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Leave-taking experiences in the lives of abused women.

The World Health Organization identifies domestic violence as a major health crisis confronting women across the globe. The addition of women's voices about their abusive experiences increases understandings of domestic violence. In this phenomenological investigation of the coping strategies of abused women, 17 women provided meaningful insights into how, why, and when they left abusive relationships. Timing, selection of support systems, and intuition add new descriptions about abused women's leave-taking experiences. Implications for nursing practice include the use of helpful questioning and employment of the advocacy role. Based on thefindings of this study, more research is called for that allows abused women to demonstrate the variety of their experiences with the leave-taking process.

Adaptation, Psychological↗

Weight loss education: the challenge of a new paradigm.

Health educators and others typically rely on three weight loss strategies to combat obesity. These include (1) medical intervention, (2) caloric restriction, and (3) fat gram restriction. The empirical evidence for these approaches in producing long-term weight loss is weak. However, much media attention has been given to a weight loss paradigm that seemingly does not fall into the aforementioned categories, which has been called the intuitive eating paradigm. Currently there is no empirical evidence to validate this paradigm. The focus of this article is to present an overview of this weight loss paradigm, discuss its potential benefits for health education in relation to current weight loss paradigms, and critically evaluate it in terms of the usefulness and ethical appropriateness for health education.

Diet, Reducing↗

The MBTI and social information processing: an incremental validity study.

The ability of the Myers-Briggs Type Indicator (MBTI; Myers & McCaulley, 1985) to predict performance on social cognitive tasks tapping information processing effort was assessed. Judgment and intuition interacted to predict amount of attributional adjustment on a dispositional attribution task. The MBTI scales predicted processing above and beyond measures of the five factors, rational-experiential preferences, and causal uncertainty. The relevance of these results for interpretation of the MBTI indexes is discussed.

Adult↗

Stoma care: exploring the value of effective listening.

This article discusses how nurses can effectively utilize listening skills during interactions with patients. Listening is a core skill for all healthcare professionals with studies demonstrating that nurses perceive themselves to be much less skillful in the use of facilitative interpersonal skills which involve listening than practitioner centred authoritative ones. Listening effectively allows nurses to respond more completely to patients' needs but there are many obstacles which unfortunately can interfere with this process. Stoma care nurses utilize listening skills to ensure that both the physical and psychological needs of their patients are met. The author suggests that listening skills can enhance intuitive nursing practice.

Communication↗

Assessing pain in people with profound learning disabilities.

People with profound learning and multiple disabilities are at risk of pain because they experience complex and severe health conditions and frequently undergo surgical procedures that cause pain. Pain assessment in this client group requires a skilled approach, although there is little evidence available to guide nursing practice. In the absence of pain assessment measures specifically designed for use with people with profound learning disabilities, the nurse will need to rely on careful observation and interpretation of the client's communicative behaviour, clinical judgement and knowledge of the person during assessment. Intuition is also an important attribute and can be a valuable source of knowledge when assessing clients who are unable to verbalize their experience of pain. These issues, along with implications for nursing practice, are explored.

Communication↗

Judgments of grammaticality of sentences with a differing number of arguments: a comparison of English and Japanese speakers.

This study explored native speakers' linguistic intuition as revealed in judging the grammaticality of sentences. Speakers of English (n = 36) and Japanese (n = 57) judged the relative grammaticality of sentences involving a verb which occurred together with one, two or three arguments. Findings showed that English speakers were more affected by the number of arguments in sentences. They judged sentences having three arguments as grammatical most often and ones having one or two arguments as grammatical less often. However, Japanese speakers gave rather similar and more grammatical judgments regardless of the number of arguments in sentences. The findings indicate a difference in tightness of argument structure in the two languages even when the sentences judged are simple sentences and they are given without any sentential context.

Adolescent↗

Immunity to functional fixedness in young children.

In the candle problem (Duncker, 1945), subjects must attach a candle to a vertical surface, using only a box of tacks and a book of matches. Subjects exhibit functional fixedness by failing, or being slow, to make use of one object (the tack box) as a support, rather than as a container, in their solutions. This failure to produce alternate functions is measured against improved performance when the tack box is presented empty rather than full of tacks (i.e., not preutilized as a container). Using an analogous task, we show that functional fixedness can be demonstrated in older children (6- and 7-year-olds); they are significantly slower to use a box as a support when its containment function has been demonstrated than when it has not. However, younger children (5-year-olds) are immune to this effect, showing no advantage when the standard function is not demonstrated. Moreover, their performance under conditions of preutilization is better than that of both older groups. These results are interpreted in terms of children's developing intuitions about function and the effects of past experience on problem solving.

Age Factors↗

A consensus statement on critical thinking in nursing.

The purpose of this study was to define critical thinking in nursing. A Delphi technique with 5 rounds of input was used to achieve this purpose. An international panel of expert nurses from nine countries: Brazil, Canada, England, Iceland, Japan, Korea, Netherlands, Thailand, and 23 states in the U.S. participated in this study between 1995 and 1998. A consensus definition (statement) of critical thinking in nursing was achieved. The panel also identified and defined 10 habits of the mind (affective components) and 7 skills (cognitive components) of critical thinking in nursing. The habits of the mind of critical thinking in nursing included: confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition, open-mindedness, perseverance, and reflection. Skills of critical thinking in nursing included: analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting and transforming knowledge. These findings can be used by practitioners, educators and researchers to advance understanding of the essential role of critical thinking in nursing.

Affect↗

Evidence-based medicine: how to translate research into patient care.

The purpose of this article is to review the history and development of evidence-based medicine, to provide a basic outline of its application to clinical care, and to discuss its pros and cons. This article can be used as a tool in podiatric medicine and surgery to ensure that current best evidence, clinical intuition, and patient preferences inform and guide our medical decision making.

Decision Making↗

Why should anyone be led by you?

We all know that leaders need vision and energy, but after an exhaustive review of the most influential theories on leadership--as well as workshops with thousands of leaders and aspiring leaders--the authors learned that great leaders also share four unexpected qualities. The first quality of exceptional leaders is that they selectively reveal their weaknesses (weaknesses, not fatal flaws). Doing so lets employees see that they are approachable. It builds an atmosphere of trust and helps galvanize commitment. The second quality of inspirational leaders is their heavy reliance on intuition to gauge the appropriate timing and course of their actions. Such leaders are good "situation sensors"--they can sense what's going on without having things spelled out for them. Managing employees with "tough empathy" is the third quality of exceptional leadership. Tough empathy means giving people what they need, not what they want. Leaders must empathize passionately and realistically with employees, care intensely about the work they do, and be straightforward with them. The fourth quality of top-notch leaders is that they capitalize on their differences. They use what's unique about themselves to create a social distance and to signal separateness, which in turn motivates employees to perform better. All four qualities are necessary for inspirational leadership, but they cannot be used mechanically; they must be mixed and matched to meet the demands of particular situations. Most important, however, is that the qualities encourage authenticity among leaders. To be a true leader, the authors advise, "Be yourself--more--with skill."

Administrative Personnel↗

[EEG spatial organization and activation of creative processes].

Characteristic features of the spatino-temporal EEG organization of 24 right-handed children (aged from 8 to 13 years) were studied after stimulation of creative activity by the method of self-regulation of the brain functional state (Russian Inventor's Certificate no. 2157707, 01.06.1999). The multiparametric analysis of baseline recordings derived from 24 cortical points made it possible to find the most probable pattern of changes in the spatial synchronization of biopotentials, including increase in activity in the right anterior and left posterior cortical regions. These changes were accompanied by a rise in the information-energy parameter (the ratio between coherence and spectral power of potentials). This phenomenon may testify to a transition to the "economic" condition of information processing. Differences in EEG frequency characteristics corresponding to different levels of imagination and creative intuition were revealed.

Adolescent↗

Leading by feel.

Like it or not, leaders need to manage the mood of their organizations. The most gifted leaders accomplish that by using a mysterious blend of psychological abilities known as emotional intelligence. They are self-aware and empathetic. They can read and regulate their own emotions while intuitively grasping how others feel and gauging their organization's emotional state. But where does emotional intelligence come from, and how do leaders learn to use it? In this article, 18 leaders and scholars (including business executives, leadership researchers, psychologists, an autism expert, and a symphony conductor) explore the nature and management of emotional intelligence--its sources, uses, and abuses. Their responses varied, but some common themes emerged: the importance of consciously--and conscientiously--honing one's skills, the double-edged nature of self-awareness, and the danger of letting any one emotional intelligence skill dominate. Among their observations: Psychology professor John Mayer, who co-developed the concept of emotional intelligence, warns managers not to be confused by popular definitions of the term, which suggest that if you have a certain set of personality traits then you automatically possess emotional intelligence. Neuropsychologist Elkhonon Goldberg agrees with professors Daniel Goleman and Robert Goffee that emotional intelligence can be learned--but only by people who already show an aptitude for it. Cult expert Janja Lalich points out that leaders can use their emotional intelligence skills for ill in the same way they can for good. "Sometimes the only difference is [the leader's] intent," she says. And business leaders Carol Bartz, William George, Sidney Harman, and Andrea jung (of Autodesk, Medtronic, Harman International, and Avon respectively) describe situations in which emotional intelligence traits such as self-awareness and empathy have helped them and their companies perform at a higher level.

Administrative Personnel↗

Matching student personality types and learning preferences to teaching methodologies.

The purpose of this study was to identify teaching styles that complement the learning preferences of undergraduate dental students while enhancing the quality of patient care. A formidable challenge to reform in dental education has been overcoming the resistance by faculty and administration to recommended changes. The organizational structure of dental institutions, with their independent departments, makes obtaining consensus on educational issues difficult. For beneficial change to occur, clear evidence of the benefits to all within the organization must be presented. The objectives of the study were to 1) identify the most common personality types among first- and second-year undergraduate dental students at the University of Texas Dental Branch at Houston using the Myers-Briggs Type Indicator (MBTI); 2) identify the learning preferences of these personality types; and 3) determine a more effective approach to teaching clinical dentistry based upon student personality types and learning preferences. Four common personality types were identified among respondents: ISTJ, ESFJ, ESTJ, and ISFJ, with a predisposition for Sensing (S) (desire for facts, use of senses) over Intuition (N) (look for possibilities, relationships) and Judging (J) (prefers decisiveness, closure) over Perceiving (P) (desire flexibility, spontaneity). The most common occurring personality type, ISTJ, represents an Introverted, Sensing, Thinking, Judging individual. Specific clinical curricular techniques that would appeal to these common personality types are identified, and an explanation of their benefit is provided. Results of this study demonstrate the importance of faculty understanding and acknowledging different student personality types and related learning preferences as a way to initiate improvement of undergraduate dental education, promote student motivation, and allow for an expression of learning style preference.

Curriculum↗

The semantics of procedures and diseases in SNOMED CT.

OBJECTIVES: SNOMED CT is emerging as a reference terminology for the entire health care process. It claims to be founded on logic-based modelling principles. In this article, we analyze a special encoding scheme for diseases and procedures in SNOMED CT, the so-called relationship groups (RGs), which had been devised to avoid ambiguities in definitions. METHODS: We reformulate SNOMED CT's relationship groups in the format of description logics in order to check whether RGs serve the needs they were designed for. RESULTS: We show that a considerable proportion of relationship groups represent hidden mereological relations. We also report discrepancies encountered between the defined semantics of many SNOMED CT terms and their intuitive meaning, as well as inconsistencies detected between the definition of various complex composed terms and the definition of their top-level parents. CONCLUSIONS: We formulate recommendations for improving SNOMED CT by replacing most occurrences of relation groups by formally more adequate "part-of" relations.

Anatomy↗

Subjectivity and intersubjectivity of clinical facts.

The author has learned a great deal from the IJPA 75th Anniversary Issue, particularly regarding ways in which psychoanalysts across the world are consensually re-defining psychoanalysis as a quintessentially subjective and intersubjective endeavour. In summarising her response to the Issue, she addresses the ways in which its focus on psychoanalytic subjectivity and intersubjectivity helps to define the nature of psychoanalysis as a scientific endeavour. In addition, she identifies an area that she wished had been more developed in the Issue: some further specification of the cognitive and communicative processes that make for psychoanalytic subjectivity and intersubjectivity. She speculates that, as we continue our attempts further to understand those processes, we may find it valuable to look towards a body of research that is absent from consideration in the 75th Anniversary Issue (and is, for that matter, absent from serious and scientific consideration by psychoanalysts in general): research on mental effects currently considered 'anomalous', or outside the bounds of conventionally defined human mental function and capacity. She describes briefly some of that research in the context of its possible relevance to issues of psychoanalytic subjectivity and intersubjectivity. She takes up the specific relevance of that research to phenomena we have traditionally subsumed under categories of experience like intuition, empathic attunement and unconscious communication.

Humans↗

Making midwifery decisions.

In order to share practice decision making with women, midwives need to understand their own tacit knowledge and some of the heuristic processes used to arrive at clinical decisions. Arguing that midwifery decision making is intuitive and artful is insufficient defence when accounting for professional practice. Explicit reasoning, individual and shared, should be well to the fore. Contrary to received wisdom, expert practitioners can share their midwifery reasoning with junior colleagues. Role modelling decision making process involves the senior midwife in understanding her own tacit knowledge and coming to terms with practice discussion as a pursuit of understanding, rather than a blame culture activity.

Decision Making↗

Myers-Briggs Type Indicator and dental school performance.

The Myers-Briggs Type Indicator (MBTI) was administered to 256 dental students, representing four classes, at the University of Florida College of Dentistry. The results of this psychological instrument were then correlated with overall dental school performance based on results from the National Dental Board Examinations Part I and II (NB-I, NB-II), yearly class rank, and specific academic difficulties as measured by the Student Performance Evaluation Committee. Introverted students were found to display a significantly increased performance on NB-I (p = .038) and NB-II (p = .044). They were also found, however, to demonstrate a progressively lower class rank over the four-year period than extroverted students and were more likely to experience major academic difficulties as well. Judging and sensing individuals were found to earn a higher class rank over the four-year period than perceiving and intuitive students, respectively. Perceiving students were found to exhibit major difficulties or were placed on probation more often than judging individuals. These results may prove useful in counseling students to recognize potential problems before they commence their dental education or to anticipate and address specific weaknesses during the course of their education.

Achievement↗

[How nurses evaluate home nursing and family caregivers].

The aim of this study was to assess the way used by nurses for evaluate the family care and the caregiver. The method used was a quali-quantitative one. A semi-structure interview was the instrument chosen to collect data. It was applied to 20 (twenty) nurses from a University Hospital within the months of April and May, 1996. Data analysis was based on the Bardin's Content Analysis Technique (1994). The results demonstrated that nurses are not systematic in evaluating family care and the caregiver, but they use their intuition, based on momentaneous decisions. This reveal a difficulty of integration between the formal and the informal care caused by lack of interaction or effective valorization of the family care process.

Attitude of Health Personnel↗