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Journal articles on the topic 'Nursing programs'

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

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1

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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2

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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3

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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4

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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6

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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Algase, Donna L., Elaine Souder, Beverly Roberts, and Elizabeth Beattie. "Enriching Geropsychiatric Nursing in Advanced Practice Nursing Programs." Journal of Professional Nursing 22, no. 2 (March 2006): 129–36. http://dx.doi.org/10.1016/j.profnurs.2006.01.003.

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Van Bewer, Vanessa, Roberta L. Woodgate, Donna Martin, and Frank Deer. "The importance and promise of integrating Indigenous knowledges in nursing education." Witness: The Canadian Journal of Critical Nursing Discourse 2, no. 1 (June 6, 2020): 11–24. http://dx.doi.org/10.25071/2291-5796.46.

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This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.
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13

Clements, Paul Thomas. "Forensic Nursing Education: Online Programs." Open Medicine Journal 3, no. 1 (October 31, 2016): 222–29. http://dx.doi.org/10.2174/1874220301603010222.

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The shift to online forensic nursing education is growing in professional development and continuing education required for certification. Students and instructors are attracted by the ease of use and personalization inherent to asynchronous online instruction. Online education can provide a mechanism for timely and supplemental training to address personnel shortages in certain professional roles, such as forensic nursing. Since all students will necessarily be adult learners, and already possessing professional licensure, they will bring with them a wide array of experience from the forensic arena, ranging from entrée into the field to havingyears in the trenches. It is imperative that all students, from novice to expert, establish a sense of comfort to safely demonstrate their current level of expertise and knowledge. Based on the virtual exponential explosion of advances in technology for educational settings, the path to learning will be ever changing. As this occurs, educational strategies from forensic nursing instructors must be pedagogically translated for the learner who must simultaneously navigate the responsibilities of home, work and school, and will necessarily need to continue to facilitate not only flexibility of learning, but simultaneously maximize immediate utilization in thereal worldof forensic nursing practice.
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Crouch, Suzanne J. "Predicting Success In Nursing Programs." Journal of College Teaching & Learning (TLC) 12, no. 1 (January 13, 2015): 45–54. http://dx.doi.org/10.19030/tlc.v12i1.9069.

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15

Burke, Sharon, and William Cody. "Podcasting in Undergraduate Nursing Programs." Nurse Educator 39, no. 5 (2014): 256–59. http://dx.doi.org/10.1097/nne.0000000000000059.

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WELLS, MARJORIE J., DIANA J. WILKIE, MARIE-ANNETTE BROWN, INGE B. CORLESS, STUART J. FARBER, M. KAY M. JUDGE, and SARAH E. SHANNON. "Technology Survey of Nursing Programs." CIN: Computers, Informatics, Nursing 21, no. 1 (January 2003): 29–36. http://dx.doi.org/10.1097/00024665-200301000-00011.

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17

&NA;, &NA;. "Business and Nursing Programs Combine." Nurse Educator 15, no. 3 (May 1990): 35–39. http://dx.doi.org/10.1097/00006223-199005000-00006.

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18

Wood, Marilynn J. "Canadian Ph.D. in Nursing Programs." Clinical Nursing Research 6, no. 4 (November 1997): 307–9. http://dx.doi.org/10.1177/105477389700600401.

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Decker, Phillip J., and Marlene K. Strader. "Nursing Administration Programs: Hard Choices." JONA: The Journal of Nursing Administration 22, no. 3 (March 1992): 11,22. http://dx.doi.org/10.1097/00005110-199203000-00005.

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20

Dimant, Jacob. "Bariatric Programs in Nursing Homes." Clinics in Geriatric Medicine 21, no. 4 (November 2005): 767–92. http://dx.doi.org/10.1016/j.cger.2005.06.006.

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21

Williams, Janet K., and Toni Tripp-Reimer. "From Ecologyto Base Pairs: Nursing and Genetic Science." Biological Research For Nursing 3, no. 1 (July 2001): 4–12. http://dx.doi.org/10.1177/109980040100300102.

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With the mapping of the human genome has come the opportunity for nursing research to explore topics of concern to the maintenance, restoration, and attainment of genetic-related health. Initially, nursing research on genetic topics originated primarily from physical anthropology and froma clinical, diseasefocused perspective. Nursing research subsequently focused on psychosocial aspects of genetic conditions for individuals and their family members. As findings emerge from current human genome discovery, new programs of genetic nursing research are originating froma biobehavioral interface, ranging fromthe investigations of the influence of specific molecular changes on gene function to social/ethical issues of human health and disease. These initiatives reflect nursing’s response to discoveries of gene mutations related to phenotypic expression in both clinical and community-based populations. Genetic research programs are needed that integrate or adapt theoretical and methodological advances in epidemiology, family systems, anthropology, and ethics with those from nursing. Research programs must address not only populations with a specific disease but also communitybased genetic health care issues. As genetic health care practice evolves, so will opportunities for research by nurses who can apply genetic concepts and interventions to improve the health of the public. This article presents an analysis of the evolution of genetic nursing research and challenges for the future.
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22

Martínez Pabón, Lady Diana, Nazly Dallan Bolívar Buitrago, and Israel Arturo Orrego Echeverría. "APORTES PARA LOS CURRÍCULOS DE ENFERMERÍA Y FISIOTERAPIA EN COLOMBIA DESDE UN ANÁLISIS DE LA FORMACIÓN EN PERSPECTIVA DE INTERCULTURALIDAD CRÍTICA." Más Vita 4, no. 1 (March 26, 2022): 81–93. http://dx.doi.org/10.47606/acven/mv0088.

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Introducción: Para el desarrollo de esta investigación se revisaron conceptos como biologicismo en salud, tradicionalmente en occidente asumido como el eje que da respuesta a las necesidades en salud. Objetivo: realizar a partir del análisis de contenidos curriculares de programas de formación en salud, aportes desde la interculturalidad crítica para la formación y la construcción curricular de programas académicos en fisioterapia y enfermería en Colombia. Materiales y Métodos: Se hizo una revisión de las mallas curriculares y perfiles profesionales de programas acreditados, según el sistema de información del Ministerio de Educación Nacional de Colombia siendo en total, 15 universidades del programa de fisioterapia y 26 universidades del programa de enfermería; Resultados: La revisión del material arrojó como resultado que, del contenido curricular de los programas revisados, en solo el tres por ciento (3%) del contenido de los 15 programas de fisioterapia se presentan elementos curriculares en clave intercultural y el cinco por ciento (5%) de los 26 programas de enfermería abordan este componente. Conclusiones: Las Instituciones de Educación Superior deben estar en la capacidad de incluir dentro de sus currículos no solo asignaturas aisladas que aborden conceptos efímeros vistos de la diversidad cultural; deben proponer currículos que desde la transversalidad aborden la interculturalidad crítica en cada una las asignaturas desde la atención a la población, para que el ejercicio profesional cobre una real significancia en el contexto pluriétnico colombiano SUMMARY Introduction: For the development of this research, concepts as biologicism in health, traditionally in the West assumed as the axis that responds to health needs. Objective: The study had as an objective to carry out from the analysis of curricular contents of health training programs, contributions from critical interculturality to training and curricular construction of academic programs in physiotherapy and nursing in Colombia. Materials and Methods: a review of the curriculum and professional profiles of programs accredited, according to the information system of the Ministry of Education National of Colombia being in total, 15 universities of the program of physiotherapy and 26 universities of the nursing program; Results: the review of the material showed as a result that the curricular content of the reviewed programs, in only three percent (3%) of the content of the 15 physiotherapy programs curricular elements are presented in key intercultural and five percent (5%) of the 26 nursing programs address this component. Conclusions: Educational Institutions Superior must be able to include in their resumes not only isolated subjects that deal with ephemeral concepts seen in diversity cultural; should propose curricula that, from a transversal perspective, address the critical interculturality in each of the subjects from attention to population, so that professional practice gains real significance in the Colombian multiethnic context
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23

Walker, Danielle, Gerry Altmiller, Lora Hromadik, Nina Barkell, Nancy Barker, Teri Boyd, Michelle Compton, et al. "Nursing Studentsʼ Perceptions of Just Culture in Nursing Programs." Nurse Educator 45, no. 3 (2020): 133–38. http://dx.doi.org/10.1097/nne.0000000000000739.

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24

O’Brien King, Margaret, and Marie F. Gates. "Perceived Barriers to Holistic Nursing in Undergraduate Nursing Programs." EXPLORE 2, no. 4 (July 2006): 334–38. http://dx.doi.org/10.1016/j.explore.2006.04.002.

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25

Görgülü, Refia Selma, and Leyla Dinç. "Ethics in Turkish Nursing Education Programs." Nursing Ethics 14, no. 6 (November 2007): 741–52. http://dx.doi.org/10.1177/0969733007082114.

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This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.
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26

Jang, Seon Mi, and Jeongeun Kim. "Current Status of Transcultural Nursing Education in Nursing Baccalaureate Programs." Journal of Korean Academic Society of Nursing Education 24, no. 2 (May 31, 2018): 181–89. http://dx.doi.org/10.5977/jkasne.2018.24.2.181.

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Purpose: This study presents the current status of transcultural nursing education in nursing baccalaureate programs. Methods: The nursing curricula from 185 out of 194 nursing colleges that received accreditation were collected and analyzed. Results: 109 (58.9%) nursing colleges offered 117 transcultural nursing-related courses. The courses were offered as elective (68.4%) as well as major (78.6%) courses. All courses were offered as a theoretical delivery class without any field experiences. The courses were offered mainly for sophomore (41.9%) and freshman students (33.3%), and most of them (79.5%) were two-credit courses. Instead of the term "transcultural nursing," "multicultural nursing" is mostly used in the title of courses. An inconsistency between the title of courses and their content was found. After analyzing the title of courses based on four nursing meta-paradigms, courses related to the environment were most common (41.9%). Conclusion: Transcultural nursing education has developed during the last decade. However, teaching methods and course content have not developed enough. Thus, a greater effort is needed to increase awareness of the importance of transcultural nursing education and to develop courses for it.
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27

Arslanian-Engoren, Cynthia, Frank D. Hicks, Ann L. Whall, and Donna L. Algase. "An Ontological View of Advanced Practice Nursing." Research and Theory for Nursing Practice 19, no. 4 (December 2005): 315–22. http://dx.doi.org/10.1891/rtnp.2005.19.4.315.

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Identifying, developing, and incorporating nursing’s unique ontological and epistemological perspective into advanced practice nursing practice places priority on delivering care based on research-derived knowledge. Without a clear distinction of our metatheoretical space, we risk blindly adopting the practice values of other disciplines, which may not necessarily reflect those of nursing. A lack of focus may lead current advanced practice nursing curricula and emerging doctorate of nursing practice programs to mirror the logical positivist paradigm and perspective of medicine. This article presents an ontological perspective for advanced practice nursing education, practice, and research.
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28

MOURTOUPALAS, C., and H. BURST. "ACNM-accredited nurse-midwifery education programs Program information." Journal of Nurse-Midwifery 37, no. 4 (July 1992): 274–86. http://dx.doi.org/10.1016/0091-2182(92)90132-m.

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29

Lee, Insook, Hae Ok Kim, and Byoung Sook Lee. "Nursing students’ experience of community-linked nursing education program: A qualitative content analysis." Journal of Korean Academic Society of Nursing Education 28, no. 3 (August 31, 2022): 223–35. http://dx.doi.org/10.5977/jkasne.2022.28.3.223.

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Purpose: This study aimed to explore nursing students’ experience with community-linked nursing education programs.Methods: This study utilized a qualitative content analysis. Participants were 55 sophomore nursing students. The community-linked nursing education program was conducted for eight weeks using the Analysis, Design, Development, Implementation, Evolution (ADDIE) model. Data were collected from 55 reflection records and five individual interviews and then analyzed through the three steps of qualitative content analysis, coding, condensing, and categorizing.Results: Twelve categories, 26 subcategories, and six topics emerged. The themes of impression and lesson from the community-linked nursing education programs were “recognizing the importance of professional competence in performing the role of nurse,” “recognizing the need for leadership and cooperation in nursing practice,” and “increased awareness of the role as a nursing professional for community residents.” The themes of the strategies used were “looking at the goal and moving forward,” and “aligning differences and working together with team/community members.” The theme of strategies for the advancement of community-linked nursing education programs was “establishing a sustainable student-participating community-linked education program.”Conclusion: The community-linked nursing education programs made students aware of the necessary competencies as professionals. In particular, they gave them hope for their role as professional nurses in the community. It could also be seen that they developed the ability to engage in team activities for community activities. Community-linked nursing education programs will need to be developed into continuous programs with community residents.
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30

Andress, K. "(A32) Emergency Preparedness in Louisiana Nursing Programs – Response Roles, Impacts, and Competencies." Prehospital and Disaster Medicine 26, S1 (May 2011): s9—s10. http://dx.doi.org/10.1017/s1049023x11000458.

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IntroductionNurses are leaders and primary health responder/providers in natural, anthropic and technological disasters. Preparation and education for nursing emergency and disaster response should begin before nursing program graduation and before disaster events occur. In Louisiana, 17 federally-declared disaster declarations were experienced from 2000 – 2009, ranging from the Space Shuttle “Columbia” to Hurricane “Katrina”. This presentation overviews Louisiana nursing programs' disaster preparedness and operational planning as demonstrated to Louisiana's Schools of Nursing Aligned for Emergency Responsiveness (SAFER) Conference, New Orleans, 2010. Co-sponsored by Dillard University, Division of Nursing, New Orleans, and Northwestern State University, College of Nursing, Shreveport, the invitational conference brought expert nurse and physician preparedness speakers from federal, state and local venues to review disaster planning, experiences, needs, and nurse preparedness competencies with nurse faculty leadership.MethodsA multiple choice survey was developed, trialed and emailed to 42 Louisiana Nursing Programs. Programs surveyed included Associate degree, Bachelors and Graduate-level providers for Registered Nurses as well as Vocational Technical programs for the Licensed Practical Nurse. National Planning Scenario threat priorities; impacts of federally declared disasters on Louisiana nursing programs; nursing program roles in disaster; and awareness of nurse emergency preparedness competencies were queried.Results34 of 42 surveys were returned. 20 were complete. Nursing programs were located state-wide and found in 7 of 9 Louisiana regions. Surveyed programs offered a Bachelors degree (45%); Graduate degree (35%); Associate degree (35%) and vocational or Licensed Practical Nursing (35%).ConclusionsThe majority of Louisiana nursing programs and their health communities have been impacted by federally declared disasters. Coordinated efforts to improve nursing program preparedness education, roles and responsibility are warranted as vulnerability increases.
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Ahn, Yang Heui, Kyung Sook Park, Soon Ok Yang, Kyung Rim Shin, and Mi Ja Kim. "Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program." Journal of Educational Evaluation for Health Professions 2 (June 30, 2005): 87. http://dx.doi.org/10.3352/jeehp.2005.2.1.87.

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The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.
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32

Raines, Deborah A. "Learning Nursing Concepts Through Television Programs." Journal of Nursing Education 49, no. 3 (March 1, 2010): 173–74. http://dx.doi.org/10.3928/01484834-20100218-02.

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33

Minnick, Ann F., Linda D. Norman, Beth Donaghey, Linda W. Fisher, and Irene M. McKirgan. "Leadership in Doctoral Nursing Research Programs." Journal of Nursing Education 49, no. 9 (September 1, 2010): 504–10. http://dx.doi.org/10.3928/01484834-20100820-02.

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34

Anonymous. "Enrollment Declines in Baccalaureate Nursing Programs." Journal of Psychosocial Nursing and Mental Health Services 25, no. 6 (June 1987): 40. http://dx.doi.org/10.3928/0279-3695-19870601-16.

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35

Marziale, Maria Helena Palucci, and Isabel Amélia Costa Mendes. "Social insertion of nursing graduate programs." Revista Latino-Americana de Enfermagem 15, no. 5 (October 2007): 885–86. http://dx.doi.org/10.1590/s0104-11692007000500001.

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36

Oermann, Marilyn H., and Marie T. Jamison. "Nursing Education Component in Master's Programs." Journal of Nursing Education 28, no. 6 (June 1989): 252–55. http://dx.doi.org/10.3928/0148-4834-19890601-05.

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37

Dickinson, George E. "Death Education in Baccalaureate Nursing Programs." Journal of Nursing Education 25, no. 1 (January 1986): 36–37. http://dx.doi.org/10.3928/0148-4834-19860101-11.

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38

Androwich, Ida M., Carol A. Watson, Jan V. R. Belcher, Patricia A. Patrician, Rose O. Sherman, Linda H. Yoder, and Frances R. Vlasses. "Graduate Practicums in Nursing Administration Programs." JONA: The Journal of Nursing Administration 42, no. 10 (October 2012): 454–57. http://dx.doi.org/10.1097/nna.0b013e31826a1ea0.

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39

Fink, Robert M., and Steven W. Jones. "Pharmacy participation in nursing orientation programs." American Journal of Health-System Pharmacy 46, no. 4 (April 1, 1989): 701–2. http://dx.doi.org/10.1093/ajhp/46.4.701.

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40

&NA;. "DECREASED ENROLLMENTS IN MASTERʼS NURSING PROGRAMS." Journal of Wound, Ostomy and Continence Nursing 18, no. 4 (July 1991): 31A. http://dx.doi.org/10.1097/00152192-199107000-00004.

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&NA;. "ENROLLMENTS STILL TUMBLING IN NURSING PROGRAMS." AJN, American Journal of Nursing 88, no. 5 (May 1988): 755. http://dx.doi.org/10.1097/00000446-198805000-00031.

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Lobo, Marie L. "Research in Phd in Nursing Programs." Nursing Science Quarterly 18, no. 1 (December 2004): 16–17. http://dx.doi.org/10.1177/0894318404273239.

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43

Siket Ujvarine, Adrienn. "Ethics in Hungarian nursing education programs." Nursing Ethics 15, no. 5 (September 2008): 696–97. http://dx.doi.org/10.1177/0969733008092877.

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KALDY, JOANNE. "Nursing Programs Could Sharpen LTC Focus." Caring for the Ages 8, no. 4 (April 2007): 24–26. http://dx.doi.org/10.1016/s1526-4114(07)60103-6.

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45

Hart, Sylvia E. "Single-Purpose institutions for nursing programs." Journal of Professional Nursing 6, no. 1 (January 1990): 55–58. http://dx.doi.org/10.1016/s8755-7223(05)80190-5.

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46

Morgan, Julie Margetta. "Regulating For-Profit Nursing Education Programs." Journal of Nursing Regulation 3, no. 2 (July 2012): 24–30. http://dx.doi.org/10.1016/s2155-8256(15)30215-5.

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47

Thomas, Barbara S. "Instructional computing in American nursing programs." International Journal of Nursing Studies 23, no. 3 (January 1986): 221–29. http://dx.doi.org/10.1016/0020-7489(86)90020-9.

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48

Troxler, Heidi, Julie C. Jacobson Vann, and Marilyn H. Oermann. "How Baccalaureate Nursing Programs Teach Writing." Nursing Forum 46, no. 4 (October 2011): 280–88. http://dx.doi.org/10.1111/j.1744-6198.2011.00242.x.

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&NA;. "Decline in Faculty Affects Nursing Programs." Nurse Practitioner 32, no. 10 (October 2007): 12. http://dx.doi.org/10.1097/01.npr.0000294219.83559.51.

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50

Malloch, Kathy. "The Demise of Nursing Administration Programs." JONA: The Journal of Nursing Administration 30, no. 4 (April 2000): 166–68. http://dx.doi.org/10.1097/00005110-200004000-00005.

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