Kathleen B. Gaberson

The Effect of Humorous and Musical Distraction on Preoperative Anxiety

This study investigated the effect of humorous and musical distraction on preoperative anxiety among 46 patients scheduled for same day, elective, nondiagnostic surgery. Preoperative anxiety was measured with a horizontal visual analog scale after treatment group subjects listened to either a humorous audiotape or a tranquil music audiotape for 20 minutes and control group subjects received no intervention. Results show no significant difference between the group anxiety means. This study provides no evidence that humor or music decreases preoperative anxiety, but it also shows no evidence that perioperative nurses should avoid using humor or music as nursing interventions.

Selection of a Method to Rate the Strength of Scientific Evidence for AORN Recommendations

The use of scientific evidence to support national recommendations about clinical decisions has become an expectation of multidisciplinary health care organizations. The objectives of this project were to identify the most applicable evidence-rating method for perioperative nursing practice, evaluate the reliability of this method for perioperative nursing recommendations, and identify barriers and facilitators to adoption of this method for AORN recommendations. A panel of perioperative nurse experts evaluated 46 evidence-rating systems for quality, quantity, and consistency. We rated the methods that fully covered all three domains on five aspects of applicability to perioperative nursing practice recommendations. The Oncology Nursing Societys method was rated highest for all five aspects of applicability, and interrater reliability of this method for perioperative recommendations was 100%. Potential barriers to implementation of the rating method include knowledge deficit, staff resources, resistance to change, and fear of showing that lower levels of evidence support some recommendations. Facilitators included education, resource allocation, and starting small. Barriers and facilitators will be considered by the implementation team that will develop a plan to achieve integration of evidence rating into AORN documents. The AORN Board of Directors approved adoption of this method in June 2010.

What's the answer? What's the question?

Study results are only as meaningful as the research questions they answer. Good research ideas often emerge from clinical practice situations, but they need to undergo development and refinement to become researchable nursing research questions.

Co-author or Teacher?

health care disciplines often conduct individual or group re search, quality improvement, or clinical projects to meet course or degree re quirements. Faculty members may require submission of the resulting project reports for potential publication in professional journals, especially for students in graduate programs. When student-authored manuscripts are submitted to the AORN Journal, we often see faculty members listed as co-authors. Is this practice appropriate? What ethical dilemmas may arise when faculty members collaborate with students on work that is worthy of publication? Two issues—the nature of academic work and the nature of the facultystudent relationship—form the basis of these dilemmas.

Triple Treat: One Chapter's Project Alpha Activities

The concept of Project Alpha, a chapter-level program to promote the implementation of perioperative nursing content in nursing education programs, was introduced at the 27th annual AORN Congress in 1980. Project Alpha activities were designated as basic (ie, Project Alpha awareness, education), intermediate (ie, Project Alpha promotion, clinical preceptoring), and advanced (ie, extern program, integrated perioperative module). This article reports one chapters success in implementing Project Alpha.

Nursing as Knowledge Work: The Imperative for Lifelong Learning

he quotation, “Intellectual growth should commence at birth and cease only at death,” attributed to TAlbert Einstein, is a fitting way to introduce this AORN Journal issue’s special focus on education and its importance to the nursing profession and perioperative nursing practice. In this era of rapid acquisition of knowledge and development of technology, the education necessary to ensure entry-level and continuing competence of nurses practicing in complex fields, such as perioperative nursing, must be understood and appreciated by individual practitioners and the body politic of nursing. This issue provides models and exemplars of educational programs designed to support the lifelong learning needs of nurses from prelicensure through transition into the practice world and throughout an entire career.

Profile of a Successful AORN Foundation Scholarship Applicant

Each year, the AORN Scholarship Committee selects recipients of AORN Foundation scholarships to support educational advancement. Competition for scholarships increases as more AORN members return to school. Successful applicants are attentive to detail in following application guidelines, clearly articulate their appeal for a scholarship, include documentation of academic records and the school or program accreditation status, and convey their passion for caring through service to the community and to others.

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