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Titolo:
Advanced health assessment in nurse practitioner programs
Autore:
Kelley, FJ; Kopac, CA;
Indirizzi:
Georgetown Univ, Sch Nursing & Hlth Studies, Washington, DC 20057 USA Georgetown Univ Washington DC USA 20057 Studies, Washington, DC 20057 USA
Titolo Testata:
JOURNAL OF PROFESSIONAL NURSING
fascicolo: 5, volume: 17, anno: 2001,
pagine: 218 - 225
SICI:
8755-7223(200109/10)17:5<218:AHAINP>2.0.ZU;2-L
Fonte:
ISI
Lingua:
ENG
Soggetto:
ASSESSMENT SKILLS;
Keywords:
graduate nursing education; nurse practitioners; health assessment;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
17
Recensione:
Indirizzi per estratti:
Indirizzo: Kelley, FJ Georgetown Univ, Sch Nursing & Hlth Studies, Box 571107,3700 Reservoir Rd NW, Washington, DC 20057 USA Georgetown Univ Box 571107,3700 Reservoir Rd NW Washington DC USA 20057
Citazione:
F.J. Kelley e C.A. Kopac, "Advanced health assessment in nurse practitioner programs", J PROF NURS, 17(5), 2001, pp. 218-225

Abstract

The purpose of this study was to examine the content, teaching methodologies, depth, and placement of advanced health assessment courses within nursepractitioner programs. Survey research was conducted with 140 schools of nursing listed in the Public Health Service/National Health Service Corp Nurse Practitioner Faculty Network in the United States. The majority of the schools reported that health assessment was taught as a course over an entire semester or quarter in their respective programs. A statistically significant difference was found between private and public institutions in that public institutions used computer assisted instruction (CAI) more often thantheir private counterparts. Qualitative data revealed that many nursing faculty believe a graduate-level health assessment course should incorporate the concept of differential diagnosis and focus on abnormal findings. Faculty described a wide range of student preparedness and indicated a need to incorporate more CAI and independent learning strategies. A number of faculty mentioned scarce resources and limited time to develop and test new strategies including use of the Internet Findings reveal commonalties of content, course placement, credit allocation, and teaching strategies, as well as the challenges of diverse student preparation and limited resources. Copyright (C) 2001 by W.B. Saunders Company.

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Documento generato il 20/01/21 alle ore 11:03:34