Melanie McEwen

Spiritual nursing care: state of the art.

Until recently, little attention has been given to spiritual dimensions in the nursing literature. This article reviews spiritual nursing care in the nursing literature, including basic concepts and current thoughts on spirituality-related research. In addition, it describes mechanisms that may be used to promote spiritual care and outlines the need to enhance research efforts in this vital area.

Called to nursing: perceptions of student nurses.

Purpose:This study uncovers reasons students report for wanting to become nurses, to quantify those who feel that they are called to nursing, and to learn what “being called” means to them. Method:A descriptive, cross-sectional survey was conducted with all students enrolled in nursing courses at one program in a private, faith-based university. Findings:Most students decided to go to nursing school while in high school or college and chose nursing because they had a desire to help others. The most common personal characteristics they identified that will be helpful in nursing were being caring or compassionate. Almost two thirds of the students indicated they were “called” by God to become nurses. Conclusion and Implications:Findings can help nursing educators and leaders determine howto better recruit and retain individuals into the nursing profession and howto support and encourage caring and compassionate qualities in all nurses.

A randomized controlled trial using the School for anti-inflammatory therapy in asthma

This study investigated the impact of providing low-dose inhaled corticosteroids (ICS) at school or at home to asthmatic inner city children over a 14-week period, compared with the existing community standard. Eight elementary schools in the Dallas Independent School District with a high incidence of asthma located in predominantly urban African-American communities were randomly assigned to one of four groups. The treatment arms were school-based delivery of inhaled steroids, home-based delivery of inhaled steroids, and home-based delivery of inhaled steroids with school-based asthma education, and the control group was no change in current therapy. Fifty students were objectively diagnosed with mild, persistent asthma and participated in the study. Students in the treatment arms received beclomethasone (42 mcg/puff) 4 puffs, twice a day, either at school or at home. Students in the control, “community standard of care” group received no additional medical intervention. Higher peak flows for the treatment groups were seen in the first week and maintained throughout the study (P = .047). By week 5 significant differences were found in frequency of bronchodilator use (P = .025), episodes of nocturnal awakening with asthma symptoms (P = .022), and visits to the primary health care provider (P = .022). Treatment groups rated their asthma as “better than the week before” more frequently than the control group (P = .001). Delivering ICS in school is associated with improved asthma control than when anti-inflammatory medication was delivered to children with asthma in a home-based setting, and both are superior when compared with a control, “community standard of care” group in which no additional medical intervention occurred.

Conceptual frameworks in undergraduate nursing curricula: report of a national survey.

A national survey was conducted to analyze the components of conceptual frameworks to assess how they are being used to organize the curricula of nursing programs and to determine whether there was a difference among types of programs (i.e., baccalaureate degree, associate degree, diploma). A stratified, random sample of 300 National League for Nursing Accrediting Committee-accredited schools of nursing was selected based on percentages of each type of program. Questionnaires were returned from 160 programs. The survey found that the conceptual frameworks of most nursing programs were eclectic and that the nursing process was the most commonly cited component for all types of programs. Significant differences were identified among the three types of programs in their use of simple-to-complex organization, the medical model, and the nursing process. Significant differences also were identified among the three types of programs in incorporation of the metaparadigm concepts of nursing, person, health, and environment, and the emphasis placed on critical thinking, problem solving, and therapeutic nursing interventions.

Eighty percent by 2020: the present and future of RN-to-BSN education.

More than 600 RN-to-BSN programs currently exist in the United States, and the numbers of programs and students are growing rapidly. This unprecedented growth is a result of several factors, including the Institute of Medicines recommendation that 80% of RNs be BSN prepared by 2020. This survey was undertaken to explore key ideas and issues related to RN-to-BSN education to gather information on how RN-to-BSN programs are changing and to uncover concerns posited by program directors. The survey indicated that lack of standardization has resulted in significant variability in expectations and requirements among RN-to-BSN programs. Further, numerous questions need to be answered and concerns addressed to develop strategies to maintain growth, improve access, and remove barriers without sacrificing quality. Findings can be used to ensure that RN-to-BSN education prepares graduates for the future health care system and that the outcome is not just a piece of paper.

Community Health Nursing Clinicals: An Examination of the Present and Ideas for the Future

As part of a curriculum revision for a baccalaureate school of nursing, a nationwide survey examined how schools of nursing structure community health nursing (CHN) clinical experiences. Results indicate that a wide variety of settings and agencies (public health departments, schools, clinics, home health, and many more) are being used. Use of preceptors, use of multiple and single agencies, observational visits, time scheduled, projects, and faculty philosophy of CHN were examined. Although many settings, courses, and projects are traditional, this study reveals that some nursing schools are responding to changes in health care and population needs and are structuring CHN clinicals accordingly. Ideas for clinical courses for the future are offered.

Promoting Differentiated Competencies Among RN-to-Bachelor of Science in Nursing Program Graduates

BACKGROUND Bolstered by the Institute of Medicines employment goal of 80% of baccalaureate (BSN)-prepared RNs by 2020, the number of RN-to-BSN programs has grown dramatically. This rapid growth has led to concerns about lack of standardization and significant variability in requirements related to content and expected competencies. METHOD The Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs was reviewed to tease out the concepts, content, and competencies that are BSN-level specific and thereby appropriate for RN-to-BSN programs. RESULTS The current review was a compilation of differentiated competencies based on education level. In this article, numerous examples are drawn from the DECs and are organized by the major content areas common to RN-to-BSN programs. CONCLUSION Faculty should examine the DECs to consider how they may be used to enhance RN-to-BSN programs, to evaluate their congruence with traditional BSN programs, and to ensure that program graduates are educationally prepared for practice in todays complex health care system.

Ambulance Rides as Valuable Clinical Experiences for Community Health Nursing Students

Use of ambulance rides has been a very valuable learning experience for baccalaureate nursing students. It has given them an unusual opportunity to incorporate much of the knowledge they have gained from their nursing courses to plan and assist in the delivery of care for a variety of individuals and families. Because a call could involve virtually anything, it offers a unique combination of all aspects of nursing care including medical-surgical, pediatrics, obstetrics, and psychiatric nursing, as well as community health nursing.