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Biomedical subjects

S F Pardue

Publications and source records attributed to S F Pardue.

9 recordsLinked to original sources
PubMed1989

The social impact of cancer.

Patients with cancer and their families often experience an enhanced need for "social support." Social support has been found to be empirically related to influencing health outcomes. It was noted that there are nine different types of social support, with "emotional support" being one of the most important. There are also different providers of social support, with the immediate family being the most common provider. Examples of interventions for nurses as providers of social support were outlined. In addition, the processes involved in the provision of social support, and the costs and consequences of providing social support were discussed. "Ironically, cancer may often undermine one of the strongest potential resources people have in coping with the disease--their social relationships. In fact, the social relationships of the cancer patient may not only fail to buffer them against the stress of cancer, but may provide additional sources of distress" (Wortman, 1984, p. 2341).

Adaptation, Psychological↗
PubMed1987

Decision-making skills and critical thinking ability among associate degree, diploma, baccalaureate, and master's-prepared nurses.

A key component of nursing practice is the nurse's ability to process information and to make decisions. One goal of most educational programs for nurses is to enhance students' cognitive abilities and clinical decision-making skills. This study investigated the differences in critical thinking ability and decision-making skills among 121 associate degree, diploma, baccalaureate, and master's-prepared nurses. Results indicated that nurses with master's and baccalaureate degrees had the highest scores in critical thinking ability. Subjects' decision-making skills were measured related to: 1) frequency in making decisions, 2) difficulty in making decisions, and 3) factors which influence decision making. No significant differences were found among the four groups related to the three dimensions of decision-making skills. Experience and knowledge were the most influential factors in decision making. Study findings have implications for investigating differences among nursing students related to cognitive abilities.

Clinical Competence↗
PubMed1983

The who-what-why of mentor teacher/graduate student relationships.

The experiences in the mentor teacher/graduate student relationship have validated Clark's comment about teachers. That is, "teachers are learners as well as teachers..." The mentors have expressed that they learned a great deal about teaching and about themselves during the teaching practicum experience. Having the evaluation form available which outlined the expected behaviors of a mentor, provides enough guidance to free up their time to teach and serve as mentors. The graduate students have expressed both positive and negative comments about their teaching practicum experience. However, they also concurred with the need and usefulness of specific behaviors for mentors. The primary purpose of the mentor teacher/graduate student relationship is to facilitate the learning of how to teach. The author's definition of "teaching" in nursing education is congruent with Schweer and Gebbie's definition of teaching. That is, teaching is the facilitating or arranging of experiences within the learner's world in a way that helps him find meaning and purpose. Teaching is the act of communicating in a variety of ways with the individual or group, or both, at the actual point of the learner's experiences so that he can reach his unique potential.

Education, Nursing, Graduate↗
PubMedDate not supplied

Blocked- and integrated-content baccalaureate nursing programs: a comparative study.

This study evaluated the differences between blocked- and integrated-content baccalaureate nursing programs related to faculty satisfaction, senior students' critical thinking ability, and students' state board examination performance. Faculty satisfaction had 10 factor scores--7 directly teacher-related factors and 3 indirectly teacher-related factors. Analysis of 85 faculty members by a one-dimensional, nested multivariate analysis of variance design revealed that faculty satisfaction was not a function of the type of content program. Analysis of 104 senior students by a one-dimensional, nested univariate analysis of variance design revealed no significant difference in critical-thinking ability between the two types of content programs. When 230 students' SBE scores were subjected to a one-dimensional, nested multivariate analysis of variance, blocked-content program students scored significantly higher than integrated-content program students. Recommendations for further study are made.

Analysis of Variance↗