Jeanne M. Sorrell

From Carper's patterns of knowing to ways of being: An ontological philosophical shift in nursing

Carpers 1978 article in the premiere issue of Advances in Nursing Science encouraged nurses to consider four fundamental patterns of knowing. Through illustrations from literature and the performing arts, the authors address Carpers patterns of knowing in the context of an emerging philosophical shift. First, they critique the major strengths and limitations of the article. Next, they explore an emerging philosophical shift in nursing from Carpers epistemological focus to ontological reflections on ways of being. Finally, they discuss the significance of the emerging philosophical shift and the ways of being for the science-art of nursing.

Expert to novice: clinicians learning new roles as clinical nurse educators.

&NA; The nursing shortage presents a challenge for both nursing education programs and clinical agencies to identify creative options for increasing the supply of nurse educators, especially those who can teach vital clinical skills to future nurses. Some clinicians have voiced that they would enjoy having opportunities to share their clinical expertise through teaching, but they lack preparation for this new role. Through written narratives of nurses enrolled in a Clinical Nurse Educator Academy, this study explored the research question: How can narratives of clinicians participating in a Clinical Nurse Educator Academy enhance understanding of the unique perspectives of these individuals as they prepare for roles as clinical nurse educators? Data consisted of 135 reflective narratives from 45 participants and were analyzed using van Manens approach to human science research. One overarching pattern, “The Phenomenon of Learning to Teach,” and three themes, “Buckle Your Seatbelt,” “Embracing the Novice,” and “Mentoring in the Dark,” emerged from the data. Implications for faculty and further research are offered.

The effects of regular exercise on muscle strength and functional abilities of late stage Alzheimer's residents

Long Term Care (LTC)facilities in the United States are being faced with an ever-increasing number of residents with dementing illness. It has been estimated that over threefourths of all residents living in LTC have some type of dementia, Alzheimers disease being the most prevalent. Nursing staff caringfor Alzheimer residents often do not have any special training in dementia. Compounded by burnout from staff shortages and low pay, working with Alzheimer residents is a real challenge. Too often health care workers do not feel that Alzheimer residents (in the late stages) are capable of learning or maintaining functional abilities (such as weight bearing to stand, transferringfrom bed to chair, or chair to toilet) through regular exercise programs. It is clear that functional abilities are a part of the human instinct. By retaining these abilities, a person with Alzheimers disease can stillfeel a sense of worth. This experimental study measured the effects of regular exercise on muscle strength andfunctional abilities in the Alzheimer resident. A group of severely demented chairbound residents were introduced to a regular exercise program that was designed by a Physical Therapist, Occupational Therapist, a Head Nurse on a dementia unit, and by the primary investigator Two groups of residents participated in the study. The hypothesis that a regular exercise program can increase muscle strength in senile dementia of the Alzheimers type (SDAT) was supported by a significant level of. 05 (p=.05). A regular exercise program to determine iffunctional ability

Use of clinical journals to enhance critical thinking.

The clinical journal offers a valuable medium through which faculty can teach critical thinking. Both analysis and evaluation of the interactions and relationships between clinical practice, theory, and research can be greatly enhanced through careful structuring of clinical journal assignments. The authors discuss ideas about structuring clinical and journal assignments and strategies for giving feedback.

Testing of nursing theory: critique and philosophical expansion.

The authors first critique Silvas 1986 article in Advances in Nursing Science entitled “Research Testing Nursing Theory: State of the Art.‘’ They specifically focus on her evaluation criteria for the empirical testing of nursing theory and then develop evaluation criteria for three altemative approaches to theory testing in nursing. In addition, they describe how philosophy in general, and epistemology in particular, affect testing of nursing theory. Finally, they raise philosophical issues and state conclusions related to the testing of nursing theory within the discipline and practice of nursing.

Factors influencing comprehension of information for informed consent: ethical implications for nursing research

Empirical studies on comprehension of information for informed consent show that research subjects often do not understand major portions of that to which they have consented. This raises the ethical question of whether or not the consent process has accomplished its purpose--the protection of the individuals right to self-determination. This article focuses on the following factors derived from the research literature that influence comprehension of information for informed consent: the nature of information, method of presentation of information, demographic factors, and personal factors. From these factors and methodological considerations, ethical implications for nursing research are addressed.

Music as a healing art for older adults.

There is increasing evidence of the importance of regular mental and physical exercise to maximize overall health and functioning in older adults. However, many individuals find that reduced strength or disabilities prevent them from participating in the kinds of exercise they enjoyed when they were younger. Music can provide the important benefits of both mental and physical stimulation to even frail older adults. Whether using Conductorcise for aerobic exercise, enjoying the communal experience of singing in a choir, or quietly reflecting on a music recording, music can serve as a healing art for older adults.

Caught in the Middle: Experiences of Tobacco‐Dependent Nurse Practitioners

Purpose To explore how tobacco‐dependent nurse practitioners (NPs) describe their experiences with health promotion and disease prevention practices with patients who smoke. Data Sources Twelve NPs who completed a graduate level NP program of study participated in face‐to‐face interviews and/or online chat room interviews. Conclusions Participants’ responses revealed three themes relevant to their experience as tobacco‐dependent clinicians with health promotion responsibilities. These themes centered around (a) living as an insider in the world of tobacco addiction, (b) having the outside‐in view of living with a tobacco addiction, and (c) being caught in the middle of a tobacco addiction. Implications for Practice All of the tobacco‐dependent participants described limited smoking‐cessation interventions with their patients. A barrier to implementation of more aggressive interventions, perhaps, is the providers own tobacco addiction. With increasing evidence that tobacco‐dependent health care professionals are not adequately intervening with tobacco‐dependent patients, effective strategies are needed to assist and/or support not only tobaccodependent patients but providers as well.

Palliative care for people with Alzheimer's disease.

The task of aligning the philosophical and clinical perspectives on ethics is a challenging one. Clinical practice informs philosophy, not merely by supplying cases, but through shaping and testing philosophical concepts in the reality of the clinical world. In this paper we explore several aspects of the relationship between the philosophical and the clinical within a framework of palliative care for people living with Alzheimers disease. We suggest that health professionals have a moral obligation to question previous assumptions concerning the quality of life among people with Alzheimers, and to address the question: does the concept of palliative care properly embrace people with severe dementia? We propose an ethic of palliative care for people with Alzheimers that is based, not on the traditionally understood principle of autonomy, but on the need to listen to those living with the disease, acknowledging their profound loss of cognitive abilities, with a focus on preventing and relieving suffering, and improving the individuals quality of life.Abstract  The task of aligning the philosophical and clinical perspectives on ethics is a challenging one. Clinical practice informs philosophy, not merely by supplying cases, but through shaping and testing philosophical concepts in the reality of the clinical world. In this paper we explore several aspects of the relationship between the philosophical and the clinical within a framework of palliative care for people living with Alzheimers disease. We suggest that health professionals have a moral obligation to question previous assumptions concerning the quality of life among people with Alzheimers, and to address the question: does the concept of palliative care properly embrace people with severe dementia? We propose an ethic of palliative care for people with Alzheimers that is based, not on the traditionally understood principle of autonomy, but on the need to listen to those living with the disease, acknowledging their profound loss of cognitive abilities, with a focus on preventing and relieving suffering, and improving the individuals quality of life.

IMPLEMENTING A New Faculty Workload Formula

The severe shortage of nursing faculty in recent years has led to changes in faculty mix, with nursing programs relying on increased numbers of faculty members prepared at the masters level for coverage of nursing courses. To address the impact of these changes on faculty workload, one nursing program established a Workload Task Force to develop a workload formula that would recognize teaching, scholarship, and service contributions of all faculty members and help ensure equity in workload assignments. Details of the workload formula are offered, along with recommendations for gaining the support of faculty and ensuring transparency in implementation.