Mission Statement
1
NURSING OUTLOOK JANUARY/FEBRUARY 2001 49 Makarem et al Teaching Effectiveness and Learning Outcomes of Baccalaureate Nursing Students in a Critical Care Practicum: A Lebanese Experience 11. Chin PL. Critique and replication: from the editor. Adv Nurs Sci 1999;21(1):vi. 12. Smith NC. Replication studies: a neglected aspect of psychological research. Am Psychol 1970;25:970-5. 13. Elliot JE, Kruger JC, Kearns JM. Update on nursing research in the west. Nurs Res 1986;29:184-8. 14. Fahs PS. Nursing theory for the 21st century: to the editor. Adv Nurs Sci 1999;21(4):vii. 15. Krichbaum K. Clinical teaching effectiveness described in relation to learning outcomes of baccalaureate nursing students. J Nurs Educ 1994;33:306-16. 16. Anderson SV, Nichol M, Shrestha NM, Singh I. Nursing students: a survey in Nepal. Int Nurs Rev 1988;35:113-6. 17.Perese EF. Undergraduates’ perceptions of their psychiatric practicum: positive and negative factors in inpatient and community experience. J Nurs Educ 1996;35:281-4. 18. Reeve M. Development of an instrument to measure effectiveness of clinical instructors. J Nurs Educ 1994;33:15-20. 19. Rosenshine B, Stevenes R. Teaching functions. In: Wittrock MC, editor. Handbook of research on teaching. 3rd ed. New York: Macmillan; 1986. 20. Morgan J, Knox J. Characteristics of “best” and “worst” clinical teachers as perceived by university faculty and students. J Adv Nurs 1987;12:331-7. 21. Infante MS. The clinical laboratory in nursing education. New York: Wiley; 1975. 22. Aber CS, Arathuzik D. Factors associated with student success in a baccalaureate nursing program within an urban university. J Nurs Educ 1996;35:285-8. 23. Karns P, Nowotny M. Clinical structure and evaluation in baccalau- reate schools of nursing. J Nurs Educ 1991;30:207-11. 24. Pugh E. Research on clinical teaching. In: Holzemer WL, editor. Review of research in nursing education. New York: National League for Nursing; 1983. 25. Zimmerman L, Westfall J. The development and validation of a scale measuring effective clinical teaching behaviors. J Nurs Educ 1988;27:274-7. 26. Krichbaum K. The relationship between specific teaching behav- iors and achievements of clinical learning outcomes by baccalau- reate nursing students [dissertation]. University of Minnesota; 1991. 27. Gage NL. The scientific basis of the art of teaching. New York: Columbia University, Teachers College Press; 1978. 28. Miles MB, Huberman AM. Qualitative data analysis. Beverly Hills (CA): Sage; 1984. 29. Woods NF, Catanzaro M. Nursing research: theory and practice. St Louis: Mosby; 1988. 30. Petzel RA, Harris IB, Masler DS. The empirical validation of clinical teaching strategies. Evaluation Health Professions 1982;5:499-508. 31.Toth JC. BKAT-5. Washington (DC): Catholic University of America; 1995. 32. Bondy K. Clinical evaluation of student performance: the effects of criteria on accuracy and reliability. Res Nurs Health 1984;7:25-33. 33. Toth JC, Ritchie KA. New from nursing research: the basic knowl- edge assessment tool (BKAT) for critical care nursing. Heart Lung 1984;13:272-9. 34. Toth JC. The basic knowledge assessment tool, validity and relia- bility: a national study of critical care nursing knowledge. West J Nurs Res 1986;8:181-96. 35. Benner P. From novice to expert: excellence and power in clinical nursing practice. Menlo Park (CA): Addison-Wesley; 1984. 36. Downey KA. Teaching novice to expert: the transformed teacher- student relationship. J Nurs Educ 1993;32:374-5. 37. Sherman T, Armistead LP, Fowler F, Barksdale MA, Reif G. The quest for excellence in University teaching. J Higher Educ 1987;48:65-84. 38. Joyce-Nagata B. Students’ academic performance in nursing as a function of student and faculty learning style congruency. J Nurs Educ 1996;35:69-73. 39. Tanner C, Lindeman C. Research in nursing education: assumptions and priorities. J Nurs Educ 1987;26:50-9. 40. Karns P, Schwab TA. Therapeutic communication and clinical instruction. Nurs Outlook 1982;30:39-43. 41. Wiseman RF. Role model behaviors in the clinical setting. J Nurs Educ 1994;33:405-10. 42. Benner P, Tanner C. Clinical judgment: how expert nurses use intu- ition. Am J Nurs 1987;87:23-31. MISSION STATEMENT Nursing Outlook, the official journal of the American Academy of Nursing, provides critical and timely anal- yses of emerging professional and health care issues of importance to all nurses. The primarily editorial goals of the Journal are to: 1. Publish innovative, original articles that stimulate thoughtful discussion and scholarly debate and policy implications among nurses and other health care professionals. 2. Inform readers about the diversity of opinion on controversial professional and health care and health policy matters affecting nursing and the health of the public. 3. Provide a multidisciplinary forum for the dissemination of information derived from the synthesis of extant knowledge of current and future clinical practice and health policy alternatives. 4. Disseminate information about creative, alternative, and forward-looking models of education and clin- ical practice as they relate to changing systems of health care. 5. Promote the synthesis and use of scientific knowledge in a timely fashion by nurses and other health care professionals to enhance the quality and efficiency of health care. 6. Provide information about leadership and leadership development opportunities for nurses, including professional meetings, hearings, forums, fellowships, and internships. 7. Provide the American Academy of Nursing with a medium for communicating important policy issues and organizational activities. 8. Increase critical awareness of technologies, products, and services that have the potential for increasing the effectiveness of nurses in all settings.
Transcript of Mission Statement
NURSING OUTLOOK JANUARY/FEBRUARY 2001 49
Makarem et alTeaching Effectiveness and Learning Outcomes of Baccalaureate Nursing Students in a Critical Care Practicum: A Lebanese Experience
11. Chin PL. Critique and replication: from the editor. Adv Nurs Sci1999;21(1):vi.
12. Smith NC. Replication studies: a neglected aspect of psychologicalresearch. Am Psychol 1970;25:970-5.
13. Elliot JE, Kruger JC, Kearns JM. Update on nursing research in thewest. Nurs Res 1986;29:184-8.
14. Fahs PS. Nursing theory for the 21st century: to the editor. Adv NursSci 1999;21(4):vii.
15. Krichbaum K. Clinical teaching effectiveness described in relation tolearning outcomes of baccalaureate nursing students. J Nurs Educ1994;33:306-16.
16. Anderson SV, Nichol M, Shrestha NM, Singh I. Nursing students: asurvey in Nepal. Int Nurs Rev 1988;35:113-6.
17. Perese EF. Undergraduates’ perceptions of their psychiatricpracticum: positive and negative factors in inpatient and communityexperience. J Nurs Educ 1996;35:281-4.
18. Reeve M. Development of an instrument to measure effectiveness ofclinical instructors. J Nurs Educ 1994;33:15-20.
19. Rosenshine B, Stevenes R. Teaching functions. In: Wittrock MC,editor. Handbook of research on teaching. 3rd ed. New York:Macmillan; 1986.
20. Morgan J, Knox J. Characteristics of “best” and “worst” clinicalteachers as perceived by university faculty and students. J Adv Nurs1987;12:331-7.
21. Infante MS. The clinical laboratory in nursing education. New York:Wiley; 1975.
22. Aber CS, Arathuzik D. Factors associated with student success in abaccalaureate nursing program within an urban university. J NursEduc 1996;35:285-8.
23. Karns P, Nowotny M. Clinical structure and evaluation in baccalau-reate schools of nursing. J Nurs Educ 1991;30:207-11.
24. Pugh E. Research on clinical teaching. In: Holzemer WL, editor.Review of research in nursing education. New York: National Leaguefor Nursing; 1983.
25. Zimmerman L, Westfall J. The development and validation of a scalemeasuring effective clinical teaching behaviors. J Nurs Educ1988;27:274-7.
26. Krichbaum K. The relationship between specific teaching behav-
iors and achievements of clinical learning outcomes by baccalau-reate nursing students [dissertation]. University of Minnesota;1991.
27. Gage NL. The scientific basis of the art of teaching. New York:Columbia University, Teachers College Press; 1978.
28. Miles MB, Huberman AM. Qualitative data analysis. Beverly Hills(CA): Sage; 1984.
29. Woods NF, Catanzaro M. Nursing research: theory and practice. StLouis: Mosby; 1988.
30. Petzel RA, Harris IB, Masler DS. The empirical validation of clinicalteaching strategies. Evaluation Health Professions 1982;5:499-508.
31. Toth JC. BKAT-5. Washington (DC): Catholic University ofAmerica; 1995.
32. Bondy K. Clinical evaluation of student performance: the effects ofcriteria on accuracy and reliability. Res Nurs Health 1984;7:25-33.
33. Toth JC, Ritchie KA. New from nursing research: the basic knowl-edge assessment tool (BKAT) for critical care nursing. Heart Lung1984;13:272-9.
34. Toth JC. The basic knowledge assessment tool, validity and relia-bility: a national study of critical care nursing knowledge. West JNurs Res 1986;8:181-96.
35. Benner P. From novice to expert: excellence and power in clinicalnursing practice. Menlo Park (CA): Addison-Wesley; 1984.
36. Downey KA. Teaching novice to expert: the transformed teacher-student relationship. J Nurs Educ 1993;32:374-5.
37. Sherman T, Armistead LP, Fowler F, Barksdale MA, Reif G. The questfor excellence in University teaching. J Higher Educ 1987;48:65-84.
38. Joyce-Nagata B. Students’ academic performance in nursing as afunction of student and faculty learning style congruency. J NursEduc 1996;35:69-73.
39. Tanner C, Lindeman C. Research in nursing education: assumptionsand priorities. J Nurs Educ 1987;26:50-9.
40. Karns P, Schwab TA. Therapeutic communication and clinicalinstruction. Nurs Outlook 1982;30:39-43.
41. Wiseman RF. Role model behaviors in the clinical setting. J NursEduc 1994;33:405-10.
42. Benner P, Tanner C. Clinical judgment: how expert nurses use intu-ition. Am J Nurs 1987;87:23-31.
MISSION STATEMENT
Nursing Outlook, the official journal of the American Academy of Nursing, provides critical and timely anal-yses of emerging professional and health care issues of importance to all nurses. The primarily editorial goalsof the Journal are to:
1. Publish innovative, original articles that stimulate thoughtful discussion and scholarly debate and policyimplications among nurses and other health care professionals.
2. Inform readers about the diversity of opinion on controversial professional and health care and healthpolicy matters affecting nursing and the health of the public.
3. Provide a multidisciplinary forum for the dissemination of information derived from the synthesis ofextant knowledge of current and future clinical practice and health policy alternatives.
4. Disseminate information about creative, alternative, and forward-looking models of education and clin-ical practice as they relate to changing systems of health care.
5. Promote the synthesis and use of scientific knowledge in a timely fashion by nurses and other health careprofessionals to enhance the quality and efficiency of health care.
6. Provide information about leadership and leadership development opportunities for nurses, includingprofessional meetings, hearings, forums, fellowships, and internships.
7. Provide the American Academy of Nursing with a medium for communicating important policy issuesand organizational activities.
8. Increase critical awareness of technologies, products, and services that have the potential for increasingthe effectiveness of nurses in all settings.
