Biomedical subjects
Publications and source records attributed to M Oermann.
Have you considered writing a book, preparing a grant, editing a "topic" issue for a journal, or completing a thesis or dissertation? Some nurse authors are interested in large projects like these, but hesitate because of the project size. This experienced author, who has just finished her eighth book, gives you tips for completing extensive writing projects on time.
Health care reform, regardless of the specific proposal ultimately accepted, calls for changes in baccalaureate nursing education to prepare students for community-based practice. These changes include a shift toward the community as the primary setting for clinical practice; greater emphasis in the curriculum and more extensive clinical experiences in health promotion and prevention of illness; integration of primary health care within different levels of the curriculum; more interdisciplinary experiences in the delivery of care; expanded knowledge and skills for care of mothers, children, the aged, and critically ill patients in varied settings; and the reexamination of teaching strategies for preparing students with these expanded competencies. As nursing faculty consider the impact of health care reform, they are called upon to reexamine the curriculum and clinical experiences provided within their programs to prepare students for practice in community-based systems.
The number of commercially developed curriculum materials and those developed inhouse has increased significantly in recent years, making selection a difficult task. The CMAIN is designed to facilitate the selection process by providing a way of analyzing curriculum materials to determine their quality and compatibility with the nursing program in which they will be used. An analysis through use of an instrument such as the CMAIN makes the selection of curriculum materials in nursing a more rational and systematic process.
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PURPOSE: To examine differences in definitions of health care quality and the importance of indicators of quality between consumers with dependent children and consumers with no dependents. STUDY DESIGN AND METHODS: This was an exploratory study using a convenience sample of 229 consumers--96 with one or more dependent children and 133 with no dependent children. Consumers were asked four open-ended questions as to their definitions of health care and nursing care quality. Consumers then rated the importance of 27 indicators of quality care. RESULTS: There were no differences between parents with dependent children and other consumers in how quality care was defined. Important indicators of quality nursing care to parents with children were: Being cared for by nurses who are up to date, well informed, and certified in their specialty; being able to communicate with the nurse; spending enough time with the nurse; and teaching by the nurse. Although having access to midwives was of lowest importance to consumers overall, it was significantly more important to subjects with children (p < 0.05). Getting care and services when needed was also more important to parents than to consumers without children (p = 0.05). Parents gave more importance to their interactions with the nurse than did subjects without children (t = 1.93, df = 229, p = 0.05). CLINICAL IMPLICATIONS: Parents and consumers without children have similar views of what constitutes quality nursing care--having nurses who are concerned about them and their children, demonstrating caring behaviors and staying attentive to their needs, being competent and skilled, communicating effectively, and providing the teaching needed for managing their own and their family's health problems.
The need to prepare nursing students for the licensing examination has resulted in a predominance of multiple-choice testing in nursing courses. But what about evaluating students' ability to present ideas in their own words and develop creative responses to questions posed by the teacher? Essay items provide an effective means of assessing higher levels of learning and ability to organize and present ideas in writing. The author describes how to develop essay items and score responses.
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Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.