Collegiate Nursing Research Articles

Use of General Clinical Research Centers for Nursing Research

This study examines to what extent academic nursing faculty members understand the purpose of general clinic research centers (GCRCs) and use this resource in their programs of research. GCRCs provide a controlled research-oriented infrastructure to conduct safe, innovative, and multidisciplinary studies. Survey questionnaires were sent to associate deans of research at schools of nursing accredited by the Commission on Collegiate Nursing Education or the National League for Nursing Accrediting Commission within 60 miles of a GCRC. They were asked to distribute questionnaires to 20% of faculty members. Of the 186 nurse faculty members responding, 85% had not conducted research at a GCRC as a principal investigator and 69% of the sample reported that their colleges or universities do not make information about GCRCs available to new faculty. Making greater use of this valuable resource allows nurse researchers to become more involved in developing new knowledge and testing interventions and in psychological and physiologic measurements, thus doing more to fulfill the mission of nursing research and increasing the involvement of nurses in the broader community of health science research.

Ethics education in MSN programs: a study of national trends.

The aim of this study was to determine the manner in which master's of science in nursing programs, accredited by either the National League for Nursing Accrediting Commission or the Commission on Collegiate Nursing Education, conduct ethics education. A survey method was employed to obtain requisite data. Among the main variables investigated were: the percentage of programs that require a course with formal ethics content; the average number of class hours a program or track dedicates to ethics education; required and actual credentials of instructors who teach ethics; and objectives, topics, teaching methods, and grading methods of required courses with formal ethics content. Results indicated that most programs do not require instructors to have completed formal ethics training. In terms of content, few common trends exist and there are important gaps in clinical ethics topics. Comparisons between school of medicine ethics content reported in the literature and MSN ethics content reported in this study indicate that medical schools are more exacting of their students. The study concludes with a call for the establishment of guidelines or standards relevant to ethics content in MSN curricula in the United States.

Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program

The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally. Keywords: Baccalaureate nursing education; Standards and criteria for accreditation

Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program

The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.

A New Role in Accreditation Activities Offers Expanded Horizons for Registered Nurses

At a time when nurses identify educational opportunities as an essential element of the health-care work environment, becoming an on-site evaluator for the accreditation process of the Commission on Collegiate Nursing Education (CCNE) offers unique opportunities for professional development. Nurses who are on-site evaluators bring first-hand practice experience as well as knowledge of evolving health-care and organizational trends to the accreditation process. In return, they find positive learning experiences, acquire insight into academic nursing education, and develop enthusiasm for academic teaching-a winning combination in this era of national nursing faculty shortage. This article describes the CCNE's process for incorporating nurses from clinical practice into accreditation activities and discusses the potential benefit of the process to the CCNE, nurses, and academic nursing programs.

Curricular practices in baccalaureate nursing education: Results of a national survey

The purpose of this survey was to gain an understanding of curricula in baccalaureate nursing programs in the United States to help guide curriculum review and revision at the University of Wisconsin-Oshkosh. A survey was mailed to deans of nursing programs currently accredited by the Commission on Collegiate Nursing Education (CCNE). Results indicated current practice in curricula was diverse. The authors advocate a public forum in which educators can share curricular successes and nonsuccesses.

A Usage Survey of Standards and Guidelines Affecting Library Services to Distance Education Nursing Programs

There are a number of important documents that provide guidance in the consideration of library services supporting nursing programs and students at a distance. Standards are available from the National League for Nursing Accrediting Commission (NLNAC), the American Association of Colleges of Nursing (AACN), and the Commission on Collegiate Nursing Education (CCNE). In addition, the Association of College and Research Libraries' (ACRL) Guidelines for Distance Learning Library Services offers interested parties another option, as do the more recently published Information Literacy Competency Standards for Higher Education. This paper reports on a survey concerning these documents and their usefulness to those planning or enhancing library services in support of distance nursing programs and students.

Exploring and developing a college's community of interest: an appreciative inquiry.

This study examined what the Commission on Collegiate Nursing Education identifies as a college of nursing's internal and external "community of interest." Using "appreciative inquiry" in this study of a college campus, we examined the parts of the historical past that the community believed should be maintained, its vision of excellence for the college, the ways in which the vision could be realized, and its part in fulfilling the expectations of a shared, co-created vision. Investigators collected data using a self-developed, one-on-one interview and focus-group format and analyzed the data using content analysis. The findings suggest that the community shared values of preserving the college's past and of its vision for the college's future. However, it differed in the means of putting its co-created vision into practice and in defining its contributions in realizing the vision it created for the college.

Nursing administration graduate programs: current status and future plans.

Much controversy has been reported in the literature regarding the value of graduate programs in nursing administration. Yet a rapidly changing healthcare delivery system requires that nurse administrators be well prepared to deal with a fiscally restrained environment that demands the delivery of high-quality care The purpose of our study was to investigate the current status and future plans of graduate programs in nursing administration. We particularly focused on anticipated program reforms and relationships with external stakeholders. A survey was mailed to 338 National League for Nursing Accrediting Commission and Commission on Collegiate Nursing Education accredited master's programs. Data from 105 completed surveys were analyzed descriptively. Graduate programs in nursing administration are alive and well. Programs appear to be adding needed content as suggested by the American Association of Colleges of Nursing and American Organization of Nursing Executives and others to keep pace with a changing healthcare delivery system. Programs continue to explore creative ways to reach more students with fewer faculty resources.

A Comparison of NLNAC and CCNE Accreditation

Baccalaureate and graduate nursing education programs now have a choice of professional accrediting bodies and must make a decision about which best suits the needs of their individual programs. The authors describe the accreditation process and procedures of the National League for Nursing Accrediting Commission and the Commission on Collegiate Nursing Education. The purpose, philosophy, standards, accreditation process, fees, review cycle, and length of accreditation are compared.

Community-based nursing education and nursing accreditation by the Commission on Collegiate Nursing Education.

The purpose of this article is to describe the application of accreditation standards of the Commission on Collegiate Nursing Education (CCNE) in community-based nursing education. In response to changes in the health care delivery system, involving increased implementation of managed care systems, greater use of outpatient services, and increased care provided in community-based settings, baccalaureate nursing education is changing to incorporate student learning experiences in community-based settings. Community-based nursing care is characterized by the development of community-education partnerships, implementation of nursing interventions for prevention and health promotion, and collaboration to ensure continuity of care. Changes in the delivery system to increase community-based care necessitate changes in professional nursing education to ensure that graduates of baccalaureate nursing programs are prepared to practice in community-based settings. Accreditation is a mechanism to evaluate quality in educational programs. Accreditation by CCNE offers a process for assessing the quality of nursing programs while encouraging flexibility and innovation in those programs. The CCNE accreditation standards can be interpreted in the context of community-based education. Descriptions of the CCNE standards and examples of application of the standards in community-based nursing education are included.

Responses of baccalaureate and graduate programs to the emergence of choice in nursing accreditation.

Specialized accreditation in nursing is a widely recognized and respected hallmark of program quality. The advent of a second specialized accrediting agency for baccalaureate and higher degree programs in nursing prompted a survey of these programs to determine their choice of nursing accreditation agency, factors influencing their choice, their perceptions of the value added by nursing accreditation, and the difficulties encountered with the accreditation process. These study variables and the relationships between choice of accrediting agency and types of degree-granting nursing education programs offered by the institution, agency membership in the National League of Nursing (NLN) or the American Association of Colleges of Nursing (AACN), expected date of next accreditation visit, geographic region, public versus private status, and type of institution (Carnegie classification) were analyzed. Findings revealed that nearly a quarter (24%) of respondents intend to continue with the NLN Accrediting Commission (NLNAC), whereas 30% indicated they have already switched to the Commission on Collegiate Nursing Education (CCNE) or intend to do so prior to their next accreditation cycle. However, nearly a quarter (24%) of respondents said they plan to be accredited by both agencies for the immediate future, and 21% indicated they are still undecided. Study findings suggest an end to single-source accreditation, and the beginning of a new market-oriented approach.

Anna Wolf's dream: establishment of a collegiate nursing education program.

A lifelong dream of Anna D. Wolf was to establish nursing education in a university. Her first step toward this goal occurred in China in 1922 at the Peking Union Medical College (PUMC) which was established by the Rockefeller Foundation to bring the best of scientific Western medicine (and nursing) to China and to make nursing an acceptable occupation for educated Chinese women.

Black Women in White: Racial Conflict and Cooperation in the Nursing Profession, 1890-1950

Preface Acknowledgments Introduction Part One The Institutional Infrastructure of Black Nursing 1. Origins of the Black Hospital and Nurse Training School Movement: An Overview 2. Northern Black Hospitals and Nurse Training Schools 3. Training Nurses in Southern Black Hospitals 4. Black Collegiate Nursing Education: A Case Study Part Two More Than Angels of Mercy 5. Racism, Status, and the Professionalization of Black Nursing 6. The Politics of Agency and the Revitalization of the NACGN 7. Black Women in White 8. OWe Shall Not Be Left OutO: World War II and the Integration of Nursing Conclusion Appendix Notes Bibliography Index

Spiritual care: integration into a collegiate nursing curriculum.

Spiritual care: integration into a collegiate nursing curriculum.

Clinical Experiences in Collegiate Nursing Education: Selection of Clinical Agencies

Clinical Experiences in Collegiate Nursing Education: Selection of Clinical Agencies

Clinical Experiences in Collegiate Nursing Education

Clinical Experiences in Collegiate Nursing Education

483. A Study of Life Goals and Occupational Orientation of Collegiate Nursing Students and Registered Nurses

483. A Study of Life Goals and Occupational Orientation of Collegiate Nursing Students and Registered Nurses

Life Events as Stressors: A Methodological Inquiry

Summerskill, John. 1962 "Dropouts from college." Pp. 627657 in Nevitt Sanford (ed.), The American College. New York: John Wiley. Tate, Barbara. 1961 "Attrition rates in schools of nursing." Nursing Research 10 (Spring) :91-96. Vaillot, Madeline. 1962 Commitment to Nursing. New York: Lippincott. Warnecke, Richard B. 1966 "Dropouts from collegiate nursing: A typological study of role conflict." Unpublished Ph.D. Dissertion. Durham: Duke University. Wilensky, Harold L., and Charles M. Lebeaux. 1958 Industrial Society and Social Welfare. New York: Russell Sage Foundation.

Non-intellectual Factors Related Attrition from a Collegiate Nursing Program

The focus of this study is to conceptualize the problem of attrition in terms of three basic problems the professional school must help the student solve in order to socialize into the nursing role. These problems are defined as: developing an intrinsic commitment to the content of the role, providing a definition of the role broad enough to include the professional orientation, and developing a definition that is compatible with the primary female roles of wife and mother. A multiple discriminant analysis was performed to determine the extent to which twenty indices reflecting conflict along these dimensions could discriminate between non-dropouts and four catergories of dropouts; liberal arts, diploma nursing, marriage, and employment. The results of the analysis indicate that these dimensions of role conflict do aid in describing the patterns of experience in the collegiate program that lead to the observed attrition.