Susan LaRocco

A Grounded Theory Study of Socializing Men into Nursing

This study explores the process that led to the male nurses decision to become a nurse and to remain a nurse. Grounded theory methods were used to generate a descriptive theory of socialization of men into nursing. Data were collected by individual, semi-structured, in-depth interviews with 20 male Registered Nurses (RNs), residing in Massachusetts, with 1 to 35 years of experience as RNs. Analysis was conducted throughout the data collection period. A constant comparative approach was used until saturation of the categories appeared. MaxQDA, a qualitative software package, was used to assist with data management and analysis. A basic social process, socializing men into nursing, emerged from the data. The basic social process comprises a trajectory of four stages, which encompass the path that men travel to become and remain nurses. These stages occur in a linear manner. The first stage is prior to considering nursing. This is followed by choosing nursing, becoming a nurse, and ends with being a nurse. This study has implications for policy development that will influence the recruitment and retention of men in nursing.

Comprehensive review of an accelerated nursing program: a quality improvement project.

Background: Accelerated second-degree programs are designed to provide entry into baccalaureate nursing program for people who have achieved bachelor’s degree in another field. These programs were often designed to respond to nursing shortages at local and national levels. Programs commonly use a cohort model and move students through an intensive structure combining classroom and clinical requirement with a 2-year period. The accelerated second-degree nursing program, Accelerated Entry Level to Nursing program at our small liberal arts college, was considered to be successful. The program had excellent graduation rates and National Council Licensure Examination for Registered Nurses pass rates, indicating that the program was preparing the graduate to thrive in the practice setting. The program had been in existence for more than 7 years, with highly competitive admissions and high student satisfaction. Objective/Aim: The objective of this study was to provide a quality improvement assessment process to capture quantitative and qualitative information about the graduates. This information would be used to inform our own nursing education department and would provide metrics and information for nurse leaders regarding the rigor of these programs and the potential of graduates. Design: Continuous quality improvement is a vital component in nursing education as well as in the clinical setting. With this in mind, a comprehensive review was undertaken by the nursing faculty during the eighth year of the highly successful accelerated nursing program in a small liberal arts college. This quality improvement project was designed to review existing metrics and to collect additional data through survey and focus groups in order to capture experiences of the program graduates. Participants/Subjects: Graduates of the accelerated program from 2005 to 2011 were included in this study. Faculty who teach in the program participated in focus groups. Results: From 2005 to 2011, there have been a total of 196 graduates in 8 cohorts; 194 surveys were sent via e-mail to graduates with a return rate of 62 (32%). Regarding overall satisfaction with the program, 75% of the 53 respondents who answered this question were either very satisfied or extremely satisfied. The other 25% were satisfied. No respondents indicated that they were dissatisfied. More than three-fourths of the respondents indicated that the cost of the program was reasonable. Only 11% of the 55 respondents indicated that the clinical time in the program was sufficient. Graduates from 2005 to 2009 (n = 34) are mostly employed at major Boston teaching medical centers in acute and intensive care settings. Programmatic recommendations from the focus groups included offering an optional 100-hour practicum to expose students to more clinical experiences in the acute care settings, increasing the credits for Nursing Care of Older Adults from 1 to 2, and providing academic support for English as second language/minority students. Curricular recommendations included increasing the time allocation for simulations, moving pediatrics to the summer semester, and spreading pharmacology between 2 courses. Conclusion: Program review is an important component of continuous quality improvement in the academic setting. This review provided information that indicated although a program can be highly successful on many parameters, there is always room for improvement. In educating the second-degree student, the nursing profession benefits from the addition of professionals from other disciplines adding professional depth and richness to the profession. In addition, including the voice of the nurse after graduation provided insightful direction for some clinical and curriculum changes.

Treatment options for patients with kidney failure.

Nurses need to help patients with chronic kidney disease make informed decisions about future interventions. Keywordschronic kidney disease, continuous ambulatory peritoneal dialysis, continuous cycler-assisted peritoneal dialysis, dialysis, end-stage renal disease, hemodialysis, kidney failure, kidney transplantation, palliative care, peritoneal dialysis, renal replacement therapy

Undergraduate nursing education in the United States

Abstract Nursing education in the United States began in the 1870s with hospital training schools modeled after the Nightingale plan. Presently there are three educational paths that students may take to become a registered nurse (RN). These are the baccalaureate degree (BS), the associate degree (AD) and the diploma. Accelerated nursing programs are also available for people who have a baccalaureate degree in another field. Nursing education and nursing practice in the United States is regulated by each of the 50 states. The focus of nursing education is the preparation of nurses who use critical thinking skills to provide comprehensive patient-centered care to a variety of clients. It is expected that nurses will function using evidence-based practice in a culturally competent, safe manner. Nursing schools must be approved by the state in which they exist. In addition to this, most nursing schools are also accredited, a voluntary process that is done by a non-governmental association. All graduates take the same licensing exam, a computer adaptive test that is from 75 to 265 items long. In 2008 almost 120,000 US educated graduates were first time test takers; 85.5% passed the exam. Trends in nursing education include a focus on evidence based practice, an emphasis on safety and quality, patient education and management of chronic conditions, genetics and genomics and the use of simulation in nursing education.

Unmasking nonmotor symptoms of Parkinson disease.

MOST NURSES ARE familiar with the characteristic features of Parkinson disease (PD) such as tremor, rigidity, bradykinesia, and postural instability. But nonmotor symptoms—those that don’t involve movement, coordination, physical tasks, or mobility— are also of concern because they can greatly affect the quality of life of individuals living with PD. With an awareness of the signs and symptoms associated with PD and careful history taking, nurses can provide highquality care to these patients. This article provides an overview of PD with a focus on common nonmotor clinical manifestations, along with suggestions for managing them.

Life in Amman.

Editors note: This column chronicles the authors experience teaching abroad this past year.

Teaching at the University of Jordan.

Editors note: This column chronicles the authors experience teaching abroad this past year.

Men as Nurse Anesthetists.

A popular career path in a female-dominated profession.

Teaching in the Middle East.

A Fulbright Scholarship provides one nurse with a yearlong opportunity in Amman, Jordan. Editors note: This column chronicles the authors experience teaching abroad this past year.

Where are the visionary nursing leaders of 1965

We need a coherent approach to entry into practice more than ever.