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BACKGROUND:The purpose of this study was to examine the influence of a multipatient, interprofessional simulation session on nursing students' attitudes toward nurse-physician collaboration using the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration.METHOD:Final-semester nursing students, along with medical resident and students from other health programs, participated in a simulation exercise that included a period of prebriefing, simulation, and debriefing. Participants completed pre- and postsimulation surveys to assess the impact on collaboration.RESULTS:In total, 268 nursing students completed the survey. Participants had a more positive attitude toward nurse-physician collaboration following the simulation event, compared with prior to it. Significant differences between male and female nursing students were found on mean postsimulation scores and for three of the four subscales of the tool.CONCLUSION:Interprofessional simulation may be an effective way to enhance collaborative relationships, which ultimately may influence patient safety and quality of care. [J Nurs Educ. 2017;56(6):321-327.].
The Dynamic Network Model (DNM) approach represents the physical model of dynamic systems in a network framework. The DNM approach has two main roots, namely, bond graph and Artificial Neural Networks (ANNs). This method employs the concepts of effort and flow to create the building blocks of network structure. The proposed DNM approach can be used in different applications, such as direct simulation, system identification, and design control systems. Other applications include analyzing interacting systems and modeling linear and nonlinear systems. The main advantages of DNM method include obtaining approximated difference equations, revealing possible drawbacks of backpropagation algorithm, and respecting Occam's razor principle.
Students in a high school calculus class attempt to design the ideal tissue-paper hot-air balloon. This outline provides information on project design, construction of balloons, mathematical analysis of surface area and volume of each balloon, flying the balloons, and what can be learned regarding solids of revolution.
Over the past two decades, textbook publishers have made large improvements by including multicultural education within their texts. U.S. history textbooks have specifically included diverse perspectives. The increased inclusion of diverse perspectives creates a more historically accurate depiction of how various cultures have contributed to the growth and success of America and promotes cultural pride and understanding. Unfortunately, the same is not true of Arabs, Muslims, and Arab and Muslim-Americans. A contextual analysis of five U.S. history textbooks was conducted to determine if Arab, Muslim, Arab-American and Muslim-American contributions and achievements were included. The results determined that Arabs and Muslims are included within U.S. history textbooks, but primarily during times of conflict. Arab and Muslim-Americans are typically not included nor are their contributions and achievements.
The purpose of this study was to explore the experiences of Hmong patients on hemodialysis and the nurses working with them. Two midwestern Wisconsin hospitals with hemodialysis units were used as data collection sites. All registered nurses working in the hemodialysis units with Hmong patients were invited to participate. All of the Hmong patients on hemodialysis were also invited to participate. Cooperation and assistance was obtained by the Hmong community. The results indicated that nurses use a variety of methods to learn about Hmong culture on their own, but overall, they felt there was a lack of training for them on Hmong culture. They felt the Hmong patients on hemodialysis were less compliant with their medication regimen and dietary/fluid restriction but equally compliant with their hemodialysis treatment schedule compared to non-Hmong patients on hemodialysis. The nurses identified several barriers present among Hmong patients: transportation, finances, family support, depression, and anxiety. Cultural challenges identified in working with Hmong patients on hemodialysis included communication, Hmong beliefs about treatment, beliefs about illness, and fears about treatment. Hmong patients on hemodialysis described experiencing profound sadness, weakness, and uncertainty. They were sad that they had this chronic disease, that so much of their time was spent in dialysis, and that their lives were drastically changed. They described feeling fatigued and unable to participate in family, social, and clan activities. This also contributed to their sadness. Feelings of uncertainty and fear related to life, death, dialysis, the future, and kidney transplant were identified.
