Relevant bibliographies by topics / Nursing programs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nursing programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Nursing programs"

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Wood, Jane R., and Marek S. Kopacz. "Accelerated Nursing Programs." AJN, American Journal of Nursing 115, no. 9 (September 2015): 12. http://dx.doi.org/10.1097/01.naj.0000471229.91046.0f.

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Koson, Colleen. "Forensic Nursing Master's Programs." Journal of Psychosocial Nursing and Mental Health Services 32, no. 6 (June 1994): 10. http://dx.doi.org/10.3928/0279-3695-19940601-07.

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Mahoney, CC. "Nontraditional nursing education programs." American Journal of Critical Care 2, no. 2 (March 1, 1993): 185. http://dx.doi.org/10.4037/ajcc1993.2.2.185.

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Fisher, Mary L., Rosemary Hume, and Rita Emerick. "COSTING NURSING EDUCATION PROGRAMS." Journal for Nurses in Staff Development (JNSD) 14, no. 5 (September 1998): 227–35. http://dx.doi.org/10.1097/00124645-199809000-00002.

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Frank, Betsy, Jane Aroian, and Priscilla Tashea. "Nursing Administration Graduate Programs." JONA: The Journal of Nursing Administration 33, no. 5 (May 2003): 300–306. http://dx.doi.org/10.1097/00005110-200305000-00006.

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Leinonen, Sandra J. "International Nursing Exchange Programs." Journal of Continuing Education in Nursing 37, no. 1 (January 1, 2006): 16–20. http://dx.doi.org/10.3928/00220124-20060101-06.

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Flanagan, Jane, Marian C. Turkel, Linda Roussel, and Marlaine Smith. "Nursing Knowledge in the Doctor of Nursing Practice Curriculum." Nursing Science Quarterly 34, no. 3 (July 2021): 268–74. http://dx.doi.org/10.1177/08943184211010458.

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The goal of Doctor of Nursing Practice (DNP) education is to prepare advanced practice nurse leaders for the practice setting. Accordingly, it is imperative that DNP education is grounded in nursing theoretical knowledge. The purpose of this project was to examine the presence of nursing theoretical knowledge within DNP programs across the United States. A retrospective approach was used to review publicly available information on the webpages of a sample of DNP programs accredited by the Commission on Collegiate Nursing Education (CCNE) to determine if nursing theoretical knowledge guided DNP programs. Demographic information was also collected. A sample of 100 CCNE accredited programs revealed a lack of nursing theoretical knowledge visible within DNP programs. It is unclear how DNPs are being prepared to be practice leaders guided by nursing theoretical knowledge. Nursing leaders must develop policies to assure that nursing knowledge is core in DNP programs.
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Al-Alawi, Reem, and Gregory Lynn Alexander. "Systematic review of program evaluation in baccalaureate nursing programs." Journal of Professional Nursing 36, no. 4 (July 2020): 236–44. http://dx.doi.org/10.1016/j.profnurs.2019.12.003.

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Ziemer, Mary M., Janie Brown, M. Louise Fitzpatrick, Claire Manfredi, Joan O'Leary, and Theresa M. Valiga. "Doctoral programs in nursing: Philosophy, curricula, and program requirements." Journal of Professional Nursing 8, no. 1 (January 1992): 56–62. http://dx.doi.org/10.1016/8755-7223(92)90118-i.

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Malliarakis, Deborah R., and Christine Heine. "Is Gerontological Nursing Included in Baccalaureate Nursing Programs?" Journal of Gerontological Nursing 16, no. 6 (June 1, 1990): 4–7. http://dx.doi.org/10.3928/0098-9134-19900601-04.

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Dissertations / Theses on the topic "Nursing programs"

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Fraser, Joy H. "Administrative issues in nursing distance education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34765.pdf.

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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.

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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.
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Merriman, Carolyn S., P. Ramsey, S. Blowers, and J. Grooms. "Creating and Sustaining Nursing Peer Mentor-Tutor Programs." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8442.

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James, Sarita. "Exploring Leadership Pedagogy Among Louisiana Baccalaureate Nursing Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4295.

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Nursing accreditation bodies have recommended that nursing education programs prepare graduates who display competence in leadership. However, the reality of how nursing leadership skillsets are acquired at the undergraduate level and transferred into practice remains debatable. The purpose of this qualitative study was to understand how nursing educators teach leadership in Louisiana baccalaureate programs contrasted with ideal policy expectations. The action learning and reflective practice theories provided the foundational theoretical influences for this study. Six face-to-face virtual interviews were conducted with nursing faculty who were currently teaching or had taught leadership in a baccalaureate nursing program for at least 1 year. Data collection and analysis using the constant comparative method of the Corbin and Strauss grounded theory approach was used. From the data analysis, 7 main themes were identified, including the purpose of the leadership course, the selected teaching strategies to meet the purpose of the course, teaching to support student learning styles and workplace expectations, the application of evidence-based practice principles for leadership, the measured effectiveness of selected teaching strategies, faculty perspectives of leadership efficacy at the undergraduate level, and faculty perspectives for future nursing leadership education. Research findings suggest that positive social change for undergraduate nursing education could be influenced by the employment of active learning and reflective practice allowing the student to experience leadership, reflect on leadership, and improve on developing leadership competence. The generalist would become receptive to leadership before entry into practice, impacting the changing healthcare environment.
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Ajanaku, Abiola Olatokunbo. "Systematic Review of Nurse Residency Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4771.

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The first 2 years of a new graduate nurses career can be stressful and traumatic. Many new graduates leave the profession within their first 2 years of employment. Organizations have sought to implement programs that will promote new graduate job retention. Nurse residency programs (NRPs) are programs geared toward fostering and nurturing new graduates once they begin their nursing careers. Residency programs can last anywhere from 3 months to 1year, depending on the nursing specialty. A key component in retaining new graduates is to facilitate a successful transition into nursing practice. This project served as a systematic review regarding the current state of NRPs and best practices to assure a successful implementation. A total of 44 articles met the inclusion criteria identified for the project. Analysis of each article used Melnyk and Fineout-Overholt's 7 levels of evidence. Benner's novice to expert theory served as the theoretical framework for this project. This systematic review revealed variety in the length and type of NRPs. Best practices include the usage of the University Health System Consortium (UHC)/ American Association of Colleges Nursing (AACN) or Vizient model. NRPs may differ in curriculum however each program supports the increase in NG retention and job satisfaction as well as new graduate improved competence and confidence. Assuring that new graduates receive a successful orientation and transition into practice will promote positive social change within the organization, improved new graduate competence, and, ultimately, quality patient outcomes.
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Garner, Nicole A. "Non-Nursing Courses' Impact on NCLEX-RN Pass-Rates in Associate Degree Nursing Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5623.

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Nurse educators make decisions regarding the inclusion or exclusion of non-nursing courses in a curriculum. The current literature lacks research regarding which courses have the most impact on first-time nursing licensing examination pass-rates. The purpose of this quasi-experimental study was to investigate if there is a specific combination of courses that enhance first-time licensing examination pass-rates, using 161 randomly selected accredited associate degree nursing programs. General systems theory applied to nursing education was the framework for the study. ANOVA and independent t-tests were used to address the questions of non-nursing courses or discipline-specific set of non-nursing courses' impact on first-time licensure pass-rates. The ANOVA and independent t-tests analyses did not yield any significant non-nursing courses or discipline-specific sets of non-nursing courses. The findings indicate that non-nursing courses are not a significant subsystem in nursing education when the sole outcome used is NCLEX-RN pass-rates. Nursing faculty can use the results of this study as evidence that the inclusion or exclusion of one non-nursing course over another will likely not be detrimental to their program. This study can lead to positive social change through increasing the evidence-based knowledge from which faculty can base their curriculum.
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Guenther, Johanna T. (Johanna Trammell). "A Descriptive Survey of Libraries Supporting Baccalaureate and Higher Degree Programs Accredited by the National League for Nursing and Nursing Doctoral Programs." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332456/.

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The purpose of this study is to provide base line data which does not currently exist for libraries supporting nursing education in baccalaureate, masters and doctoral nursing programs. The survey covers physical environment, clientele, resources, budget, and personnel in these libraries. A survey instrument was developed by the researcher and sent to 537 nursing programs in senior colleges and universities listed in Baccalaureate Education in Nursing 1989-90, and Graduate Education in Nursing 1989-90. Two hundred and fifty two or 47 percent of the institutions responded.
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Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.

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Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
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Carpio, Elizabeth Ann. "“Moving the Titanic While Avoiding the Icebergs”: A Program Theory for Nursing Home Transition Programs." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1300911527.

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Cameron, Nancy G. "Comparative Descriptors of Online and F2F Graduate Nursing Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7054.

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Books on the topic "Nursing programs"

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Peterson's. Nursing programs, 2003. 8th ed. Lawrenceville, NJ: Thomson/Peterson's, 2002.

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Peterson's. Peterson's nursing programs, 2007. Lawrenceville, NJ: Thomson/Peterson's, 2006.

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(Firm), Peterson's, ed. Peterson's nursing programs 2014. Albany, NY: Peterson's Publishing, 2013.

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Peterson's nursing programs 2016. Albany, NY: Peterson's, 2015.

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American Association of Colleges of Nursing, ed. Peterson's nursing programs 2010. Lawrenceville, NJ: Peterson's, 2009.

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American Association of Colleges of Nursing, ed. Peterson's nursing programs, 2007. Lawrenceville, NJ: Thomson/Peterson's, 2006.

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Peterson's nursing programs 2015. Albany, NY: Peterson's, 2014.

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Policies and procedures of accreditation for programs in nursing education: Associate degree programs, baccalaureate and higher degree programs, diploma programs, practical nursing programs. 5th ed. New York: Division of Accreditation, National League for Nursing, 1985.

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Nursing, National League for, ed. Official guide to graduate nursing programs. 2nd ed. Sudbury, Mass: Jones and Bartlett, 2004.

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Nursing, National League for. Policies and procedures of accreditation for programs in nursing education. 6th ed. New York: Division of Education and Accreditation, National League of Nursing, 1990.

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Book chapters on the topic "Nursing programs"

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Schmeltzer, Linda E. "Preventive Health Programs." In Nursing the Feline Patient, 18–20. Ames, Iowa, USA: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781119264910.ch4.

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Solari-Twadell, P. Ann, and Deborah Jean Ziebarth. "Long-Term Sustainability of Faith Community Nursing Programs." In Faith Community Nursing, 275–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16126-2_20.

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Mody, Lona. "Infection Control Programs in Nursing Homes." In Infectious Disease in the Aging, 409–22. Totowa, NJ: Humana Press, 2009. http://dx.doi.org/10.1007/978-1-60327-534-7_25.

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Becchio, D., A. Cavicchioli, M. E. Magnino, I. Berra, G. P. Zara, G. Narduzzo, and M. Eandi. "Multimedia and Hypertext Programs for Nursing Education." In Medical Informatics Europe 1991, 1050. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-93503-9_192.

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Tu, Yu-Ching, Cheng-Chieh Tsai, and Hsiu-Rong Cheng. "A Study of Nursing Competence for Nursing Graduates Among Different Vocational Education Programs." In Advances in Intelligent Systems and Computing, 397–405. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93882-0_38.

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Kulhanek, Brenda, and Patricia Sengstack. "Nursing Informatics Educational Programs in Academia and in Practice." In Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 2, 1–18. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9781003281009-1.

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Chin, Eric J., and Shane M. Summers. "Point of Care Ultrasound Issues for Advanced Practice Providers and Nursing Programs." In Ultrasound Program Management, 115–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63143-1_10.

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Molnes, Sven Inge. "Facilitating Learning Activities in Further Education and Master’s Program in Oncology Nursing." In How Can we Use Simulation to Improve Competencies in Nursing?, 25–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_3.

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AbstractThe number of patients with cancer is increasing, resulting in complex disease patterns and multifaceted patient needs. Both the municipal health service and specialist health services face growing challenges. Oncology nursing students must be trained to see situations comprehensively, act when a patient’s situation worsens, and communicate effectively with the patient and the patient’s relatives. Much of this training will take place during the students’ practice studies, but these periods are short, and there are many aspects of nursing for students to focus on. Simulation offers one option for promoting learning in nursing education. Simulation is an effective supplement to traditional lectures in oncology nursing programs, giving students the opportunity to rehearse their skills and learn where they need more practice.
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Eriksson, Ulrika, and Astrid Kilvik. "Train the Trainer Course: How Can the Skills of a Facilitator Benefit Academic Staff in Nursing and Other Health Education Programs?" In How Can we Use Simulation to Improve Competencies in Nursing?, 91–101. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_8.

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AbstractOver several years, simulation has become an established teaching method in study programs of nursing and other health disciplines. Simulation exercises have a theoretical foundation in a number of perspectives on how adults acquire knowledge, through experience-based learning, reflection-on-action and reflection-in-action, and an emphasis on the sociocultural context. As part of the learning process of simulation, the opportunity for feedback and feed forward is crucial in the learning process. The individual facilitator is particularly important in this understanding of learning. The role of the facilitator is aimed at guiding the student toward learning with the help of didactic and pedagogical methods. Learning in itself is a process that could be defined as a transformation that is not based on biological maturation. In this chapter, we look closer at the nature of train the trainer courses, what separates a facilitator from a lecturer, the significance of a common language and framework, as well as how the side effects and synergies of the facilitator’s skills might benefit academic staff in nursing and other health education programs.
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Sugiyama, Miyuki, Jun Aida, and Takeyoshi Koseki. "Model of Oral Health Care Programs to Achieve Self-Actualization in Nursing Homes." In Interface Oral Health Science 2011, 306–8. Tokyo: Springer Japan, 2012. http://dx.doi.org/10.1007/978-4-431-54070-0_91.

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Conference papers on the topic "Nursing programs"

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Jayasekara, Rasika S., Colleen Smith, Morgan Smith, Vicky Visvanathan, Cath Hall, Elaine Rankin, and Terry-Renette Friebe. "Clinical Education Models for Undergraduate Nursing Programs." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.59.

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Malik, Gulzar, Lisa McKenna, and Debra Griffiths. "An Analysis of Evidence-Based Practice curriculum Integration in Australian Undergraduate Nursing Programs." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.66.

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Park, Young-Sun, and Young-Ju Jee. "Effects of Dementia Intervention Programs on the Elderly with Dementia and Professional Caregivers in LTCF." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.104.22.

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Briza, Ilze, and Anita Pipere. "Clinical Training in Nursing Study Programs in Latvia and Europe." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.001.

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As a result of the Bologna Process, European countries have been operating common basic requirements for nursing education (NE) programmes for several years. In 2021, reforms have also taken place in Latvia to ensure the effective development of professionals within higher education, who would become autonomous medical staff with a bachelor (Bch) education. Despite the different approaches of each European Union (EU) Member State to implementation of NE programmes, the unifying element is a scope of clinical training, which under EU legislation is at least half of the total scope of study programme. According to the research, these essential requirements have had a positive impact on the development of NE across Europe. Latvian higher education institutions (HEIs) have taken over the positive experience of Europe and have aligned the scope of clinical training with the requirements of regulatory enactments. A HEI has the right to organise clinical training at its discretion, thereby creating an unequal scope of this training in certain parts of the study programme. Some HEIs implement this process as internships, while others integrate it into study courses, supplementing the theoretical knowledge and practical skills acquired in simulation rooms with the acquisition of competencies in the clinical environment (CE). However, despite the organizational differences, the unifying element of these programmes remains the total scope of studies in the CE. The NE programmes in Europe also differ in the use of the term for clinical training. Notwithstanding the designation of this peculiar study form, it is always implemented in a CE. The presented research aims to look at the essence of clinical studies and the usability of the corresponding terms in a framework of study process in a CE, as well as to analyse the differences in the scope of this study form in Bch programmes in nursing in Latvia and Europe. The document analysis method, examining 17 research papers for their compliance with international regulatory enactments, shows that clinical training, nothwithstanding different terminology, is a key component of NE in a high-quality CE. The comparison of Bch’s level nursing studies (NS) at Vilnius University (Lithuania), Riga Stradiņš University (Latvia), Osnabrück University of Applied Sciences (Germany), University of Barcelona (Spain), and Daugavpils University (Latvia) indicates that they generally comply with internationally recognized requirements for the acquisition of the nursing profession.
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Chung, Myoung-Jin, and Bong-Sil Choi. "Study on the Needs, Accommodation and Satisfaction toward the Nursing Practice Programs of the Nurses in Small to Medium sized Hospitals." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.28.

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L Kempster, Catherine, and Rasika S. Jayasekara. "The effects of diet and exercise programs for overweight or obese women during pregnancy." In 1st Annual Worldwide Nursing Conference (WNC 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2315-4330_wnc13.41.

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Tjoflåt, Ingrid, Bodil Bø Våga, Paulo Mandangi, Hanitra Ralaitafika, Samwel Ligmas, and Hege Ersdal. "IMPLEMENTATION OF SIMULATION-BASED EDUCATION IN NURSING EDUCATION PROGRAMS IN TANZANIA AND MADAGASCAR." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1184.

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Chao, Ling-Tze, and Huann-Ming Chou. "The implementation of intergenerational green energy programs in nursing homes and its prospects." In 2017 International Conference on Applied System Innovation (ICASI). IEEE, 2017. http://dx.doi.org/10.1109/icasi.2017.7988174.

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Kusuma, Mutiara Tirta Prabandari Lintang. "Understanding the Contextual Idiosyncrasies of Stunting Prevention Program at District and Village Levels in Indonesia Using the Ecological Approach." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.34.

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ABSTRACT Background: Despite rapid economic growth, stunting affects one third of the child­ren under five population in Indonesia. The Government of Indonesia (GoI) realizing the problem, established the National Strategy to Accelerate Stunting Prevention as a national priority program for 2017 to 2021. The GoI plans to maximize the use of resources, policies, and programs that encompasses nutrition-specific and sensitive interventions directed to the first 100 days of life. This study aimed to explore the extent of program planning, budgeting, and implementation related to stunting prevention at district and village level as well as to understand the challenges presented to converge intervention. Subjects and Method: A case study with ecological approach was conducted in 10 villages from five districts in Indonesia. The study method included focus group discussions with 70 district officials and 100 village representatives, interviews with 12 key informants from district planning agency, document analysis, and reflective journaling. The data were reported descriptively. Results: Most head districts, officials from relevant departments and village leaders committed to stunting prevention following the vice president decree of stunting as a national priority. As a result, programs and budget were in place and local initiatives to prevent stunting were on the rise. Despite the commitment, many expressed ambivalences and disregarded the issue as a mere short stature (genetic variation). Thus, problems related to efficiency, coverage, and sustainability persists as maintaining motivation among staffs were difficult. In some settings, the situation was exacerbated by factors such as high financial dependency, misconception, and poor gender relation. Conclusion: The policy and programs to control stunting among children in Indonesia are in place. However, challenges occur due to the complexity in governance system as well as lack of political will. Better communication and cooperation are essential for well implemented policies. Keywords: stunting, ecological approach, case study, nutrition intervention, nutrition policy Correspondence: Mutiara Tirta Prabandari Lintang Kusuma. Department of Health Nutrition, Faculty of Medicine, Nursing, and Public Health, Universitas Gadjah Mada, Indonesia. Jl. Farmako, Sekip Utara Yogyakarta 55281. Email: mutiara.tirta@gmail.com. Mobile: +62­8­139880­320 DOI: https://doi.org/10.26911/the7thicph.04.34
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Tingting, Xie. "RESEARCH ON THE CONSTRUCTION OF CURRICULUM SYSTEM OF SINO-FOREIGN COOPERATIVE PROGRAMS FROM THE PERSPECTIVE OF CULTURAL ADAPTATION— A CASE STUDY OF SINO-AMERICAN NURSING PROGRAM OF HUBEI UNIVERSITY OF CHINESE MEDICINE." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.10.12.

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Reports on the topic "Nursing programs"

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Reinhard, Susan, and James McSpadden. An Opportunity to Improve Nursing Facility Immunization Programs. Washington, DC: AARP Public Policy Institute, October 2021. http://dx.doi.org/10.26419/ppi.00150.001.

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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Brown, Candace, Chudney Williams, Ryan Stephens, Jacqueline Sharp, Bobby Bellflower, and Martinus Zeeman. Medicated-Assisted Treatment and 12-Step Programs: Evaluating the Referral Process. University of Tennessee Health Science Center, November 2021. http://dx.doi.org/10.21007/con.dnp.2021.0013.

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Purpose/Background Overdose deaths in the U.S. from opioids have dramatically increased since the COVID-19 pandemic. Although medicated-assisted treatment (MAT) programs are widely available for sufferers of opiate addiction, many drop out of treatment prematurely. Twelve-step programs are considered a valuable part of treatment, but few studies have examined the effect of combining these approaches. We aimed to compare abstinence rates among patients receiving MAT who were referred to 12-step programs to those only receiving MAT. Methods In this prospective study, a cohort of participants from a MAT clinic agreeing to attend a 12-step program was compared to 15 controls selected from a database before project implementation. Eligible participants were diagnosed with OUD, receiving buprenorphine (opiate agonist), and at least 18. Participants were provided with temporary sponsors to attend Narcotics Anonymous, Alcoholics Anonymous, and Medication-Assisted Recovery meetings together. The primary endpoint was the change in positive opiate urine drug screens over 6 months between participants and controls. Results Between March 29, 2021, and April 16, 2021, 166 patients were scheduled at the clinic. Of those scheduled, 146 were established patients, and 123 were scheduled for face-to-face visits. Of these, 64 appeared for the appointment, 6 were screened, and 3 were enrolled. None of the participants attended a 12-step meeting. Enrollment barriers included excluding new patients and those attending virtual visits, the high percentage of patients who missed appointments, and lack of staff referrals. The low incidence of referrals was due to time constraints by both staff and patients. Implications for Nursing Practice Low enrollment limited our ability to determine whether combining medication management with a 12-step program improves abstinence. Failure to keep appointments is common among patients with OUD, and virtual meetings are becoming more prevalent post-COVID. Although these factors are unlikely to be controllable, developing strategies to expedite the enrollment process for staff and patients could hasten recruitment.
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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, May 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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Ashby-Mitchell, Kimberly, Kayon Donaldson-Davis, Julian McKoy-Davis, Douladel Willie-Tyndale, and Denise Eldemire-Shearer. Open configuration options Aging and Long-Term Care in Jamaica. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004221.

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Recent estimates show that almost 15% of the Jamaican population is 60 years old or more. About 7% of this population need help with at least one activity of daily living. The demand for long-term care services is expected to rise as the countrys population grows older. In a context in which family sizes are shrinking and older adults are experiencing poor health and critical socioeconomic vulnerability, the means to meet care needs privatelyeither by relying on unpaid care, provided by their families or close networks, or by purchasing services in the marketare scarce. The regulation and provision of long-term care services in the country is highly fragmented and focuses mostly on those that are economically and socially vulnerable, as part of poverty-relief programs. Residential care is the main long-term care service available in Jamaica. Public institutions target the poor, while the private sector also offers various levels of institutional care, from residential to nursing care. The nongovernmental sector is also heavily involved in the provision of residential care in Jamaica, especially through churches. All things considered, women in the family are still the main providers of care. The main conclusion of the report is that long-term care in Jamaica is still an unmet need that requires the development of comprehensive policies and programs.
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Friedrich, Benjamin, and Martin Hackmann. The Returns to Nursing: Evidence from a Parental Leave Program. Cambridge, MA: National Bureau of Economic Research, February 2017. http://dx.doi.org/10.3386/w23174.

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Zadinsky, Julie K. The Readiness Training Program for Nursing Personnel in the AMEDD. Volume I, Program Development. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada346964.

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Carnahan, Ryan, Grant Brown, Marianne Smith, Elena Letuchy, Linda Rubenstein, Bryan Gryzlak, Susan Schultz, et al. Evaluating a Training Program for Rural Doctors and Nursing Home Staff on Safe Medicine Use for Patients with Dementia and Nursing Home Residents. Patient-Centered Outcomes Research Institute (PCORI), June 2020. http://dx.doi.org/10.25302/06.2020.cer.1131.

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Bishop, Kathryn D. Darton College Customized Nursing Program for the Fort Benning Community and Research Project. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada612227.

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Bishop, Kathryn D., and Regine Haardoerfer. Darton College Customized Nursing Program for the Fort Benning Community and Research Project. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada612228.

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