Felecia G. Wood

Student perceptions of changing answers on multiple choice examinations.

The belief that changing answers on examinations is detrimental persists in spite of empirical research which does not support that belief. While the research in education has consistently shown that changing answers is beneficial, few studies have been done on the behavior and psychological process of changing answers. This qualitative study found that students prefer not to change answers and do not believe it is advantageous to do so. Most students took tests in such a manner that at least a portion of the questions were re-read. Reasons given for changing answers included reconsidering the answers after re-reading the question, mismarking the answer sheet, re-guessing, and receiving a clue later in the test. The students who changed answers often found they had misread the questions initially when they re-read it. Re-reading the question was most likely to result in a change from wrong to right. Re-guessing was not found to be as beneficial to the student scores.

Interactive Multimedia Tailored to Improve Diabetes Self-Management

A pilot program was initiated to improve self-management of type 2 diabetes by rural adults. Using an iOS-based, individually tailored pre-/postintervention to improve diabetes self-management, undergraduate students developed a native mobile application to help participants effectively manage their diabetes. Brief quizzes assessed diabetes knowledge. A diabetes dictionary and physical activity assessment provided additional support to users of the app. On completion of the pilot, data analysis indicated increased diabetes knowledge and self-efficacy, and ease of use of the technology. Native app technology permits ready access to important information for those living with type 2 diabetes.

The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators

Abstract The nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.

WHERE Are the Faculty? Fulfilling the Traditional Faculty Role at a Distance

Innovative approaches are needed to retain seasoned nursing faculty. Technology provides opportunities for faculty to fulfill the traditional roles of teaching, research, and service from a site removed from the traditional campus. The purpose of this article is to encourage faculty and administrators in traditional, land-based colleges and universities to thoughtfully consider the advantages and challenges of the remote worksite for faculty based on the experience of one faculty. Some faculty are better suited to a remote work environment than others. Long-term established faculty may be better able to successfully transition to the tripartite faculty roles with greater ease than novice nurse educators as a result of their familiarity with the institutional resources and comfort in the teaching role. Preparation for the remote experience must be diligent and thoughtful, considering equipment needs, connectivity, and support personnel and strategies for ensuring continued engagement within the nursing education program. Institutional policies must also be considered related to fulfillment of the faculty role via distance technology. A pilot experience for one faculty, as described here, may be useful for evaluating the cost-benefit to the individual and the institution.

Health Policy Initiatives for African American Women Veterans

America’s military has experienced great changes in the demographic makeup of its veterans over the past few decades. In fact, the fastest growing group in the U.S. military is women. This demographic trend has also brought new challenges in dealing with gender issues, something that the Veterans Health Administration (VHA) has only recently begun to acknowledge. The VHA has responded in several ways to gender issues in health care and health outcomes. And, although the VHA is dealing with multiple gender matters, this article will focus on initiatives to combat cardiovascular disease (CVD) in women veterans. It will also highlight the significance of CVD, both to women veterans in general and to African American women veterans specifically. The article concludes with a discussion of VHA activities and strategies to improve the cardiovascular health of African American women veterans.

Selecting the best type of mobile application for chronic disease self-management.

Adaptation to chronic illness is life-changing physically and emotionally. Regardless of the illness, change is challenging. Nearly three-fourths of our nation’s healthcare expenditures are devoted to caring for those with chronic illnesses, and the satisfaction with care hovers only around 50%. Health information that is readily available, useable, and current can help people make needed life changes to successfully navigate life with a chronic disease.