develop beginning knowledge and skills for practice in this setting, gain exposure to the role of the nurse in critical care, and acquire competencies essential for care of any acutely ill patient regardless of health problem and setting. The purposes of this study were to (1) examine the acquisition of basic critical care nursing knowledge after completion of an undergraduate course in critical care, (2) compare the differences in learning between students who completed only the theory component of the course and those who completed both theory and clinical practice in critical care, (3) examine learner perceptions toward critical care nursing, and (4) examine the impact of the course on selection by new graduates of critical care as their practice specialty. A quasi-experimental pretest-posttest design was used with two experimental groups: lecture only and lecture and clinical practice, and a randomized control group. Subjects were 85 senior nursing students in a baccalaureate program in a large metropolitan area in the Midwest. Data were collected by using a demographic data sheet, the Basic Knowledge Assessment Tool (BKAT), the Perceptions of Critical Care Nursing Questionnaire (PCCNQ), and follow-up interviews of graduates who completed the course. Both experimental groups demonstrated a statistically significant increase in learning from pretest and posttest, as measured by the BKAT. There were no significant differences in BKAT scores between the lecture and lecture-clinical practice groups. Mean scores on the BKAT at posttest for the experimental groups, who participated in the course, were significantly higher than the control.(ABSTRACT TRUNCATED AT 250 WORDS)

Cost-Benefit Analysis↗
PubMed1991

Attitudes and knowledge of nurses regarding organ procurement.

The purpose of this study was to examine nurses' attitudes and knowledge regarding organ procurement. Nurses in critical care areas completed a questionnaire designed to elicit their attitudes toward and knowledge of organ donation. Differences were found between the unit in which nurses worked and the extent to which they would participate in care of a patient for organ donation. Significant relationships were found between the fact that a nurse had previously cared for donors and the degree of comfort felt in obtaining consent, extent to which the nurse would participate in care, and knowledge of organ procurement procedures. The nurses' feelings regarding donation and their degree of comfort in obtaining consent were correlated positively with higher knowledge scores. Knowledge deficits were identified in all areas. Results indicated that although most nurses were supportive of organ procurement, there were aspects with which they were uncomfortable and others in which they lacked knowledge. The study revealed the need for additional awareness and education of nurses in all areas of the organ donation process.

Critical Care↗
PubMed1990

Research on teaching methods.

Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...

Audiovisual Aids↗
PubMed1990

Study of educational experiences, support, and job satisfaction among critical care nurse preceptors.

Experienced critical care staff nurses are frequently called to serve as clinical preceptors for nurses and nursing students who are unfamiliar with the critical care unit. These critical care nurse preceptors require educational preparation, continuing education, and support for their role. This descriptive correlational study surveyed 73 critical care nurse preceptors at 10 teaching hospitals in a metropolitan area in the Midwest. Forty-eight (65.8%) participants reported receiving some type of educational experience to prepare them for the role of preceptor. Only 24.7% of the respondents, however, participated in continuing education experiences related to the preceptor role. Job satisfaction was measured with a 48-item Likert scale developed for nurses by Slavitt et al. No significant differences in job satisfaction were reported for preceptors who received educational preparation and those who did not. However, the type of unit in which the preceptor worked did affect job satisfaction. Critical care preceptors in units classified as intermediate care and emergency departments had greater levels of job satisfaction than nurses working in intensive care units (t[68] = 2.52, p = 0.01). In addition, the longer the preceptor worked in critical care, the lower the level of job satisfaction (r = -0.210, p = 0.04). Job satisfaction was also influenced by the support preceptors received from their institution; a significant positive correlation was seen between this support and the level of job satisfaction. A description of the format and content of preparation programs for critical care preceptors was also provided as a result of this study.

Adult↗