Author Index
Allen P, 150
Andrews A, 21
Aucoin J, 62
Austin C, 69
Ayoub JL, 100
Badros KK, 139
Bagnardi M, 17
Bangert AW, 221
Barnfather JS, 127
Bassett SD, 141
Beeson SA, 62
Berry J, 240
Beyna B, 32
Bray CO, 208
Breckinridge D, 150
Brighton VA, 47
Buckley KM, 32
Bushy A, 178
Campbell SE, 271
Choka KP, 195
Collum LA, 255
Comer SK, 235
Como JM, 100
Cowley J, 9
Cunningham H, 172
Curley C, 93
Daggett LM, 255
Davenport CB, 193
de Peyster A, 104
DeLashmutt MB, 143
Denman JZ, 191
Di Vito-Thomas P, 133
DiBartolo MC, 65, 166
Diebold C, 9
Dieter C, 40
Dowell J, 150
Dudley K, 271
Dudley-Brown S, 32
Dunkin JW, 178
Ehrmann G, 98
Ekebergh M, 259
Engelke MK, 21
Faulkner E, 9
Fox SD, 12
Garvy R, 150
Gazza EA, 251
Glendon K, 4, 45, 89, 137, 187, 231
Goodrich S, 9
Goodwin L, 150
Gordon DK, 97
Gorman G, 1, 100
Griggs R, 37
Gross JC, 9
Guillot L, 242
Haidinyak G, 73
Hall S, 57
Harbaugh BL, 255
Harwood CH, 263
Hayes A, 85
Henderson D, 247
Henneman EA, 172
Itano J, 109
Jantzi J, 69
Johnson SA, 212
Kain M, 9
Keller K, 226
Killeen MB, 127
Kirkham SR, 263
Kramer NA, 80
Kukulu K, 101
Lamp JK, 155
Lee CJ, 155
Lehmann SP, 47
Ligeikis-Clayton C, 191
Lillibridge J, 12
Lohri-Posey B, 95
Loury S, 21
Magnussen L, 109
Mallette S, 21
Masters JC, 113
Masters K, 189
Mayo-Rejai R, 50
McCaffrey R, 226
McGuckin N, 109
Mercer ZB, 208
Meyer T, 76
Meyers JL, 195
Miller MJ, 9
Mueller D, 184
Neville MW, 233
Osisek PJ, 117
Papenhausen JL, 57
Perkel LK, 17
Peter C, 159
Pickard S, 141
Plaisance L, 242
Pullen RL Jr, 238
Rankin EA, 143
Richard PL, 208
Risco K, 6
Robley LR, 123
Romanello ML, 212
Sanders D, 203
Schaefer KM, 93
Schooler M, 9
Schumacher G, 6
Scott ES, 52
Sealover P, 247
Seldomridge LA, 65, 139, 166
Shellenbarger T, 251
Sorenson DS, 40
Stahr B, 242
Starnes B, 117
Stover L, 178
Su WM, 117
Sweeney N, 104
Symes L, 217
Tarnow KG, 50
Tart K, 217
Teeter MM, 91
Thompson R, 9
Travis L, 217
Ulrich D, 4, 45, 89, 137, 187, 231
Van Hofwegen L, 263
Walker GC, 73
Walsh CM, 139
Welk DS, 203
White A, 150
Williams RP, 57
Worrell-Carlisle PJ, 197
Xu Y, 76
Zerwekh J, 226
Zuzelo PR, 27
Subject Index
A
Active learning, on-line discussion boards to promote, 1:32
Acute care nursing course, simulation to teach patient safety in, 4:172
Advocacy skills, legislative, in baccalaureate education, 3:109
Aggressive students, managing, 3:98
Archived Webcast technology, 1:6
Assessment courses, online, seven principles of effective teaching and, 5:221
Assessment techniques, 4:137
B
Baccalaureate education. See also RN to BSN education
accelerated second bachelor's degree students and, 2:65
collaborative track option for, 2:57
intervention studies to promote success on NCLEX-RN and, 4:166
legislative advocacy skills in, 3:109
Birth, enhancing student appreciation of personal meaning of, 4:155
Bloom's taxonomy, revised, to teach thinking skills involved in diagnostic reasoning, 3:117
Book reviews
Applying Nursing Process: A Tool for Clinical Reasoning, 6:238
Nursing Against the Odds: How Healthcare Cost Cutting, Media Stereotypes, and Medical Hubris Undermine Nurses and Patient Care, 4:184
C
Career choice, empowering students to choose nursing as career and, 3:95
Chemical dependence, in students, 3:89
Class participation, 2:45
Clinical experience
alternative settings for, 6:263
cognitive dissonance in novice clinical students and, 2:76
focus groups and reflective journaling in hospice experience and, 3:93
mental health nursing with hospice patients and, 2:85
poverty and, 4:143
service-learning across curriculum and, 5:191
simulation to teach patient safety, 4:172
student and RN partnered, 6:240, 6:271
unsatisfactory performance in, 3:91
Clinical orientation manual, 2:47
Clinical Partner Model, 6:271
Clinical reasoning, teaching, 6:235
Clinical strategies, service-learning and, 1:9
Cognitive dissonance, in clinical nursing students, 2:76
Cognitive restructuring, as model for teaching pain management, 5:226
Collaborative track option, for baccalaureate education, 2:57
Collegiality, teaching via peer-to-peer mentoring, 2:52
Committee participation, by faculty, 3:89
Community assessment board game, 5:189
Community health nursing
alternative settings for, 6:263
Integrative Clinical Preceptor Model for teaching, 1:21
Compassion, gestation of, 1:1
Computerized comprehensive nursing exam, predicting success on NCLEXRN with, 4S
Computer skills, quick assessment of, 2:50
Critical care nursing course, simulation to teach patient safety in, 4:172
Critical thinking
of advanced practice students, measurement of, 4:139
ROTC training and, 1:37
Cultural awareness, service-learning for developing, 5:197Curriculum
maturation and transformation of, 2:80
predicting success on NCLEX-RN with computerized comprehensive nursing exam and, 4S
Curriculum implementation process, 2:69
D
Diagnostic reasoning, thinking skills involved in, revised Bloom's taxonomy to teach, 3:117
Disabilities, functional, student exposure to, 4:141
Disadvantaged students, affirming, 1:27
Distance education
archived Webcast technology for, 1:6
video applications for, 1:40
Diversity, 1:4
affirming disadvantaged students and, 1:27
generational, 5:212
service-learning for developing cultural awareness and, 5:197
student retention and, 1:17
E
Endowed chairs in nursing, roles, responsibilities, and outcome expectations of, 4:178
Environmental health risk, in home, assessing, 3:104
Ethics committees, benefits of serving on, 3:123
Evidence-based practice, teaching strategies for applying, 3:127
F
Faculty
benefits of serving on hospital ethics committees and, 3:123
as coaches, 4:159
committee participation by, 3:89
controversy among, 5:187
endowed chair roles, responsibilities, and outcome expectations and, 4:178
newly hired, strategies for retaining, 6:251
ownership of teaching materials and, 6:232
perceptions of reading assignments, 2:62
roles of, 6:231
Feature films, using to teach, 3:113
Focus groups, in hospice experience, 3:93
Frustrations, of students, handling, 3:89
Functional disabilities, student exposure to, 4:141
G
Games, educational, 6:247
Grievance handling, for student grievances, 2:73
H
Health Education System, Inc. (HESI)
exam, 10S, 21S
fourth annual validity study of, 28S
predicting NCLEX-RN outcomes using, 4S
predictive accuracy of, 16S
progression and remediation policies and, 46S
progression benchmark and remediation guide and, 49S
reliability and validity overview of, 39S
successful remediation following repeated failures on, 54S
Health risk, environmental, in home, assessing, 3:104
Home, environmental health risk in, assessing, 3:104
Hospice care
focus groups andreflective journaling in hospice experience and, 3:93
mental health nursing with patients in, 2:85
Hospital ethics committees, benefits of serving on, 3:123
I
Integrative Clinical Preceptor Model, 1:21
International perspectives, nursing in Turkey and, 3:101
J
Journaling, reflective, in hospice experience, 3:93
L
Learning Achievement Program, 1:17
Learning approaches, generational diversity and, 5:212
Legislative advocacy skills, in baccalaureate education, 3:109
Libraries, online virtual reference instruction and, 6:242
M
Mental health nursing, with hospice patients, 2:85
Mentoring, peer-to-peer, 2:52
N
NCLEX-RN
intervention studies to promote success on, 4:166
predicting outcomes of. See Health Education System, Inc. (HESI) exam
Nursing research
online virtual reference instruction and, 6:242
quantitative, worksheet for critiquing, 6:255
Nursing Success Program, evaluation of, 5:217
O
Older nurses, reflections during graduation, 3:97
Online courses, assessment, seven principles of effective teaching and, 5:221
Online discussion boards, to promote active learning, 1:32
Online virtual reference instruction, 6:242
P
Pain management, cognitive restructuring as model for teaching, 5:226
Patient safety, clinical simulation to teach, 4:172
Peer-to-peer mentoring, 2:52
Personal digital assistants
in nursing education, 4:150
preparing text fro reading using, 5:193
Poverty, clinical experience and, 4:143
Pregnancy, enhancing student appreciation of personal meaning of, 4:155
Q
Quantitative nursing research, worksheet for critiquing, 6:255
R
Reading assignments, faculty perceptions on, 2:62
Reasoning
clinical, teaching, 6:235
diagnostic, thinking skills involved in, revised Bloom's taxonomy to teach, 3:117
Reflective journaling, in hospice experience, 3:93
Research. See Nursing research
RNs, partnering with students for clinical experience, 6:240, 6:271
RN to BSN education
classroom-based, transitioning to Web, 5:208
RN perspective on, 1:12
ROTC training, teaching critical thinking skills through, 1:37
Rumors, dealing with, 6:233
S
Safety, clinical simulation to teach, 4:172
Scaffolding student learning, teaching strategies for, 5:203
Service-learning, 1:9
across curriculum, 5:191
for developing cultural awareness, 5:197
Skin, assessment of, teaching strategy for, 5:195
Student frustrations, handling, 3:89
Student retention
diversity and, 1:17
Nursing Success Program for, 5:217
T
Teaching materials, ownership of, 6:232
Teaching methods
adherence to, 6:259
cognitive restructuring as model for teaching pain management, 5:226
Integrative Clinical Preceptor Model as, 1:21
Teaching portfolio, 4:137
Teaching strategies
for applying evidence-based practice, 3:127
focus groups in hospice experience as, 3:93
generational diversity and, 5:212
reflective journaling in hospice experience as, 3:93
for scaffolding student learning, 5:203
for skin assessment and documentation skills, 5:195
Teaching tools
clinical orientation manual as, 2:47
community assessment board game as, 5:189
feature films as, 3:113
games as, 6:247
Technology. See also Online entries
Archived Webcast technology, 1:6
personal digital assistants in nursing education and, 4:150
preparing text for reading using PDAs and, 5:193
quick assessment of computer skills and, 2:50
transitioning classroom-based RN-BSN education to Web-based education, 5:208
video applications for online education, 1:40
Thinking skills
of advanced practice students, measurement of, 4:139
involved in diagnostic reasoning, revised Bloom's taxonomy to teach, 3:117
ROTC training and, 1:37
thinking processes and, 3:133
Turkey, nursing in, 3:101
U
Unsatisfactory clinical performance, 3:91
V
Videos, for distance learning, 1:40
Vygotsky's zone of proximal development, scaffolding student learning and, 5:203
W
Web-based education, transitioning classroom-based RN-BSN education to, 5:208
Webcast technology, archived, 1:6
Z
Zone of proximal development, scaffolding student learning and, 5:203