J Nurs Educ
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Clinical decision making forms the basis of expert clinical practice. The purpose of this study was to investigate and document the thinking processes used by nurses in clinical decision making situations so the processes could guide educational practice. ⋯ Medical and surgical nurses used different thinking processes, showing the importance of context in clinical decision making. The nursing exemplars and working vocabulary developed in this study to describe the thinking processes used in clinical decision making can be used in nursing education.
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The literature endorses empowered nurses as essential to changing not only the nursing profession but also the current health care system. Nurse educators have embraced the concept of empowering students. However, faculty frequently enable students rather than empower them in both clinical and classroom settings. ⋯ Collegiality, communication, accountability, and autonomy are components of a model used to compare empowering versus enabling in the academic setting. Nurse educators will become aware of behaviors that sabotage the empowerment of students. Strategies designed to facilitate students' development of empowering behaviors will be provided throughout the article.
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Randomized Controlled Trial Comparative Study Clinical Trial
Computer versus lecture: a comparison of two methods of teaching oral medication administration in a nursing skills laboratory.
The purpose of this study was to compare the effectiveness of both an interactive, multimedia CD-ROM and a traditional lecture for teaching oral medication administration to nursing students. A randomized pretest/posttest experimental design was used. Forty-two junior baccalaureate nursing students beginning their fundamentals nursing course were recruited for this study at a large university in the midwestern United States. ⋯ Results showed significant differences between the two groups in cognitive gains and student satisfaction (p = .01), with the computer group demonstrating higher student satisfaction and more cognitive gains than the lecture group. The groups were similar in their ability to demonstrate the skill correctly. Importantly, time on task using the CD-ROM was less, with 96% of the learners completing the program in 2 hours or less, compared to 3 hours of class time for the lecture group.
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The purpose of this study was to examine the influence of nursing deans' and nursing directors' transformational and transactional leadership styles on nursing faculty job satisfaction in baccalaureate and associate degree nursing programs in Taiwan. The study provides a mechanism by which nursing deans or nursing directors can obtain feedback from nursing faculty about leadership styles. Such feedback can then serve as the basis for further development of academic nursing leadership potential in Taiwan. ⋯ However, active management-by-exception significantly and negatively predicted job satisfaction. Nursing leaders should implement effective leadership styles. Study implications for nursing education administration, limitations, and recommendations for future studies were discussed.