Collegiate Programs Research Articles

The Prediction of Success in a Collegiate Program of Nursing

The Prediction of Success in a Collegiate Program of Nursing

Why collegiate programs for nurses?

THE subject of how nurses should be educated has been a matter of controversy for some time. It was brought into sharp focus by the recent position paper of the American Nurses' Association (ANA).1 This organization, taking cognizance of trends in this country, unequivocally stated in 1965 that the predominant existing programs for educating nurses were no longer adequate for preparing the professional nurse practitioner needed by today's society. The major points of the position paper were as follows: education for all who are licensed to practice nursing should take place in institutions of higher education; minimum preparation for beginning . . .

Interest Patterns of Successful and Nonsuccessful Male Collegiate Technical Students

AbstractThe purpose of the study was to determine whether interest test results obtained upon entering Ferris State College could differentiate between 30 successful graduating and 30 nonsuccessful students in collegiate technical programs. A “t” test of significance was used to analyze the differences between means on 46 subscales of the Strong Vocational Interest Blank. The successful male collegiate technical students had significantly higher mean scores on the architect, dentist, mathematician, physicist, engineer, aviator, carpenter, and policeman subscales. The nonsuccessful male students had higher mean scores on the forest service, personnel director, social science teacher, social worker, musician, sales manager, real estate sales, and life Insurance sales subscales. The findings suggest that successful and nonsuccessful male collegiate technical students may be differentiated on the basis of an interest measure.

157. Differences In interest patterns between graduates of diploma and basic collegiate programs In nursing

157. Differences In interest patterns between graduates of diploma and basic collegiate programs In nursing

Differences in interest patterns between graduates of diploma and basic collegiate programs in nursing.

Differences in interest patterns between graduates of diploma and basic collegiate programs in nursing.

The Implications of Changing Practice for Collegiate Programs.

The article discusses the changes in the practice of higher business education in the United States. The correlation between jobs and employment function is examined. The author looks at an increase in personnel and labor relation jobs. Research is believed to be the focus of manpower management education. The author sees a need for expanding research and development in the context of technological changes. The greatest problems of management revolve around employees. Many employees lack motivation and are unable to identify with organizational goals.

A Patient's Newsletter Leads to Nurses' Understanding

SIXTEEN-YEAR-OLD Lillian needed our help. Four months pregnant, with lobar pneumonia and a temperature of 1030 F., she walked out of the hospital and took a cab home on her third day of hospitalization. The married brother with whom she lived had her back in the hospital within an hour. But how to keep her there? Please have your students take care of Lillian; we don't want her to desert again, the head nurse asked. I pondered over assignments for a group of sophomore students in the basic collegiate program. Yes, Lillian would be a good patient for Miss Green. Wasn't it just yesterday this student was asking for more experience in giving Alevaire inhalations? But Miss Green's greatest challenge came in meeting Lillian's emotional needs. The young student wasn't too sure that her own feelings about a 16-year-old, unmarried, pregnant, high-school girl wouldn't come through to Lillian as disapproval, and communication between them could then become difficult. Yet Miss Green realized that the interaction she could establish with Lillian would be more important to the patient's basic problem (her pregnancy and its surrounding circumstances) than the procedures ordered for her pneumonia. The cue to communication came the very first morning. As Miss Green was giving her morning care, Lillian remarked that she was eager to get back to school. She liked working on the school paper. The cue was picked up quickly. Why not be the news reporter for the ward, Lillian? Miss Green asked. Lillian looked startled. She hesitated, then exclaimed, Whv yes, I could write a 'who's who column.' She beamed. Paper and pencil were procured, and the first issue of Who's Who on Pavillion 5 was launched. Lillian reveled in the attention the three issues brought her.

UNIVERSITY OF COLORADO, SCHOOL OF NURSING, BUREAU OF NURSING RESEARCH AND STUDIES. Report of the University of Colorado School of Nursing Experience in the Integration of Mental Hygiene Concepts in the Basic Collegiate Program. Denver, University of Colorado, School of Nursing, 1960

UNIVERSITY OF COLORADO, SCHOOL OF NURSING, BUREAU OF NURSING RESEARCH AND STUDIES. Report of the University of Colorado School of Nursing Experience in the Integration of Mental Hygiene Concepts in the Basic Collegiate Program. Denver, University of Colorado, School of Nursing, 1960

The Professional Employee: A Study of Conflict in Nursing Roles

A study of the conflict between conceptions of role and discrepancies between the ideal perceptions of role and reality among 296 graduate and student nurses suggests that, at graduation, inherent conflicts between professional and bureaucratic principles of organization are most seriously encountered. Those who express strong allegiance to bureaucratic and professional roles, simultaneously, also sense the greatest discrepancies between ideal conceptions and perceived opportunity to fulfil them-which is interpreted as evidence of their incompatibility. But, because of greater independence of collegiate programs from hospital administration, bureaucratic principles are less relevant there, while professional principles are stressed more than in the diploma program. There is evidence that diploma and degree graduates organize the bureaucratic-professional roles differently and adjust to conflict of roles in systematically different ways.

How do graduates of collegiate programs rate?

How do graduates of collegiate programs rate?

A Rating Scale to Be Used as a Guide in Grade Determination for Clinical Practice in the Medical and Surgical Nursing Course of a Specific Basic Collegiate Program

A Rating Scale to Be Used as a Guide in Grade Determination for Clinical Practice in the Medical and Surgical Nursing Course of a Specific Basic Collegiate Program

Academic Preparation for Food Service Management . III. Employers Assess Collegiate Programs

Academic Preparation for Food Service Management . III. Employers Assess Collegiate Programs

A Rating Scale to Be Used as a Guide in Grade Determination for Clinical Practice in the Medical and Surgical Nursing Course of a Specific Basic Collegiate Program

A Rating Scale to Be Used as a Guide in Grade Determination for Clinical Practice in the Medical and Surgical Nursing Course of a Specific Basic Collegiate Program

South Africa Experiments with the Basic Collegiate Program

ASIC collegiate education for nurses is brand new in South Africa-so new that there are as yet no graduates of such programs. The first students, accepted in 1956, still have two years to go. There were a number of factors that led to setting up basic collegiate nursing education at the University of Pretoria, but the quality of our bedside nurses was not one of them. South African nursing leaders have always been confident that the bedside nurse turned out by the standard South African basic program could hold her own in the most upto-date hospitals anywhere. The usual nursing program in our country is very like that of Great Britain and is of three and a half years' duration, including three and a half months of vacation. The program is usually given at hospital nursing schools in association with nursing colleges (somewhat similar to the central schools in the United States). Both the schools and the colleges are inspected and approved by the South African Nursing Council, a statutory body empowered by Parliament to regulate the profession of nursing. This council prescribes the minimum requirements of the curriculum and conducts registration examinations. These hospital nursing schools are schools; that is, students are enrolled on the earn-as-youlearn system. They form part of the working team of the hospital and its visiting nurse service (if any). However, the students' educational program is prescribed by the registration body, and the amount and kind of classwork outlined by that body are compulsory. The student serves only in those clinical services required for her course. The students have their classroom and clinical experience in blocks, and spend about 8 to 10 months in full-time college attendance out of the total period of 42 months. They have a 48-hour week. In addition to their yearly allowance of ?300 (about $840), students receive free medical attention and hospitalization paid vacation, free tuition, free uniforms, and shoes. They also receive special rates on the railroad to go home on vacation and return. They live in attractive nurses residences, paying ?136 (about $370) a year for board and lodging. The preparation these students receive is of a very high standard, and graduates enjoy the same social status as such other professional groups as doctors and teachers.

South Africa Experiments with the BASIC COLLEGIATE PROGRAM

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Cost Analysis for Collegiate Programs in Nursing. Part I. Analysis of Expenditures

Cost Analysis for Collegiate Programs in Nursing. Part I. Analysis of Expenditures

Cost Analysis for Collegiate Programs in Nursing???Part 1. Analysis of Expenditures

Cost Analysis for Collegiate Programs in Nursing???Part 1. Analysis of Expenditures

The Social Organization of Some Science Research Apprentices in Scientific, Recreational, and Routine-Work Activities

The activity of the Jackson Memorial Laboratory in promoting basic research includes an effort to provide an opportunity for young people to come in contact with research problems, techniques, and programs. An attempt is made to encourage and assist students of promise to explore the possibilities of research as a career by serving as apprentices to laboratory staff members who are engaged in full time research within the fields of experimental biology, psychology, or -medicine. Each year the Laboratory maintains a Summer Apprenticeship Program for collegiate students and one for precollegiate students. In the collegiate program, each accepted applicant works as a science apprentice under the direction of his staff sponsor throughout a 10-week period. At the end of the summer each apprentice presents an oral report on the results of his experimental work and files a written dissertation in the Laboratory's library. In addition to the specific apprentice training, each apprentice is exposed to a daily colloquium on research problems, theory, and methods. Also, each is exposed to most of the Laboratory's scientific conferences, evening seminars, and special demonstrations. The apprentices room and board at the Summer Student Colony, which is near the Main Laboratory building and is admirably located for a wide variety of individual and group scientific, recreational, and routinework activities. The purpose of this investigation was to study the social organization of some science students in the Summer Apprenticeship Program for collegiate students during three successive summers. This investigation was conducted as a portion of a larger study in which the science apprenticeship programs at the Laboratory are being evaluated, and in which preliminary information concerning the psychological characteristics and abilities of young potential research scientists is being collected. A description of the particular social organization believed to be conducive for effective apprentice training in the biological sciences has not been reported, so it was hoped that progress towards this long'A portion of this paper was presented at a panel on Group Structure at the Annual

Why Arenʼt More Students Attracted to Collegiate Programs?

RECENT trends in nursing education have placed major emphasis on the collegiate program. Since the basic difference between the 3-year program and the collegiate program is that the latter includes college work, the question is why more students do not go to college. What are the forces in our society which limit and restrict the learning opportunities of young people? There seem to be two major schools of thought on this question. One group believes that the problem is essentially financial. They assume that most high school graduates with the ability to do college work would enter college if some kind of financial assistance were available. Consequently, their plan for encouraging talented high school graduates to enter college is based on a program of national scholarships and fellowships.1 The second school of thought believes that the absence of talented students in colleges and universities is not merely the result of a financial problem, but a cultural one as well. This group believes that selective cultural groupings may give to their members a similar stock of values, ideas, feelings, attitudes, and forms of behavior. They maintain that people live, work, play, and think on different cultural levels. Hence, the differences between groups are not merely financial or related to external standards of living, but that these differences shape the entire range of social behavior-occupation, manner of speaking, social attitudes, literary tastes, and philosophy of life. As a result, the culture of some groups may obstruct the educational development of their children. These home backgrounds tend to make children critical of the whole idea of education, or unsympathetic to it. They may emphasize the importance of going to work and contributing to

Our School Exhibit

o give people a better understanding of our rapidly expanding collegiate program, and to gain wider recognition of it, the students of Northwestern State College Department of Nursing displayed an exhibit at the Hotel Bentley during the annual convention of the Louisiana State Nurses Association held in Alexandria last November. Our collegiate program is somewhat complicated-the college itself is in Natchitoches, and the hospitals where we have experience in the clinical areas are located in Alexandria, Baton Rouge, Monroe, Pineville, and Shreveport. As students in this collegiate program in nursing, we were being constantly approached by nurses, doctors, and lay people with questions about it. This lack of knowledge made us want to help the general public see the light. Since we were granted a large display space, the exhibit, we decided, must be one that would give a striking pictorial representation and be impressive in size. We planned and prepared the exhibit a month in advance. The entire display was carried out in purple and white, the school colors. With the help of faculty members we cut from architect's board a huge white map of Louisiana, bordered in purple. Our Center at Natchitoches where the college itself is located was indicated on the map by three wooden columns, twined with ivy, symbolic of the pillars which still remain on the campus-all that As a displaced person, myself, I realize what a great deal nurses can do to help these patients. When the patient doesn't understand the English language, the nurse can use pictures to illustrate her point and help him gain some understanding of what is expected of him. She can use simple words in talking to him, and she can remember always to use the same word to identify the same thing. For example, it is better to say food