Non-nurse college graduates: a new resource for future nurse practitioners.

Non-nurse college graduates are admitted to the master's of science in nursing (MSN) degree program at the University of Tennessee, Knoxville (UTK). Over the years, a majority of these non-traditional students have chosen the family nurse practitioner clinical concentration. The purpose of this study was to compare non-traditional and traditional family nurse practitioner (FNP) graduates in terms of academic and career-development characteristics. The study population consisted of all 91 (48 non-traditional and 43 traditional) UTK FNP graduates from 1981 to 1986. Little difference was found between the two groups' academic success in the program, self-perceptions of clinical preparedness for practice, current participation in the workforce, and self-perceptions of acceptance from administrators, other nurses and physicians in current work settings. Several notable differences between the two groups were found. The non-traditional FNP graduates had higher Graduate Record Examination (GRE) mean scores. More non-traditional than traditional FNP graduates were employed initially as nurse practitioners. Similarly, more non-traditional FNP graduates were currently employed as nurse practitioners in primary health care settings. Fewer non-traditional FNP graduates expressed satisfaction with their initial or current nursing positions. In regard to career goals, however, more of the non-traditional FNP graduates stated their intent was to be functioning as nurse practitioners in the future. Non-nurse college graduates with an interest in health care are a rich resource from which to recruit practicing nurse practitioners for the future.

Adolescent stress factors: implications for the nurse practitioner.

This article present results of a descriptive study designed to assess gender differences in stress factors of adolescents attending rural, urban and suburban public schools. The Roy Adaptation Model of Nursing was selected as the theoretical framework for the study. Subjects were 323 freshmen in high schools in eastern Tennessee; mean age was 15.5 years. Most frequently reported stressors were hassling with parents, hassling with siblings, and making new friends. There was little difference between boys and girls in prevalence of these stress factors. However, gender differences in amount and types of other stressors were identified. Regardless of geographic location, mean stress scores of females were higher; urban females reported the highest stress levels. Females were more concerned with self-concept issues and interdependence issues, whereas males were more concerned with role function issues. Nurse practitioners and school nurses have unique opportunities to promote improved adaptation in adolescents experiencing stress. Intervention strategies are proposed for each of the four adaptation modes delineated by Roy.

A model for clinical teaching as a scholarly endeavor.

The traditional ways that academia has approached documentation of scholarship are relatively narrow and best fit those disciplines whose practice is research and writing. In professional practice disciplines such as nursing, writing and research are critical, but they are not the only scholarly activities in which faculty are involved. A model resulting from work from the Carnegie Foundation for the Advancement of Teaching offers a broader view of scholarship in which clinical teaching has academic legitimacy. The components of scholarship included in the model are discovery, practice, integration, and teaching.