Baccalaureate nursing student experiences at a camp for children with diabetes: the impact of a service-learning model.

Camp nurses deliver health care in a non-traditional setting. Research indicates that camp has a positive impact on campers with diabetes mellitus, but the impact on student nurse knowledge of diabetes care and confidence in the role as a member of the health care team is unknown. This study examined the experiences of student nurses at a summer residential camp for children with diabetes using a service-learning framework. Camp positively increased knowledge of diabetes in the nursing students. Reflective journals identified themes of anxiety, fatigue, responsibility, and increased confidence in the nursing student, while developing empathy for the lifestyle of children with diabetes. Future research on camp nursing is indicated.

Proton dose calculation based on in-air fluence measurements.

Proton dose calculation algorithms--as well as photon and electron algorithms--are usually based on configuration measurements taken in a water phantom. The exceptions to this are proton dose calculation algorithms for modulated scanning beams. There, it is usual to measure the spot profiles in air. We use the concept of in-air configuration measurements also for scattering and uniform scanning (wobbling) proton delivery techniques. The dose calculation includes a separate step for the calculation of the in-air fluence distribution per energy layer. The in-air fluence calculation is specific to the technique and-to a lesser extent-design of the treatment machine. The actual dose calculation uses the in-air fluence as input and is generic for all proton machine designs and techniques.

Evaluating interactive technology for an evolving case study on learning and satisfaction of graduate nursing students.

Nursing education is challenged to prepare students for complex healthcare needs through the integration of teamwork and informatics. Technology has become an important teaching tool in the blended classroom to enhance group based learning experiences. Faculty evaluation of classroom technologies is imperative prior to adoption. Few studies have directly compared various technologies and their impact on student satisfaction and learning. The purpose of this study was to evaluate technology enhanced teaching methods on the learning and satisfaction of graduate students in an advanced pharmacology class using an unfolding case study. After IRB approval, students were randomly assigned to one of three groups: blogging group, wiki group or webinar group. Students completed the evolving case study using the assigned interactive technology. Student names were removed from the case studies. Faculty evaluated the case study using a rubric, while blinded to the assigned technology method used. No significant difference was found on case study grades, the range of grades on the assignment demonstrated little differences between the methods used. Students indicated an overall positive impact related to networking and collaboration on a satisfaction survey. Impact of technology methods needs to be explored in other areas of graduate nursing education.

Pediatric nurse practitioner practice patterns and compensation in Ohio.

INTRODUCTION: The purpose of the study was to describe practice patterns and compensation patterns of Pediatric Nurse Practitioners (PNPs) in Ohio. METHOD: A survey, including open-ended and forced choice questions, was sent to all members of Ohio's chapter of NAPNAP. The resultant sample included 200 female PNPs. Over half had practiced as NPs between 5-29 years, holding at least a Master's degree. RESULTS: Fifty percent worked full-time in a variety of practice settings; 71% held prescriptive privileges. Most saw patients with a physician on-site and billed for services with the physician's name; few had "on call" responsibilities. The majority spent most of their clinical time with acute visits and providing preventative services. Only 29% had a contract with a collaborating physician and the components of the contract varied greatly. Compensation for services mimicked national rates, annual salaries from $35,000-$90,000/year and hourly rates $19-$40/hour. Salary bonuses were reported by 23%. Two-thirds of the PNPs received benefits. DISCUSSION: Practice patterns of the Ohio PNPs were found to be consistent with the practice patterns of advanced practice nurses nationally. Most PNPs remain largely uninformed about reimbursement issues. Negotiation of employment contracts with potential employers will be enhanced by demonstration of the positive impact of the NP on the number and type of patients seen, reimbursement possibilities, and quality of care. Future studies need to focus on quantifying the value of the NP.

The impact of podcasting on the learning and satisfaction of undergraduate nursing students.

Nursing education has evolved from traditional pedagogical models to current methods using technology for knowledge acquisition. Podcasting is one example of teaching methodology used in higher education. Studies demonstrate positive student satisfaction with podcasting, but there is limited data related to knowledge acquisition. The purpose of this study was to examine the impact of podcasting on nursing student learning and satisfaction. Two classes of junior baccalaureate nursing students had scores on selected exam questions compared. The 2007 class (n=63) had select content presented in traditional lecture format where the 2008 class (n=57) had the same content presented via podcast. Both methods used the same faculty and exam questions. The 2008 class completed a satisfaction survey. Results indicated no significant difference in correct responses on exam questions. Exam scores were better with the first podcast, equal for the second, and worse with the third podcast. Students were overall satisfied with the podcasting experience and commented positively on its portability and flexibility. This study contributes to the knowledge base of podcasting effectiveness and raises the question of evaluation of new teaching methodologies. Must an increase in learning occur for new methods to be considered effective, or is positive student satisfaction adequate to encourage the adoption of new technology methods?