subjects

SUBJECT INDEX

Subjects

375

Abuse addressing violence and in nursing curriculum, 130

Academic environment culturally competent care and, 6 for minority students in predominantly white nursing

schools, lo- 11 Academic misconduct

among nursing students, 278-288 Academic performance

model for intervention and predicting success on NCLEX-RN, 57-60

Academic setting(s), see School(s) of nursing Accountability

knowledge and presence as seen by nurses and surgical patients, 177-185

Acquired immunodeficiency syndrome (AIDS) providing global prevention programs, 269

Administration, nursing service

supporting education programs in, 199

Administration, school of nursing department chair position, 77-83 department head’s position, 329-330 mandate for change in nursing education leadership,

335-341 Admission requirements

graduate record examination for graduate nursing programs, 289-296

Advance directives considerations for decisions at the end of life, 22-37

Advanced practice

scope of practice in nursing centers, 84-90 Advocacy

expanding role of nurses in for patients/consumers, 197 AIDS, see Acquired immunodeficiency syndrome Alma-Ata

attaining the WHO declaration made at, 4 American Association of Colleges of Nursing (AACN)

evolution of, 265-266 position paper on future changes in master’s degree

education, 7 l-76

American Nurses’ Association (ANA) efforts toward professionalism compared with those of

boards of nursing, 3 19-325 view on nursing’s agenda for health care reform, 71-76

Anger reframing anger to cope with changes due to health

care reform, 3 3 3 Approach/avoidance

faculty behavior, 195-196 Assisted suicide

nursing and the euthanasia debate, 5 Associate degree program(s)

state requirements for preparation of faculty, 99- 100

Baccalaureate degree program(s) career patterns among nurses from generic, 297-306 career patterns among nurses from postdiploma,

297-306

implications of RNs preferences for continuing education, 228-235

implications of cross-validation of NCLEX-RN success prediction, 255-260

Integrated Skills Reinforcement in nursing course in, 164- 176

lived experiences at Regents College Nursing Program, 244-254

rules and regulations governing, 97- 104 Baccalaureate degree program(s), RN to BSN

lived experiences of nurses in Regents College Nursing Program, 244-254

Benefit/burden analysis and ethical considerations at the end of life, 28-30

Biomedical research

increasing minority participation in, 13-2 1 Boards of nursing

composition and structure of, 32 l-322 in evolution of nursing profession, 3 19-325 powers and functions of, 322-323

Book reviews Bomar: Nurses and Family Health Promotion: Concepts,

192- 193 Decker and Sullivan: Nursing Administration: A Micro1

Macro Approach for Effective Nurse Executives, 262 Hayslip and Leon: Hospice Care, 191 Isaacs and Swartz: The Consumer’s Legal Guide to Today’s

Health Care, 61

Lesko et al: What to Do When You Can’t Afford Health Care, 262-263

McAdoo: Family Ethnicity: Strength in Divetsi~, 368-369 Montgomery: Healing Through Communications: The

Practice of Caring, 369-370 Morrison: The New Leaden: Guidehes on Leadership

Diversity in America, 370-37 1 Palmer et al: Striving fov Quality in Health Care,

120-121 Sage Publications: Family Health Care, 120 Schmidt and Finnigan: The Race without a Finirb Line:

America’s Quest for Total Quulity, 26 l-262 Tack and Patitu: Faculty Job Satisfaction: Women and

Minorities in Peril, 326 Thomas: Beyond Education, 61-62 Wilson: Building New Nursing Organizations: Visions and

Realities, 326-327 Business

comprehensive community nursing center model to maximize practice income, 13 1-139

Byzantine Empire

history of men in nursing in the, 127

Canada, nursing in effects of North American Free Trade Agreement on,

128 history of nurse practitioner movement in, 3

Canonical correlation academic misconduct among nursing students,

278-288

376 SUBJECT INDEX

Care planning conference constructivist nursing work group approach to, 42-43

Career aspirations

of nurse faculty middle managers, 147-153 Career patterns

impact of personal and situational variables and type of educational program on, 297-306

Certified nurse midwives and scope of practice in nursing centers, 86-87

Chairperson(s), academic department, 77-83 _ree alJo Department head(s)

Change

mandate for nursing education leadership, 335-341

see also Health care reform Cheating

academic misconduct among nursing students,

278-288 Classification system(s), nursing

implementation of Nursing Minimum Data Set, 332 North American Nursing Diagnosis Association, 332 Nursing Intervention Classification, 332

Clinical agency(ies) state requirements for educational program affiliation

with, lOO- 101 Clinical nurse specialist(s)

and scope of practice in nursing centers, 86-87 Clinical nursing journal(s)

reporting of instrument validity and reliability, 47-56 Clinical practice

accountability as described by nurses and patients,

177- 185 applications of Medical Outcomes Study to, 2 13-2 14 diagnostic process and decision making in, 154-163 factors influencing scope of in nursing centers, 84-90 nursing’s role in delivery of clinical preventive

services, 69 Put Prevention into Practice (PPIP) program, 69

Clinical preventive services cost of, 331

integrating into nursing curricula, 200 nursing’s role in delivery of, 69

Collaboration

and scope of practice in nursing centers, 84-90 in comprehensive community nursing center model,

131-139 interdisciplinary in Medical Outcomes Study, 209-2 16 promoting using Integrated Skills Reinforcement in

baccalaureate program course, 164- 176 Collegiality

among faculty members, 195-196 Collegiate school(s) of nursing

organizational effectiveness and accountability, 105-112

ree also School(s) of nursing Communication

and organizational climate and role strain in clinical nursing faculty, 113- 119

reinforcing skilIs in while RNs learn course content, 164- 176

Communication style of constructivist nurse manager, 4 l-42

Community college(s) career patterns among nurses from diploma programs

at, 297-306 Community nursing center(s)

comprehensive model maximizing practice income,

131-139 Community of caring

resolving ethical conflict in long-term care, 27 l-277

Community-based primary health care comprehensive primary health care delivery model,

20 l-208 sharing global view of, 4

Competition

among faculty members, 125-126 Computers in nursing

implementation of Nursing Minimum Data Set, 332 Conflict

among faculty members, 196 Conflict of interest

definition of, 92

relationship to integrity in the academic setting,

91-96 Constructivism, nursing work groups and

constructivist management in nursing, 40-44 creating nursing work groups, 38-46 management paradigm, 40 nature of work groups, 38-39

perspective of ideas and problem solving, 39-40 Consultation, faculty

strategy for increasing minorities in nursing higher education, 7- 12

Consumer(s)

expanding role of nurses as advocates for, 197 Context of nursing, l-2

culture, 2 nursing culture, 2 place, 1 space, 2 time, l-2

vulnerability, 2 Continuing education

colleges and universities as providers of, 230 demands for, 230

needs assessment for developing programs in, 230-231 preferences of RNs desiring academic credit-bearing,

229-235 Cooperation

among faculty members, 195- 196 Costs, of health care

and ethical considerations at the end of life, 3 l-34 of clinical preventive services, 33 1

Cross-validation of classification procedure for predicting NCLEX-RN

success, 255-260 Cultural diversity

increasing minorities in nursing higher education, 7-12

Culturally competent care and nursing school environment, 6

Curriculum addressing issue of violence in, 130

SUBJECT INDEX 377

integrating PPIP into, 200

nursing theory courses as predictors of success on NCLEX-RN, 57-60

state board requirements for process and content, 101-102

Dean(s) and department heads, 329-330 career aspirations of nurse faculty middle managers to

become, 147-153 perspective of on facilitating faculty scholarship, 198 state requirements for qualifications of, 99

Death ethical considerations for decisions at the end of life,

22-37 Decision making

and diagnostic process in clinical practice, 154-163 ethical considerations for at the end of life, 22-37

research on in nursing, 159-161

Department chairperson(s) faculty evaluation of, 82 in academic nursing, 77-83

productivity and development, 80-81 profile, role, and responsibilities of, 79 relationship building, 79-80 scholarly development, 8 1 see also Department head(s)

Department head(s)

and the dean, 329 rewards of the position, 330 varying roles of, 329-330

see also Department chairperson(s) Diagnosis, nursing

decision making in clinical practice regarding,

154-163 Diagnostic process

and decision making in clinical practice, 154-163 Diploma program(s)

career patterns among nurses from community college,

297-306 Distance education

faculty perceptions of teaching on television, 307-3 12 Documentation, of nursing treatments

using Nursing Interventions Classification, 332 Drug dependence treatment unit(s)

interactive seminars and voluntary HIV testing in,

3 13-3 18

East Tennessee State University comprehensive primary health care delivery model at,

20 l-208 Economics, see Costs and Financial issues Education, nursing

academic misconduct among nursing students, 278-288

addressing violence in nursing curriculum, 130 career aspirations of nurse faculty middle managers,

147-153 career patterns among nurses from three types of

educational programs, 297-306

conflicts in nurse educators’ obligations to patients and

students, 236-243 contributions of Martha E. Rogers, 268

culturally competent care and school environment, 6 effect of type of program on career choices, 297-306 effects of health care reform on master’s degree

education, 7 1-76 facilitators and barriers for minority students in

master’s programs, 140- 146 faculty perceptions of teaching on television, 307-3 12 graduate record examination as admission requirement

for graduate, 289-296 implications of comprehensive primary care delivery

model for, 207 Integrated Skills Reinforcement in baccalaureate

course, 164-176 integrating clinical preventive services into nursing

curricula, 200 intervention and predicting success on NCLEX-RN,

57-60 mandate for change in leadership of, 335-34 1

nursing faculty teaching teams, 43-44 preferences of RNs desiring academic credit-bearing

continuing education, 229-235

questioning necessity of graduate for nurse practitioners, 350-356

recruiting and retaining men in nursing, 221-222 rules and regulations governing, 97-104

state regulations on process and content of, 101-102 supporting nursing service administration programs,

199 see also Continuing education

Education, patient

interactive seminars and voluntary HIV testing in

drug dependence treatment unit, 3 13-3 18 Empowerment

of faculty by department chairperson, 77-83 End of life, decisions at

benefits/burdens analysis, 28-30 costs, 3 l-34 ethical considerations for, 22-37

family wishes and interests, 30-3 1 medical and nursing indications for, 23-24 patient interests, 28-30

patient preferences or desires, 24-28 quality of life considerations, 28-30

Enmity

among faculty members, 196 Environment, academic

culturally competent care and, 6 improving for minorities in predominantly white

nursing schools, lo- 11 organizational effectiveness of collegiate schools of

nursing and, 111-112 Ethical issues, 373


and legislation in long-term care, 271-277 challenge of ethical leadership in nursing, 270 conflict of interest and integrity in the academic

setting, 91-96

378 SUBJECT INDEX

conflicts in nurse educators’ role obligations, 236-243 considerations for decisions at the end of life, 22-37 effects of politics and ethics in nursing on education,

129 euthanasia debate and nursing, 5

Euthanasia ethical considerations for decisions at end of life,

22-37 role of nursing in debate over, 5

Faculty development program(s) on conflict of interest and integrity in academic

setting, 95-96

state regulations on responsibilities of, 100 Faculty issues

conflicts in role obligations, 236-243

conflicts of interest and integrity in academic settings,

91-96 department chair position, 77-83

department heads’ roles, 329-330 facilitating faculty scholarship, 198 faculty behavior: collegiality or conflict, 195- 196 faculty consultation as strategy for increasing

minorities in higher education, 7-12 mandate for change in nursing education leadership,

335-341 organizational climate, communication, and role

strain, 113- 119

perceptions of teaching on television, 307-3 12 state requirements for qualifications of, 99- 100

Faculty practice

and scope of ptactice in nursing centers, 84-90 comprehensive community nursing center model,

13 l-139 organizational climate, communication, and role strain

in clinical, 113-l 19 Faculty scholarship

dean’s view of facilitating, 198 faculty’s perspective on faciiitating, 198

Faculty-student ratio(s)

state regulations on, 102

Family(ies), of patients wishes and interests at end of life, 30-3 1

Feminism and future of nursing, 363-365 liberal feminist theory, 357 perspective on professionalism and evolution of

nursing, 357-367 socialist feminist theory, 357-358

Financial issues comprehensive community nursing center model to

maximize practice income, 131-139 cost and ethical considerations at the end of life,

3 l-34 cost of clinical preventive services, 33 1 funding of nursing centers and scope of practice in,

87-88 Future of nursing

health care reform effects on master’s degree education, 7 1-76

Gerontological Nursing Network developing the, 187 payoffs for members of, 185 payoffs of, 187-188 planning the, 186-187

resource exchange model for supporting gerontological

master’s degree program, 186- 190 Gerontological nursing program

resource exchange program as support system for, 186- 190

Grade point average

junior year GPA as predictor of success on NCLEX-RN, 57-60

Graduate degree program(s)

graduate record examination as admission requirement for, 289-296

questioning necessity of for nurse practitioners,

350-356 see abo Master’s degree program(s)

Graduate record examination (GRE) as admission requirement for graduate nursing

program, 289-296 as barrier for minority students, 290-291 validity of as predictor of success, 290

Group process constructivism and nursing work groups, 38-46

Head(s), department

roles of, 329-330 Health care outcome(s)

nursing perspective on Medical Outcomes Study, 209-2 16

Health care professional(s)

ethical considerations for decisions at the end of life. 22-37

Health care reform challenges for nurse executives in eta of, 67 comprehensive primary health care delivery model,

20 l-208 effects of on master’s degree nursing education, 7 l-76 imagination and improvisation in professional practice,

68

impact of AACN on, 265-266 legislation and ethical conflicts in long-term care,

27 l-277 mandate for change in nursing education leadership,

335-341 nurses’ role as advocates for patients/consumers, 197 patterns of disconnection and reconstruction resulting

from, 333 Health care system(s)

global view of primary health care, 4 Higher education

graduate record examination as admission requirement for, 289-296

RN preferences for academic credit-beating continuing education, 229-235

strategies for increasing minorities in nursing, 7- 12

History of nursing Canadian case study showing uses of, 3 in the Byzantine Empire, 127

SUBJECT INDEX 379

men in nursing, 127, 267 recruiting and retaining men in nursing, 217-228

uses of, 3 HIV, see Human immunodeficiency virus Holy fool viewpoint

coping with changes due to health care reform, 333 Human immunodeficiency virus (HIV)

interactive seminars and voluntary HIV testing in drug dependence treatment unit, 3 13-3 18

providing global prevention programs, 269

Imagination in professional practice, 68

Improvisation in professional practice, 68

Information processing diagnostic process and decision making in clinical

practice, 154-163 Instrument reliability

reporting of in clinical nursing journals, 47-56

scientific principles for, 48-50 Instrument selection

issues concerning research, 334 Instrument validity

reporting of in clinical nursing journals, 47-56 scientific principles for, 48-50

Integrated Skills Reinforcement reinforcing communication skills while RNs learn

course content, 164- 176

Integrity relationship to conflict of interest in the academic

setting, 91-96 Interactive seminar(s)

and voluntary HIV testing in drug dependence

treatment unit, 3 13-3 18 Interactive television

faculty perceptions of teaching on television, 307-3 12 Interdisciplinary collaboration

comprehensive primary health care delivery model, 20 l-208

in Medical Outcomes Study, 209-216 resource exchange network for gerontological nursing

program, 186- 190 International nursing

AIDS and dilemma of prevention, 269 Alma-Ata at last, 4

North American Free Trade Agreement effects on, 128 Intervention(s), nursing

decision making in clinical practice regarding, 154-163

Nursing Interventions Classification, 332 Intravenous drug user(s)

interactive seminars and voluntary HIV testing in a drug dependence treatment unit, 3 13-3 18

Job satisfaction

career patterns among nurses from three types of educational programs, 297-306

Joutmal of Profasiotd Nursing impact of AACN and, 265-255 retrospective on first ten years of, 123-126

Journals, clinical nursing reporting of instrument validity and reliability in,

47-56

Knowledge

accountability as described by nurses and surgical patients, 177-185

Knowledge development professionalism and evolution of nursing, 361-362

Language as barrier to recruiting and retaining men in nursing,

222-223 Leadership

career aspirations of nurse faculty middle managers,

147-153 challenge of ethical leadership in nursing, 270 department chair position, 77-83

mandate for change in nursing education, 335-341 Legal issues

effects of politics and ethics in nursing on education,

129 euthanasia debate and nursing, 5

legislation and ethical conflict in long-term care,

27 l-277 Legislation

as answer to ethical conflict in long-term care,

27 l-277 Licensure

model for intervention and predicting success on

NCLEX-RN, 57-60 predicting NCLEX-RN performance and

cross-validating classification procedure, 255-260 Litigation

between faculty members, 196 Long-term care

ethical conflict and legislation in, 271-277

model for community of caring, 27 l-277

Male nurse(s), see Men, in nursing Management, academic


147-153 department chairperson role, 77-83 department head role, 329-330

Management, nursing service

constructivism and nursing work groups, 38-46 Manager(s), nurse


147-153 constructivism and nursing work groups, 38-46

Marketing

of comprehensive community nursing center, 13 l-139 of new gerontological nursing program, 186-190

Master’s degree program(s)

comparing role behaviors of master’s and non-master’s prepared, 350-356

effects of health care reform on, 7 l-76 facilitators and barriers for minority students in,

140- 146

380 SUBJECT INDEX

preferences of RNs desiring academic credit-bearing

continuing education, 229-235 resource exchange model for supporting gerontological

nursing program, 186- 190

Medical effectiveness research expanding the scope of, 2 12 see also Medical Outcomes Study

Medical Outcomes Study applications to nursing practice, 2 13-2 14 framework analysis, 2 10-2 12

nursing perspective on, 209-2 16 overview of, 209-2 10

Men, in nursing current perceptions and experiences of, 2 19-220

history of, 267 in the Byzantine Empire, 127 language as barrier to, 222-223

recruiting and retaining, 2 17-228 role of nursing education, 22 l-222

role strain and tokenism, 220-221 societal perceptions of, 22 1 threat of male domination, 223-225

Mentor(s) avoiding conflicts of interest in academic settings, 95

Mexico, nursing in effects of North American Free Trade Agreement on,

128 Middle manager(s), nurse faculty

career aspirations to higher leadership positions,

147-153 Midwives, certified nurse

and scope of practice in nursing centers, 86-87

Minority Biomedical Research Support project overview of, 13-21 programmatic concerns and issues, 19-20 project description, 15-16

results of, 18 student training, 16- 18

Minority faculty enhancing presence of in successful programs, 8-9 improving academic environment for in predominantly

white schools, lo- 11

responsibilities of, 9- 10 statistics on in higher education, 8 strategies for increasing in higher education, 7-12

Minority student(s) facilitators and barriers for in master’s programs,

140- 146 graduate record examination as barrier for, 290-291 increasing participation in biomedical and nursing

research, 13-2 1 Motivational theory

and academic misconduct among nursing students, 278-288

Multivariate method(s) investigating academic misconduct among nursing

students, 278-288

NANDA, see North American Nursing Diagnosis Association

National Council Licensure Examination for Registered Nurses (NCLEX-RN)

model for intervention and predicting success on,

57-60 predicting performance and cross-validating

classification procedure, 255-260 Native Americans

increasing minority participation in biomedical and nursing research, 13-2 1

NCLEX-RN, see National Council Licensure Examination for Registered Nurses

NIC, see Nursing Interventions Classification NMDS, see Nursing Minimum Data Set Nontraditional nursing program(s)

lived experiences of nurses in Regents College Nursing Program, 244-254

North American Free Trade Agreement (NAFTA) effects of on nursing, 128

North American Nursing Diagnosis Association

(NANDA) classification of nursing diagnoses by, 332

Nurse education leader(s)

challenge for, 340-34 1 mandate for change in nursing education leadership,

335-341 preparation of, 337-338

Nurse educator(s) conflicts in role obligations, 236-243

mandate for change in nursing education leadership,

335-341 value hierarchy of versus that of practicing nurses,

24 l-242

see also Faculty issues and Nurse education leader(s) Nurse executive(s)

challenges for in era of health care reform, 67 implementation of Nursing Minimum Data Set, 332 mandate for change in nursing education leadership,

335-341 supporting nursing administration programs, 199

see also Nurse manager(s) Nurse manager(s)

communication style of constructivist, 4 l-42 constructivism and nursing work groups, 38-46

role of constructivist, 40 Nurse practitioner(s)

and scope of practice in nursing centers, 86-87 comparing role behaviors of master’s and non-master’s

prepared, 350-356 history of in Canada, 3 questioning necessity of graduate education for,

350-356 Nurse(s)

accountability as described by surgical patients and,

177-185 expanding role of as advocates for consumers/patients,

197 Nurse-managed center(s), see Nursing center(s) Nursing

context as texture of, l-2 Nursing center(s)

factors influencing scope of practice in, 84-90

SUBJECT INDEX 381

funding sources, 87-88, 87-88 model for comprehensive community to maximize

practice income, 13 l- 139 nursing preparation, 86-87 purpose of, 85-86 relationships with physicians, 87

survival strategy, 88-89 target populations, 87

Nursing diagnosis, see Diagnosis, Nursing Nursing home(s)

legislation and ethical conflict in, 27 l-277 Nursing Interventions Classification

and implementation of Nursing Minimum Data Set,

332 Nursing journal(s), clinical

reporting of instrument validity and reliability, 47-56 Nursing Minimum Data Set (NMDS)

implementation of, 332 Nursing outcomes research

nursing perspective on Medical Outcomes Study, 209-2 16

Nursing practicum

impact on students’ professional role conception,

342-349 Nursing science

research replication and development of, 70

OBRA, .ree Omnibus Budget Reconciliation Act of 1987 Older student(s)

graduate record examination as barrier for, 290 Omnibus Budget Reconciliation Act of 1987 (OBRA)


27 l-277 Organizational climate

and communication and role strain in clinical nursing faculty, 113- 119

Organizational effectiveness and accountability of collegiate schools of nursing,

105-l 12 Organizational structure

role of boards of nursing in evolution of profession,

3 19-325 Outcomes research

and scope of practice in nursing centers, 84-90 nursing perspective on Medical Outcomes Study,

209-2 16

Patient(s)

conflicts in nurse educators’ obligations to students and, 236-243

expanding role of nurses as advocates for, I97 knowledge and presence as seen by nurses and

surgical, 177-185 Patient(s), rights of

ethical considerations and decisions at the end of life,

22-37 Pediatric nursing

conflicts in nurse educators’ role obligations, 236-243 Performance testing, clinical

in Regents College Nursing Program, 244-254

Phenomenology knowledge and presence as described by nurses and

surgical patients, 177-185

Physician(s) opposition to nurse practitioner movement in Canada,

3 relationships with and scope of practice in nursing

centers, 87 Political issues

effects of politics and ethics in nursing on education,

129 North American Free Trade Agreement effects on

nursing, 128 PPIP, see Put Prevention into Practice program Practice

clinical, see Clinical practice faculty, see Faculty practice professional, see Professional practice

Practicum, nursing

impact on students’ professional role conception,

342-349 Preceptor(s), clinical

state regulations on role of, 100

state requirements for qualifications of, 100 Presence

accountability as described by nurses and surgical patients, 177-185

Prevention

providing global AIDS prevention programs, 269 Preventive services, clinical

cost of, 331 integrating into nursing curricula, 200 nursing’s role in delivery of, 69

Primary health care

comprehensive model for delivery of, 201-208 definitions of, 201-202 role of nursing in, 202 sharing global view of, 4

Professional association(s), nursing role in evolution of nursing compared with that of

board of nursing, 3 19-325 see also American Nurses’ Association

Professional practice drawing on the art of, 68 expanding role of nurses as advocates for

consumers/patients, 197 imagination and improvisation in, 68 patterns of disconnection and reconstruction due to

health care reforms, 333 Professional role conception

impact of nursing practicum on students’, 342-349 Professionalism, of nursing

contributions of Martha E. Rogers, 268 feminist perspective on evolution of nursing as a

discipline, 357-367 roles of boards of nursing and professional associations

in evolution of, 3 19-325 Program director(s), nursing

state requirements for qualifications of, 99 Public policy

cost of clinical preventive services, 33 1

382 SUBJECT INDEX

integrating PPIP into nursing curricula, 200 nursing’s role in delivery of clinical preventive

services, 69 Put Prevention into Practice (PPIP) program

integrating into nursing curricula, 200 nursing’s role in delivery of clinical preventive

services, 69

Quality of life ethical considerations for decisions at the end of life,

22-37

Reconstructionism coping with changes due to health care reform, 333

Recruitment of men in nursing, 217-228

of minority graduate students, 145 Reform, _ree Health care reform

Regents College Nursing Program clinical performance examinations, 245

curriculum of, 245 lived experience of nurses enrolled in, 244-254 reasons for choosing, 247-249 stress experienced by students at, 250-254

Registered nurse degree completion program(s)(RN to

BSN) lived experiences of nurses in Regents College Nursing

Program, 244-254

Registered nurse(s) and scope of practice in nursing centers, 131-139 lived experiences of RN students in Regents College

Nursing Program, 244-254

preferences regarding academic credit-bearing continuing education, 229-235

reinforcing communication skills while learning course content, 164- 176

Regulation(s) governing nursing education, 97- 104


27 l-277 Relationship facilitator

academic department chairperson as, 77-83 Reliability, instrument

and reporting of validity and in clinical nursing journals, 47-56

equivalence, 49-50 internal consistency, 49

stability, 49 types of, 49-50

Replication studies and development of nursing science, 70

Research developing nursing science and replication in, 70 facilitating faculty scholarship, 198 implications of comprehensive primary care delivery

model for, 207 increasing minority participation in, 13-2 1 Medical Outcomes Study, 209-2 I6 reporting of instrument validity and reliability in

clinical nursing journals, 47-56 selection of research instrument, 334

Research quality reporting of instrument validity and reliability in

clinical nursing journals, 47-56 Research reports


accountability as described by nurses and patients,

177-185 boards of nursing and evolution of profession, 3 19-325 career aspirations of nurse faculty middle managers,

147-153 career patterns among nurses from three types of

educational programs, 297-306 cross-validation of prediction of NCLEX-RN success,

255-260 ethical conflict and legislation in long-term care,

27 l-277 facilitators and barriers for minority students in

master’s programs, I40- I46

faculty perceptions of teaching on television, 307-3 12 graduate education for nurse practitioners, 350-356 graduate record examination as admission requirement,

289-296 instrument validity and reliability in clinical nursing

journals, 47-56 interactive seminars and voluntary HIV testing in

drug dependence treatment unit, 3 13-3 18 Minority Biomedical Research Support project, 13-2 1

model for intervention and predicting success on NCLEX-RN, 57-60

organizational effectiveness and accountability of

collegiate nursing schools, 105- 112 organizational climate, communication, and role strain

in clinical nursing faculty, 113- 119 preferences of RNs desiring academic credit-bearing

continuing education, 229-235 role socialization of graduating student nurses,

342-349 rules and regulations governing nursing education,

97- 104 Resource network

for gerontological nursing program, 186- 190

Resource(s) organizational effectiveness and accountability of

collegiate schools of nursing, 105-l 12 Retention

of men in nursing, 217-228 of minority graduate students, 145

Revenue comprehensive community nursing center model to

maximize, 13 l- 139 Right to die, patient’s

ethical considerations for decisions at the end of life,

22-37 Rogers, Martha E.

contributions to professionalizing of nursing, 268 Role obligation(s)

conflicts in nurse educators’, 236-243 Role socialization

impact of nursing practicum on, 342-349 of graduating student nurses, 342-349

SUBJECT INDEX 383

Role strain

and organizational climate and communication in clinical nursing faculty, 113- 119

and tokenism felt by male nurses, 220-221 Rule(s)

and regulations governing nursing education, 97- 104

Scholarship, faculty dean’s view on facilitating, 198 faculty’s perspective on, 198

School(s) of nursing community nursing center at University of Rochester,

13 l- 139 conflict of interest and integrity in, 91-96 culturally competent care and environment at, 6 East Tennessee State University’s primary health care

delivery model, 20 l-208 graduate record examination as admission requirement

at SUNY Buffalo, 291-292 improving academic environment for minorities in

predominantly white, lo- 11 mandate for changes within the academic organization,

338-348 organizational effectiveness and accountability, 105- 112

state board rules and regulations governing, 97-104 Science, nursing

research replication and development of, 70 Seminar(s), interactive

and voluntary HIV testing in a drug dependence treatment unit, 3 13-3 18

Service, nursing implications of comprehensive primary care delivery

model for, 207 see also Clinical practice

Skilled nursing facilities

legislation and ethical conflict in, 271-277 Social constructivism, see Constructivism

Socialization, role impact of nursing practicum on graduating students’,

342-349 Standardized test(s)

graduate record examination as admission requirement, 289-296

State Board of Nurse Examiners qualifications of members of, 99 role of, 100 rules and regulations governing nursing education,

97-104 State boards of nursing

compared with professional association, 3 19-325 composition and structure, 32 l-322 powers and function, 322-323 role in evolution of nursing profession, 319-325

State University of New York (SUNY) at Buffalo graduate record examination as admission requirement

to, 29 1-292 Stress

Lazarus’ theory of and RN experiences, 252-253 lived experiences of nurses in Regents College Nursing

Program, 244-254 Student(s), nursing

academic misconduct among, 278-288

conflicts in nurse educators’ obligations to patients

and, 236-243 improving communications skills of, 164- 176 lived experiences of nurses at Regents College Nursing

Program, 244-254 remembering students who died, 65-66 role socialization of graduating, 342-349

Suicide, assisted

nursing and the euthanasia debate, 5

Teaching approach(es)

faculty perceptions of teaching on television, 307-3 12 Integrated Skills Reinforcement, 164-176 using interactive television, 307-3 12

Television faculty perceptions of teaching on, 307-3 12

Tokenism as felt by male nurses, 220-221

Treatment abatement

ethical considerations for decisions at the end of life,

22-37

Undergraduate nursing program(s)

as facilitator for minority students in master’s programs, 143

preferences of RNs desiring academic credit-bearing continuing education, 229-235

University of Rochester School of Nursing comprehensive community nursing center model,

131-139

Validity

construct, 49 content, 49

criterion-related, 49 face, 49

reporting of instrument reliability and in clinical nursing journals, 47-56

types of, 49 Values, nursing practice

conflicts in nurse educators’ obligations to students and patients, 236-243

Videoteleconferencing

faculty perceptions of teaching on television, 307-3 12 Violence

addressing in nursing curriculum, 130

Women’s issues

feminist perspective on evolution of nursing, 357-367 graduate record examination as barrier to, 290

Work groups, nursing care planning conferences, 42-43 constructivism and creation of, 38-46

creating solutions using constructivist, 40 examples of tasks of, 39 initiating new procedures, 44 nature of, 38 nursing faculty teaching teams, 43-44 situations for, 42-44

Writing skills improvement in with Integrated Skills Reinforcement,

164- 176

subjects

Documents