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Biomedical subjects

M H Oermann

Publications and source records attributed to M H Oermann.

52 records · Page 3Linked to original sources
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An educational program's effects on students' attitudes toward people with disabilities: a 1-year follow-up.

The purpose of the study described here was to examine the attitudes of nursing students toward people with disabilities 1 year after the students had participated in an educational program on caring for such people. The program provided (a) information about this care, (b) simulated experiences related to different aspects of care, and (c) contact with disabled people as well as with rehabilitation health professionals. The study also examined how students' attitudes were influenced by the students' age, the number of years they had spent in the nursing program, their degree of experience in caring for people with disabilities, and their amount of personal interaction with disabled people. The Attitudes Towards Disabled Persons (ATDP) scale was administered to 67 nursing students before they completed the workshop. The participants were tested again 1 year later, thereby providing a matched group for examining attitude changes over time. The participants' attitudes were significantly more positive at the follow-up. At the 1-year follow-up, the ATDP scores of the intervention group were also compared with those of a second group of nursing students (n = 170) who had not participated in the educational program. The findings suggested that completion of the educational program was an important influence on students' development of positive attitudes toward people with disabilities.

Adult↗
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Critical care nursing education at the baccalaureate level: study of employment and job satisfaction.

OBJECTIVE: To examine the employment patterns of nurses who completed an undergraduate course in critical care nursing (CCN); examine the impact of the course on job satisfaction; and compare the job satisfaction of critical care nurses who completed a course at the baccalaureate level and a control group of nurses in critical care who did not have these educational experiences. DESIGN: Descriptive. SETTING: Ten hospitals in the midwest in which graduates of a CCN course at the BSN level were in practice. SUBJECTS: There were two groups of participants: 42 nurses prepared at the undergraduate level for critical care and 59 critical care nurses from the same units. OUTCOME MEASURES: Employment patterns and job satisfaction measured by Stamps and Piedmonte's Index of Work Satisfaction instrument. RESULTS: Most (n = 33, 78.6%) graduates entered critical care as their first position in nursing. At the time of follow-up, these graduates remained in CCN practice. The findings suggested that completion of an undergraduate course enabled students to enter critical care as new graduates. Results of a Mann-Whitney U test indicated no differences in job satisfaction between nurses who remained in critical care and those practicing in non-critical care units. There were no significant differences in total job satisfaction or in any of its component scores between graduates of the course and the control group of critical care nurses. Both groups were least satisfied with pay and most satisfied with their interactions with others on the unit. CONCLUSIONS: Although educational experiences in critical care at the undergraduate level did not influence job satisfaction, other benefits of this education were suggested by the findings. Completion of an undergraduate CCN course enabled graduates to enter critical care as their first practice position.

Adult↗
PubMedDate not supplied

Role strain of clinical nursing faculty.

A survey was conducted of 226 clinical faculty from associate (ADN) and baccalaureate (BSN) degree programs in the Midwest. The purpose of the research was to examine role strain among clinical nursing faculty. Although clinical faculty experienced overall a low degree of role strain, they reported role overload and conflict. BSN faculty had more interrole conflict (t = 2.57, df = 215, P = .01) and role ambiguity (t = 2.37, df = 215, P = .01) than ADN faculty. Faculty with doctorates teaching clinical courses had higher role strain scores than other faculty. Teachers at the sophomore level reported the most role strain compared with teaching other levels of students. As expected, full-time faculty had significantly more role strain and demands on them compared with part-time clinical faculty. Findings from the research provide a framework for faculty orientation and development programs and highlight the importance of learning how to balance the demands and responsibilities of clinical teaching.

Education, Nursing, Associate↗
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Developing a teaching portfolio.

Teaching portfolios--a compilation of carefully selected materials that describe the faculty member's teaching activities in the classroom, clinical practice, and other settings--are being used more widely for documenting teaching effectiveness in nursing education programs. The purpose of the teaching portfolio is to document the full range of teaching competencies of the faculty member over a period of time. This article describes teaching portfolios and their uses in nursing education, items to include in a portfolio, and how to develop a portfolio.

Education, Nursing↗
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Filling the waiting time in the clinic with education about glaucoma.

The purpose of this study was to examine the effects of an educational intervention, designed to occupy the waiting time in an eye clinic, on learning about glaucoma and patient satisfaction. Subjects (N = 100) waiting in the eye clinic were randomly assigned to 2 groups: (1) educational intervention and (2) usual clinic care (no structured education during the waiting time in the clinic). Patients who were taught in the clinic had significant gains in knowledge about glaucoma from pretest to posttest and were more satisfied with the education received during the visit.

Aged↗
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How to assess critical thinking in clinical practice.

Nursing leaders in critical care face new challenges in assessing their staff's critical thinking skills. Specific strategies--such as questioning, clinical scenarios, conferences, and context-dependent test items--are needed for this assessment. Critical care educators, managers, clinical nurse specialists, acute care nurse practitioners, case managers, and nurses in other roles who are responsible for orienting staff to critical care and for providing them with continued education and development can use these strategies.

Clinical Competence↗
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Critical care nursing education at the baccalaureate level.

Traditionally, only experienced nurses were selected to work in critical care. New graduates, however, are being hired for practice in critical care units despite controversy over the suitability of this setting for beginning practitioners. In this article, the authors describe the development of an undergraduate course in critical care nursing, outcomes of the course, teaching strategies used in both classroom and clinical settings, and effects of the course on the new graduate's practice.

Critical Care↗
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Evaluating critical thinking in clinical practice.

Although much has been written about measurement instruments for evaluating critical thinking in nursing, this article describes clinical evaluation strategies for critical thinking. Five methods are discussed: 1) observation of students in practice; 2) questions for critical thinking, including Socratic questioning; 3) conferences; 4) problem-solving strategies; and 5) written assignments. These methods provide a means of evaluating students' critical thinking within the context of clinical practice.

Clinical Competence↗
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Experiences of students in pediatric nursing clinical courses.

ISSUES AND PURPOSE: Learning may be inhibited if students experience undue stress in the clinical setting. This study described the stresses, challenges, and emotions experienced by pediatric nursing students. DESIGN AND METHODS: Students (n = 75) completed a modified Pagana Clinical Stress Questionnaire at the end of their pediatric nursing clinical course. The comparison group of students (n = 383) was enrolled in nonpediatric clinical courses in the same nursing programs. RESULTS: The most stressful aspect of clinical practice was giving medications to children. High stress scores were related to more fear and disappointment in clinical practice. Students who experienced high stress were less stimulated by their clinical activities and developed less confidence in practice. PRACTICE IMPLICATIONS: Knowledge of students' perceptions of clinical stress can help educators and clinicians promote a positive and rewarding clinical atmosphere.

Adult↗
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Indicators of quality of care in clinics: patients' perspectives.

Despite extensive research on defining and measuring quality of care, less attention has been given to consumers' views. The purpose of the study reported here was to identify indicators of quality of healthcare and nursing care important to clinic patients. The most important indicators of healthcare quality were getting better, getting care and services when needed, and having diagnoses and treatment options explained. The most important indicators of nursing care quality were communicating with the nurse, being treated with respect, being cared for by nurses who were up-to-date, teaching by the nurse, and not being rushed through the visit.

Ambulatory Care Facilities↗
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Psychomotor skill development.

Psychomotor skills represent those activities that are primarily movement-oriented. In teaching, emphasis is placed on this movement component, although ultimately in practice, performance requires an integration of related knowledges and values. This article examines the process of psychomotor skill development and provides guidelines for teaching motor skills.

Clinical Competence↗
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New graduates' perceptions of clinical practice.

This study describes the stresses and challenges experienced by graduate nurses in clinical practice during their initial orientation period and examines the relationship of social support to these stresses. Thirty-five graduate nurses completed a modified Pagana Clinical Stress Questionnaire and social support measure during their orientation period. The graduates experienced a moderate degree of stress in their orientation. Stresses identified most frequently were: lack of experience as a nurse, interactions with physicians, lack of organizational skills and new situations and procedures. Although orientation was stressful, when describing emotions experienced during this period, graduates reported positive emotions most frequently. Pearson correlation revealed no significant relationship between social support and stress. Significant correlations were found, however, between social support and stimulation in clinical practice (r = 57, p = .001) and development of self-confidence (r = 39, p = .029). Findings highlighted the important role of the preceptor during orientation.

Clinical Competence↗
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Professional reflection: have you looked in the mirror lately?

To remain competent in practice, as the demands of that practice change, and to take advantage of new roles and opportunities in nursing, three behaviors are required on the part of the nurse: ability to evaluate one's own knowledge and skills for practice, an awareness of resources available for development of new competencies for practice, and a willingness to engage in this self-assessment. This article explores these behaviors essential for the professional development of the nurse and includes specific strategies for assessing one's own learning needs and meeting them.

Career Mobility↗