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Journal articles on the topic 'University of Virginia. School of Nursing'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Newfield, Susan A., and Dorothy M. B. Johnson. "Enhancing Wellness in a High School: A Community Partnership." Journal of School Nursing 17, no. 1 (2001): 38–43. http://dx.doi.org/10.1177/105984050101700106.

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Meeting the wellness needs of high school students reporting high-risk behaviors above national averages was the purpose of a community partnership between the county school district and West Virginia University School of Nursing. Although the school district and School of Nursing were the primary partners, other programs in the university provided additional support. The school nurse, school of nursing faculty, and nursing students provided wellness programs to students, faculty, and staff. Positive evaluations and high demand for the services demonstrated the school community’s need for the program and the success of the partnership.

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2

Brodie, Barbara M., and MARILYN E. FLOOD. "Mr. Jefferson’s Nurses: University of Virginia School of Nursing, 1901–2001." Nursing History Review 11, no. 1 (2003): 206–7. http://dx.doi.org/10.1891/1062-8061.11.1.206.

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3

Trail, Juliet Jennifer, and Tim Cunningham. "The Compassionate University." Journal of Perspectives in Applied Academic Practice 6, no. 3 (2018): 49–56. http://dx.doi.org/10.14297/jpaap.v6i3.358.

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Over the past decade, the University of Virginia has been experiencing a culture change towards becoming a more contemplative and compassionate institution. The leaders of this change seek, ultimately, to enhance and influence every aspect of the mission and community of this large, prestigious public institution. Of course, multi-layered and pervasive culture change does not occur instantaneously. Rather, the establishment in 2009 of the UVA School of Nursing’s Compassionate Care Initiative, followed by the launch in 2012 of the pan-university UVA Contemplative Sciences Center have led to an array of targeted initiatives that incorporate both the health system – consisting of the School of Nursing, School of Medicine, and the UVA Medical Center – and the university’s academic division, consisting of nine additional schools as well as the ancillary units that support the wider university. This article provides a set of detailed examples of efforts implemented by these two centers in support of a culture change towards more compassionate teaching, research, patient care, and service. Examples will include:  supporting compassion and self-care through retreats in the School of Nursing and research assessing the impact of this and additional co-curricular programming via cross-sectional survey of nurses discussion of student, faculty and clinical Ambassadors who serve as compassion mentors across the UVA Health System consideration of contemplative pedagogy within the UVA undergraduate course Mindfulness & Compassion: Towards Living Fully, Personally & Professionally discussion of pan-university co-curricular programming serving the university community that seeks to create impact at an institution-wide level.  The impact and outcomes of each example will be considered, individually and as part of a larger shift towards creating a compassionate, contemplative university for the modern era.

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4

Askew, Shana M. "Occupational Exposures to Blood and Body Fluid." AAOHN Journal 55, no. 9 (2007): 361–71. http://dx.doi.org/10.1177/216507990705500904.

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Medical students and health professions students may be at high risk for occupational exposures to blood-borne pathogens. This retrospective chart review explored the rates and types of self-reported blood and body fluid exposures among medical students and health professions students at Eastern Virginia Medical School (EVMS), the University of Virginia School of Medicine, and Virginia Commonwealth University School of Medicine between January 1, 2001, and December 31, 2005, to determine an average rate of exposure reported by the student population at EVMS and in Virginia. Students at EVMS reported 126 exposures: 105 were needlestick and sharps injuries and 21 were blood and body fluid exposures. Fifty-one percent of the EVMS students reported not being the original user of the device causing their exposure. Students in Virginia reported 519 exposures. The majority of the exposures occurred in the operating room. Limitations of this study included student curricula not being reviewed and the medical schools' data collection methods not being compared. Student blood and body fluid exposures should be considered a serious and possibly deadly occupational hazard. Students must be deemed competent in basic health care procedures, universal precautions, and suturing techniques before being allowed to assist with or perform patient procedures.

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5

Hedrick, Jason S., Scott Cottrell, Karen Woodfork, and Norman D. Ferrari. "West Virginia University School of Medicine." Academic Medicine 95, no. 9S (2020): S552—S555. http://dx.doi.org/10.1097/acm.0000000000003429.

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6

Bray, Megan J., Maryellen E. Gusic, and Randolph J. Canterbury. "University of Virginia School of Medicine." Academic Medicine 95, no. 9S (2020): S534—S537. http://dx.doi.org/10.1097/acm.0000000000003328.

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7

MESSMER, JAMES. "Virginia Commonwealth University School of Medicine." Academic Medicine 75, Supplement (2000): S387—S389. http://dx.doi.org/10.1097/00001888-200009001-00114.

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8

INNES, DONALD, and JERRY SHORT. "University of Virginia School of Medicine." Academic Medicine 75, Supplement (2000): S390—S394. http://dx.doi.org/10.1097/00001888-200009001-00115.

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9

SHUMWAY, JAMES M. "West Virginia University School of Medicine." Academic Medicine 75, Supplement (2000): S402—S406. http://dx.doi.org/10.1097/00001888-200009001-00118.

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10

Ryan, Michael S., Diane Biskobing, Lelia Brinegar, Susan DiGiovanni, and Christopher Woleben. "Virginia Commonwealth University School of Medicine." Academic Medicine 95, no. 9S (2020): S538—S541. http://dx.doi.org/10.1097/acm.0000000000003389.

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11

Dow, Alan W., Craig Cheifetz, and Isaac K. Wood. "Virginia Commonwealth University School of Medicine." Academic Medicine 85 (September 2010): S578—S581. http://dx.doi.org/10.1097/acm.0b013e3181ea99ef.

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12

Buer, Troy S., Donald J. Innes, Veronica E. Michaelsen, and Addeane Caelleigh. "University of Virginia School of Medicine." Academic Medicine 85 (September 2010): S586—S592. http://dx.doi.org/10.1097/acm.0b013e3181ea9f52.

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13

Shumway, James M. "West Virginia University School of Medicine." Academic Medicine 85 (September 2010): S598—S602. http://dx.doi.org/10.1097/acm.0b013e3181eaa1b5.

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14

Garson, Arthur. "The University of Virginia School of Medicine." Academic Medicine 81, no. 12 (2006): 1058. http://dx.doi.org/10.1097/01.acm.0000246656.72129.af.

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15

&NA;. "University of Virginia Medical Center." American Journal of Nursing 96 (January 1996): 86. http://dx.doi.org/10.1097/00000446-199601001-00065.

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16

Gregory, David L. "School Prayers in School Papers: Reflections onRosenberger v. University of Virginia." Religion & Education 22, no. 2 (1995): 58–62. http://dx.doi.org/10.1080/15507394.1995.11000808.

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17

Çinar, Nursan, and İnsaf Altun. "Enfermagem na Turquia: seus avanços e desafios." Revista Eletrônica de Enfermagem 12, no. 2 (2010): 231–6. http://dx.doi.org/10.5216/ree.v12i2.10226.

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No sentido de compreender os avanços e desafios da Enfermagem na Turquia é necessário conhecer a estrutura e o desenvolvimento histórico do país, localizado entre a Ásia e a Europa e permeado de valores das culturas oriental e ocidental. A República da Turquia foi fundada em 1923 sobre as ruínas do Império Otomano a partir de acordo com valores Islâmicos e do sultanato, sob a liderança de Ataturk (Mustafá Kemal) seu fundador. A Turquia se desenvolveu influenciada pelas revoluções do republicanismo, o nacionalismo, o populismo, o estatismo e o secularismo(1). Este Estado com 86 anos, teve seu primeiro censo em 1927 que apresentou 13.648.270 habitantes. O segundo, realizado em 2008, mostrou que a Turquia tinha 72.561.312 pessoas, sendo metade do sexo feminino e metade do masculino, 6% da população tinha 65 anos ou mais e 50% 26 anos ou menos. A rápida industrialização e urbanização na Turquia é uma das principais razões do fato de que aproximadamente 75% da população vive nas cidades(2). “Enfermeira” em turco significa "irmã". A Enfermagem na Turquia, percebida como um trabalho feminino, inicialmente se constituiu como trabalho voluntário de mulheres que se dispuseram a aprender o ofício nos próprios serviços de saúde. Após a independência turca, a reconstruçao da escola foi marcada pela organizaçao do currículo, apontando alguns avanços que se refletiram no status das mulheres na Turquia, ganhando importância após a instauração da República. Portanto, enfermeiras e profissionais de enfermagem se tornaram mais importantes(3). O primeiro indício do ensino de enfermagem Turquia começou em 1920 na Admiral Bristol Nursing School, Istambul instalado no American Hospital por meio de um curso de cuidador com o status de escola privada estrangeira(3-5). No periodo da República, a Red Crescent Nursing School se inicia em 1925, sendo a primeira escola de Enfermagem da Turquia. O ensino da Enfermagem moderna começou na Turquia com esta escola e a profissão de enfermagem ganhou identidade profissional(3,5). O primeiro movimento de organização da profissão de enfermagem no nosso país foi fundado em 1933 como ''Associação Médica Turca de Atendentes'' por enfermeiras voluntárias. Esta associação foi reorganizada em 1943, e sua gestão foi assumida pelas enfermeiras graduadas da escola, tendo seu nome modificado para ''Associação Turca de Enfermeiras” (ATE). Esta tornou-se membro do Conselho Internacional de Enfermagem em 1959, sendo que seu setor de comunicação iniciou a sua vida editorial em 1953, permanecendo até os dias atuais(5). A legislação de enfermagem é de 1954. Segundo essa lei, apenas as mulheres podiam fazer enfermagem. Em 1946, o Ministério da Saúde e Bem-Estar Social, fundou o Laboratório de Escolas de Enfermagem, que oferecia um programa de três anos para os graduados do ensino médio(5). A Ege University School of Nursing, fundada em 1955, foi a primeira escola em nosso país que ofereceu educação em nível universitário(4). Em 1958, as Escolas de Laboratório de Enfermagem, que tinham adotado uma abordagem mais técnica extenderam o curso para quatro anos, sendo também oferecido por escolas de ensino médio. De 1989 a 1995, o Ministério da Saúde e Bem-Estar Social aumentou o número de escolas profissionais de saúde de 75 para 326(4). Em 1992, os requisitos de formação de enfermagem e obstetrícia do nosso país exigiam o nível universitário após a "re-construção do projeto de formação em saúde'' do Ministério da Saúde. De acordo com o Conselho Supremo de Saúde, em 1995, e por decisão do Conselho de Ministros em 1996, foi introduzido um protocolo comum pelo Conselho de Ministros e do Ensino Superior, bem como em conformidade com as regulamentações nacionais e internacionais, as Escolas Profissionais de Saúde foram reestruturadas exigindo oito anos de ensino formal e foi transferida para as universidades a missão de oferecer o grau universitário de Bacharel aos diplomados do ensino médio. No entanto, cinco anos depois, em 2000, o Conselho Superior de Saúde decidiu que os cursos de Enfermagem, Obstetrícia e Oficiais de Saúde, deveriam ser novamente oferecidos nas escolas de ensino médio(5). O ensino superior em Enfermagem tem 55 anos de experiência na Turquia. Assim como outros cursos em nivel de graduação, é oferecido em quatro anos após doze anos de ensino primário, secundário e ensino médio(5). Todos os níveis de ensino de pós- graduação no país são controlados pelo Conselho Turco de Ensino Superior (Yuksek Ogretim Kurumu – YOK), que define as normas e padrões para todas as universidades direcionados para novos programas de Altos Graus (Mestrado e Doutorado), solicitando das novas instituições o cumprimento de suas normas. Em 1968, a Universidade de Hacettepe iniciou o Programa de Mestrado Ciências em Enfermagem e em 1972, o Programa de Doutorado em Enfermagem(4). O ensino de Enfermagem em nivel de doutorado começou como um programa único para a enfermagem, hoje na Turquia, as áreas que abrangem o ensino de pós-graduação em enfermagem são: Enfermagem Fundamental, Enfermagem Médica, Enfermagem Cirúrgica, Ginecologia e Enfermagem Obstétrica, Enfermagem Pediátrica, Enfermagem Psiquiatria, Enfermagem em Saúde Pública, Gestão em Enfermagem e Educação em Enfermagem(4-5). Nos últimos anos, tem havido um interesse crescente na pesquisa em enfermagem na Turquia. Dos 231 acadêmicos na área de enfermagem, 39,0% tiveram 124 artigos publicados em periódicos indexados em índices de citação (SCI-exp.SSCI). O número de artigos produzidos teve aumento em 2002, chegando a 33,1% em 2004(6). Em um esforço para promover os seus estudos a nível internacional, os enfermeiros doutores têm organizado uma série de conferências de enfermagem, como: a Conferência Turca Internacional de Enfermagem, a Conferência Turca Internacional de Administração em Enfermagem, a Conferência Turca Internacional de Enfermeiros Cirúrgicos, etc. Quando a primeira conferência aconteceu, o público foi composto, principalmente, por docentes das escolas de enfermagem. Hoje, mais e mais enfermeiros clínicos estão participando(4). Especialmente os alunos dos programas de doutorado preferem trabalhar em sua maior parte na área acadêmica. De acordo com dados de 2006, há 182 docentes do ensino superior de enfermagem em nosso país, dos quais 54 são professores, 25 professores adjuntos e 103 professores assistentes. Desde a introdução da pós-graduação e doutorado em enfermagem (1968-1972), tem havido aumento constante do número de enfermeiros que avançam para funções acadêmicas após a graduação(5). A lei de Enfermagem feita em 1954 foi alterada em 2007. Segundo a mudança dessa lei, os homens foram considerados capazes para fazerem enfermagem. Também de acordo com essa lei, enfermeiros de plantão são autorizados pelo pessoal médico para aplicar o tratamento prescrito, exceto em emergências; para identificar as necessidades de saúde relacionadas com a saúde do indivíduo, família e comunidade, capazes de cumprir as iniciativas de enfermagem em qualquer ambiente e no contexto do processo de diagnóstico de enfermagem para planejar, implementar, acompanhar e avaliar os cuidados de enfermagem dentro das necessidades identificadas. Além disso, eles cumprem suas tarefas com base na legislação e suas disposições sobre a prática de medicina familiar(7-8). A Associação Turca de Enfermagem (TNA) foi responsável por identificar valores éticos de Enfermagem para enfermeiros em 2009, o que se tornou guia para ação com base em valores e necessidades sociais(8). Como resultado, apesar de enfrentar sérios problemas no passado, hoje, os principais avanços e desafios foram salvos com a regulamentação legal e ética da Enfermagem. REFERÊNCIAS 1. Ataturk Ilkeleri ve Inkilaplari [Internet]. 2010 [cited 2010 Jan 25]. Available from: http://www.ataturktoday.com/AtaturkIlkeleriveInkilaplari.htm. 2. Türkiye Istatistik Kurumu (tuik) [Internet]. 2010 [cited 2010 Jan 25]. Available from: http://www.tuik.gov.tr/AltKategori.do?ust_id=11. 3. Hatipo?lu S. A brief history of Turkish nursing. Reflect Nurs Leadersh. 2006;32(2):6. 4. Yavuz M.. Nursing doctoral education in Turkey. Nurse Educ Today. 2004;24(7): 553-9. 5. Bahçeçik N, Alpar SE. Nursing education in Turkey: From past to present. Nurse Educ Today. 2009;29(7):698-703. 6. Kuzu N, Ulusoy MF. Profile of scientific article published in journals included in international citation indexes belonging to academicians having PhD degree in nursing. In: 4th International Nursing Management Conference Abstract Book. Virginia: Hacettepe University; 2008. p. 56. 7. Hem?irelik kanununda de?i?iklik yapilmasina dair kanun 2010 [Internet]. [cited 2010 Jan 30]. Available from: http://rega.basbakanlik.gov.tr/eskiler/2007/05/20070502-3.htm. 8. Turk Hemsireler Dernegi [Internet]. 2010 [cited 2010 Jan 25]. Available from: http://www.turkhemsirelerdernegi.org.tr/.

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Hellems, M. A., and W. L. Clarke. "Safe at School: A Virginia Experience." Diabetes Care 30, no. 6 (2007): 1396–98. http://dx.doi.org/10.2337/dc07-0121.

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19

Friedman, Judith-Ann, Edmond R. Hewlett, and Kathryn A. Atchison. "The Pipeline Program at West Virginia University School of Dentistry." Journal of Dental Education 73 (February 2009): S161—S172. http://dx.doi.org/10.1002/j.0022-0337.2009.73.2_suppl.tb04679.x.

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20

Putman-Casdorph, Heidi, and Susan Pinto. "Preliminary Testing of an Asthma Distance Education Program (ADEP) for School Nurses in Appalachia." Journal of School Nursing 27, no. 6 (2011): 411–15. http://dx.doi.org/10.1177/1059840511420162.

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Asthma remains one of the most challenging chronic illnesses faced by school nurses both nationally and in the State of West Virginia. There is a clear need to provide ongoing continuing asthma education to school nurses. However, nurses face many barriers to receiving this education. The purpose of this pilot project was to develop and evaluate distance learning technology as a method to deliver continuing asthma education to school nurses in West Virginia. A sample of 20 school nurses from 2 counties in West Virginia participated in the study using the Wimba live classroom distance learning program. Significant modest improvements were found in both the intervention groups compared to a control group postintervention. The results of this pilot study are promising and show that distance learning technology could be a viable solution for school nurses to receive asthma continuing education.

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21

Brady, Gordon L. "The Chicago Roots of the Virginia School of Political Economy." Journal of Public Finance and Public Choice 25, no. 2 (2007): 103–27. http://dx.doi.org/10.1332/251569207x15664516861365.

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Abstract The story of the Virginia school of political economy is in large part the story of how graduates of the University of Chicago developed a new paradigm in a new location. Their work was characterized by a deep and abiding respect for the intellectual tradition of economics at the University of Chicago and through their achievements reflected well on their alma mater. This paper goes beyond economics to include the sociology of knowledge and an account of the strong-willed personalities at Chicago who had a major influence on the founders of the Virginia school. By focusing primarily on Buchanan as the principal founder of the Virginia school, this paper seeks to answer two questions. First, what are the distinctive characteristics of the Virginia school? Second, which of these characteristics have roots in the Chicago school?

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22

Wade, Kerri, and Allison Nichols. "Catch ‘Em Being Good:” An Extension Service and State School System Team Up to Promote Positive Outcomes for Youth." Journal of Youth Development 3, no. 3 (2008): 144–53. http://dx.doi.org/10.5195/jyd.2008.293.

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This feature article describes a collaboration between the West Virginia University Extension Service and the West Virginia Department of Education to implement the “Responsible Students through School Wide Positive Behavior Supports” program (RS-SWPBS) throughout the state. A case study of Grandview Elementary School in Kanawha County illustrates the benefits that the collaboration brought to local youth. West Virginia Department of Education established the program and brought local schools onboard, while educators from the West Virginia University Extension Service became coaches and led the effort to collect and analyze data. Results included the development of positive behaviors, a decrease in negative behaviors, and the creation of a positive school climate.

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Childress, Marcia Day, and Julia E. Connelly. "University of Virginia School of Medicine, Program of Humanities in Medicine." Academic Medicine 78, no. 10 (2003): 1068. http://dx.doi.org/10.1097/00001888-200310000-00040.

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24

Graham, Philip. "Virginia Bottomley." Child Psychology and Psychiatry Review 3, no. 4 (1998): 183–84. http://dx.doi.org/10.1017/s1360641798001750.

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If you got into a train at Euston, and started travelling northwards towards Liverpool, it would be a great surprise if you finished up in Tunbridge Wells. I had the same sense of an impossible change of direction when I learned about Virginia Bottomley's early life and subsequent career. Her mother was a Conservative Education councillor, elected after Virginia Bottomley became an MP, but her uncle was a Labour Cabinet minister and she herself was the Labour candidate in her school's mock election. Then, in the hippy, radical, mid to late Sixties, she went on to read sociology at the University of Essex, surely the most radical of all the university campuses. After graduation, she went to work for Frank Field at the Child Poverty Action Group. Then on to the London School of Economics to train as a social worker, before employment as a full-time social worker for 10 years, first at Brixton and then at the Camberwell Child Guidance Unit. How on earth could all that lead to a safe Conservative seat in Surrey and then to two Cabinet posts in a Tory government, first as Secretary of State for Health and then as Secretary of State for National Heritage?

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Oliveira, Maria Amélia de Campos. "UNIVERSITY OF SÃO PAULO SCHOOL OF NURSING: a world-class school." Revista da Escola de Enfermagem da USP 50, no. 1 (2016): 10–11. http://dx.doi.org/10.1590/s0080-623420160000100001.

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Monclús, Javier. "MARGARITA JOVER, ALEX WALL - Ecologies of Prosperity for the living city." ZARCH, no. 15 (January 27, 2021): 236. http://dx.doi.org/10.26754/ojs_zarch/zarch.2020154935.

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Margarita Jover, Alex WallEcologies of Prosperity for the living city Virginia: AR+D Applied Research + Design Publishing. University of Virginia School of Architecture, 2019. 350 p. Idioma: inglés. Tapa blanda. 40 $ISBN: 978-1-940743-50-9

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27

Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.

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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia in October 1985. The following article is based on Sir Anthony's lecture.

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De Chastonay, Anne, Michael Bugas, Shreya Soni, and Robert Swap. "Community Driven Development of Rocket Stoves in Rural South Africa." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 7, no. 2 (2012): 49–68. http://dx.doi.org/10.24908/ijsle.v7i2.4248.

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This paper presents a sustainable cook stove project made possible by a partnership between a United States university and a South African community. Faculty and students from the University of Virginia and the Mashamba Primary Presidential School collaborated to produce a cleaner and more sustainable method of cooking. The Rocket Stove, a high efficiency stove that uses wood as fuel, was adapted and implemented in the Mashamba Primary Presidential School in 2010 through a collective effort from both the University and Mashamba. Since then, University of Virginia students have revisited Mashamba and are now working closely with the primary school to determine the positive and negative impacts the cookstoves have instilled on the community. As collaboration between the University of Virginia and Mashamba Primary School continues and more knowledge about the integration of the stoves is revealed, the partners hope to disseminate information about the Rocket Stove to other portions of the region. The following is a story about the implementation of the rocket stove within a community. It is also a story of how service learning and engaged scholarship can produce a sustainable solution impacting what development means to a community, creating a ripple effect within an entire region.

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McBride, Angela Barron, Lillian Yeager, and Sharon Farley. "Evolving as a University-Wide School of Nursing." Journal of Professional Nursing 21, no. 1 (2005): 16–22. http://dx.doi.org/10.1016/j.profnurs.2004.11.006.

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Larson, Kim, Amy Clark, Brittanie Colborn, Ashley Perez, Martha K. Engelke, and Phyllis Hill. "A School-Based Health Center–University Nursing Partnership." Journal of School Nursing 27, no. 6 (2011): 404–10. http://dx.doi.org/10.1177/1059840511419370.

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Young adolescents, age 10–15 years, have increasing psychosocial and biomedical health care needs, yet are some of the lowest users of conventional health services. In eastern North Carolina, school-based health centers (SBHCs) provide primary health care to thousands of school-age children in the most rural, medically underserved areas. SBHCs receive reimbursement from local, state, and private funding sources and their viability depends on the demonstration of outcomes. Using the Guidelines for Adolescent Preventive Services (GAPS) assessment tool, an SBHC–university nursing partnership evaluated the use of preventive health services by fifth and sixth grade students ( n = 690). Findings suggest that the vast majority of early adolescents needed a referral for a physical exam, nutrition, mental health, or health education services. This article describes key components for a successful SBHC–university nursing partnership that can evaluate and improve existing school health programs.

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Fang, W. L., M. K. Woode, R. M. Carey, M. Apprey, J. M. Schuyler, and T. L. Atkins-Brady. "The Medical Academic Advancement Program at the University of Virginia School of Medicine." Academic Medicine 74, no. 4 (1999): 366–9. http://dx.doi.org/10.1097/00001888-199904000-00026.

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Fox, Jill Englebright, and Stacey Branch. "Mary Munford Model School and Virginia Commonwealth University: Unexpected Benefits in a Working." Peabody Journal of Education 74, no. 3 (1999): 285–88. http://dx.doi.org/10.1207/s15327930pje7403&4_21.

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Fox, Jill Englebright, and Stacey B. Branch. "Mary Munford Model School and Virginia Commonwealth University: Unexpected Benefits in a Working.." Peabody Journal of Education 74, no. 3-4 (1999): 285–88. http://dx.doi.org/10.1080/0161956x.1999.9681924.

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Opalak, Charles F., Rafael A. Vega, Jodi L. Koste, R. Scott Graham, and Alex B. Valadka. "One hundred years of neurosurgery at the Medical College of Virginia/Virginia Commonwealth University (1919–2019)." Journal of Neurosurgery 133, no. 6 (2020): 1873–79. http://dx.doi.org/10.3171/2019.8.jns183464.

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The Department of Neurosurgery at the Medical College of Virginia/Virginia Commonwealth University (VCU) celebrates its 100th anniversary in 2019. It was founded by C. C. Coleman, who directed the US Army School of Brain Surgery during World War I and was one of the original members of the Society of Neurological Surgeons. Coleman began a residency program that was among the first four such programs in the United States and that produced such prominent graduates as Frank Mayfield, Gayle Crutchfield, and John Meredith. Neurosurgery at VCU later became a division under the medical school’s surgery department. Division chairs included William Collins and Donald Becker. It was during the Becker years that VCU became a leading National Institutes of Health–funded neurotrauma research center. Harold Young oversaw the transition from division to department and expanded the practice base of the program. In 2015, Alex Valadka assumed leadership and established international collaborations for research and education. In its first 100 years, VCU Neurosurgery has distinguished itself as an innovator in clinical research and an incubator of compassionate and service-oriented physicians.

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&NA;. "INFO & RESEARCH EXCHANGE Cigarette smoking and inhaled drug use among Virginia high school students." Nurse Practitioner 23, no. 8 (1998): 8???13. http://dx.doi.org/10.1097/00006205-199808000-00001.

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Poland, J. L. "Physiology course for secondary school biology teachers." Advances in Physiology Education 262, no. 6 (1992): S15. http://dx.doi.org/10.1152/advances.1992.262.6.s15.

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The Department of Physiology at the Medical College of Virginia/Virginia Commonwealth University offered a human physiology course to middle school and high school science teachers in the Richmond, VA, area. It was a three-credit course, team taught, and given at a location convenient to many area teachers. This course served the community by contributing to the continuing education efforts of teachers and concurrently enhanced our recruitment program by advertising "physiology" to teachers who will influence college-bound students for years to come. In addition, we established ties between teachers and physiology faculty such that continuing interactions (e.g., collaborative research during the summer) should be facilitated. The success of the course suggests that this is an effective way to serve local communities, enhance efforts to recruit graduate students into the basic sciences, and at the same time help reverse the educational crisis in the US by bolstering the backgrounds of secondary school teachers.

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Woods, Mary N. "Thomas Jefferson and the University of Virginia: Planning the Academic Village." Journal of the Society of Architectural Historians 44, no. 3 (1985): 266–83. http://dx.doi.org/10.2307/990076.

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Thomas Jefferson's arrangement of buildings around an open lawn at the University of Virginia represents an innovative approach to collegiate planning. Yet it is not this plan but the individual structures that have dominated architectural discussions of the university. While prototypes for the latter have been meticulously researched, the origins of the university plan have remained relatively unexplored. Focusing on the University of Virginia as an institutional building type, this study relates its plan to hospital and school designs available to Jefferson through either his library or professional contacts. It reveals his appreciation of the university as a self-contained community-the academic village-and his sensitivity to the effect of the architectural arrangement on education, discipline, health, and morale.

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Diaz, Adrian, Margarita Corredor, Donna Jackson, Michelle Whitehurst-Cook, and Jerome F. Strauss. "Lessons Learned From the VCU School of Medicine Latino Medical Student Association: A Roadmap for Increasing Diversity in Medical School." Journal of Hispanic Higher Education 18, no. 1 (2017): 98–106. http://dx.doi.org/10.1177/1538192717729736.

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The emphasis on increasing diversity within medical schools is not a new trend. At Virginia Commonwealth University School of Medicine, we made a concerted effort to increase the percentage of Hispanic students in each incoming class. In this article, we highlight the experiences, actions, and lessons learned from key stakeholders. We conclude with a set of recommendations for medical school administrators and students who also seek to increase diversity in their enrollment.

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Martin, Paula Puryear, Paula D. McClain, and Andrea Simpson. "PAUL LIONEL PURYEAR, SR." PS: Political Science & Politics 43, no. 04 (2010): 806–7. http://dx.doi.org/10.1017/s1049096510001502.

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The Right Reverend Dr. Paul Lionel Puryear, Sr., Professor Emeritus at the University of Virginia, passed away on Thursday, April 22, 2010, in Charlottesville, Virginia, at the age of 80. Born in Belleville, New Jersey, as the second son of the Reverend Thomas Langston Puryear, Sr., and the Reverend Pauline Sims Puryear, he attended public schools in Newark, New Jersey. He transferred as a high school freshman to the renowned Palmer Memorial Residential School in Sedalia, North Carolina. He became an ordained A.M.E. minister at the age of 18.

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Rollins, L. K., D. C. Lynch, J. A. Owen, J. A. Shipengrover, M. E. Peel, and S. Chakravarthi. "Moving from policy to practice in curriculum change at the University of Virginia School of Medicine, East Carolina University School of Medicine, and SUNY-Buffalo School of Medicine." Academic Medicine 74, no. 1 (1999): S104–11. http://dx.doi.org/10.1097/00001888-199901000-00041.

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Rollins, L. K., D. C. Lynch, J. A. Owen, J. A. Shipengrover, M. E. Peel, and S. Chakravarthi. "Moving from policy to practice in curriculum change at the University of Virginia School of Medicine, East Carolina University School of Medicine, and SUNY-Buffalo School of Medicine." Academic Medicine 74, no. 1 (1999): S104–11. http://dx.doi.org/10.1097/00001888-199901001-00041.

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Durden, Robert F., and Peter Wallenstein. "Virginia Tech, Land-Grant University, 1872-1997: History of a School, a State, a Nation." Journal of Southern History 65, no. 4 (1999): 894. http://dx.doi.org/10.2307/2587633.

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Duemer, Lee S., and Peter Wallenstein. "Virginia Tech, Land Grant University, 1872-1997: History of a School, a State, a Nation." History of Education Quarterly 39, no. 1 (1999): 85. http://dx.doi.org/10.2307/369340.

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Chiang, Harmeet K., Al M. Best, and David C. Sarrett. "Concordance Between Clinical Practice and Published Evidence: Findings From Virginia Commonwealth University School of Dentistry." Journal of Evidence Based Dental Practice 17, no. 3 (2017): 169–76. http://dx.doi.org/10.1016/j.jebdp.2017.03.004.

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ADIGÜZEL, Gül, Seyda KÖK, Arife GÜR, Begüm Tuğba KARASU, Gülengül MERMER, and Ümran SEVİL. "HIGH SCHOOL AND UNIVERSITY NURSING STUDENTS LEVELS OF CRITICAL THINKING." INTERNATIONAL REFEREED JOURNAL OF NURSING RESEARCHES, no. 5 (December 30, 2015): 62. http://dx.doi.org/10.17371/uhd.2015514477.

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McCarthy, G., and J. J. Fitzpatrick. "Research development in a university nursing school in Southern Ireland." International Nursing Review 55, no. 4 (2008): 379–86. http://dx.doi.org/10.1111/j.1466-7657.2008.00668.x.

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Disch, Joanne. "The University of Minnesota School of Nursing: A Generation Ahead." Creative Nursing 15, no. 2 (2009): 108–10. http://dx.doi.org/10.1891/1078-4535.15.2.108.

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In the first decade of the twentieth century, a unique experiment in education was begun, fostered, and brought through all the trials of disbelief and indifference to a high level of success. The School of Nursing at the University of Minnesota was the first training center of its kind to be sponsored, anywhere in the world, by an institution of higher learning (Board of Regents, 1908).

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Pattillo, Marilyn M., and Trish M. O'Day. "Disaster response: The University of Texas School of Nursing experience." Nursing & Health Sciences 11, no. 4 (2009): 378–81. http://dx.doi.org/10.1111/j.1442-2018.2009.00500.x.

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Schoenfeld, Bonnie M. "A School Nursing Practicum at the University of Saskatchewan, Canada." Journal of School Health 73, no. 7 (2003): 281–83. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06580.x.

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Honig, Judy, and Janice Smolowitz. "Clinical Doctorate at Columbia University School of Nursing: Lessons Learned." Clinical Scholars Review 2, no. 2 (2009): 51–59. http://dx.doi.org/10.1891/1939-2095.2.2.51.

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