Table Of ContentSUBJECT INDEX
E Nursing model, teaching interrelationships
Volume 16 Editor-author relationship (editorial), 6:3 in, 4:24
Ederly, campus wellness vacation: Nursing School Clinics Act (notes), 5:34
clinical experience, 1:16
Entrepreneurial nursing, 5:5 O
A Esthetic knowing, evaluating in students, 6:23 Organizational structure: blueprint for
Ethics, hospitcil bill Cctse analysis, 4:20
Accelerated lecture schedule in basic sciences, Evening course alternative: survey (notes), 2:8 action, 3:26
effect of (notes), 4:9 Exchange program (student),
Acceptance, teaching (notes), 5:37 cultured diversity through, 5:29 P
Accreditation, guide to process Participatory learning: eisepsis euid universal
(editoriail), 1:3 F precautions, 1:22
Addressing patients by rrame/title PEPS, reliability and validity, 4:30
(notes), 3:4 Failing students, and faculty Plagiarism and cheating (editorial), 6:5
Adult RN/BSN learners, experiences demoralization, 3:18 Preceptor programs
(notes), 5:35 Fundraising: developing emd using eidvisory effect on moral reasoning, 3:14
Advisory board, developing and using for board, 4:36 undergraduate, three-tiered model, 2:18
fundraising, 4:36 Productivity Environmental Preference
ADN-MD partners (notes), 4:9 G Survey, reliability arui validity, 4:30
Affective outcome evaluation, in RN/BSN Games, game: researcher for a day Professional association, value of, 2:14
programs, 6:14 simulation, 2:32 Public health nursing: agencies and
AIDS, should nurses be required to administer acatdeme, 4:16
care?, 2:36
Alumni associations, using effectively, 1:34 H R
Asepsis principles, participatory learning Health fairs, bringing wellness concepts
module, 1:22 to life, 6:7 Recruitment
Author-editor relationship (editori2tl), 6:3 Hotel costs, cutting (notes), 4:35 children, summer program, 4:13
Authorship (editorial), 5:3 Houston Linkage Model, perspectives on minority students, 5:38
Reductionism, avoiding in program evaluation
faculty practice, 5:23
C (notes), 3:4
Redundant publication (editorial), 3:3
Capstone experience in baccalaureate I Report card, prepetration strategy for
curriculum, 4:10 Intentional teaching, 3:5 NCLEX-RN, 1:26
Caring, faculty, students’ perceptions, 5:18 Interaction isattems of students, assessing, 5:9 Research
Cheat sheets (notes), 1:4 Introductory nursing courses, five strategies in clinical setting, 4:6
Cheating and plagiarism (editorial), 6:5 (notes), 1:29 development tips (notes), 2:31
Children, summer recruiting program, 4:13 survey, expanding by secondary analysis, 4:4
Clinical setting Research posters, rating scale for, 1:11
research in, 4:6 L
unfamiliar, benefits in, 1:18 Legislation, on nursing school clinics S
Clinical skills, evaluating RN students, 3:31 (notes), 5:34
Self-corKept, in senior students in four nursing
Computers, database for clinical assignments
programs (notes), 4:8
and evaluations, 3:39 M Simulation
Conflict management, student (rrates), 6:6
Consortium model for master’s education, 5:13 Memory aids (notes), 1:4 game: researcher for a day, 2:32
Consultatbn, individual, developing teaching Mentorship, visiting professor (notes), 3:11 to teach clinical nursing, 2:28
skills through, 3:7 Microteaiching: developing tomorrow’s Social support, in student clinical groups
Copyright law and nursing professor, 6:28 teachers, 1:30 (rwtes), 1:15
Critical thinking strategies, teaching, 6:18 Moreil reasoning, effect of student of Spiritual care (editorial), 2:5
Creative teaching, 1:5 preceptorships, 3:14 Survey research, expanding by secondary
Cultural diversity, through student analysis, 4:4
exchange, 5:29 N
T
Curriculum
Names/titles, use when addressing patients
blueprints: blending beliefs, 2:9 Technical skills. advatKes, checklist
(notes), 3:4
future-oriented, 2:9 (notes), 5:37
National Center for Nursing Research
Tenure reasons: dean’s p>ersp)ective, 3:23
(notes), 1:29
D Test protocol, for large groups, 1:8
National League of Nursing
Test review, 6:12
Database for clinical assignments and Newly Licenses Nurse School Report
evaluations, 3:39 (notes), 2:27
W
Deb2ite: teaching strategy for critical report on new nurses (notes), 2:8
thinking, 2:6 NCLEX-RN, report card preparation Waltz model, integrated curriculum
Demoralization, faculty failing students, 3:18 strategy, 1:26 (notes), 5:35,6:32
Diagnosis: comparison of textbook Nightingale, what would she say?, 3:12 Wellness vacation, for elderly:
approaches, 2:22 Nurses of America (notes), 5:36 clinical experience, 1:16
Nurse Educator • Vol. 16, No. 6 • November/December 1991 37
AUTHOR INDEX r.l . f O
Organek NS, 3:26
Volume 16
G P
Gaddis LM, 2:14 Pagana KD, 4:13
A Giove S, 6:7 Periard ME, 6:14
Adams BN, 2:9 PondEF, 6:18
Andersen SL, 3:14 H
Anderson J, 2:9 Hanna DR, 2:28 R
Hazzard ME, 1:30
B Hodson KE, 1:22 Radke KJ, 2:9
Barger SE, 4:16, 5:5 Holden-Lund C, 5:13 Redding BA, 3:31
Beck CT, 5:18 Huttlinger K, 5:29 Reed R, 1:5
Belcher A, 4:30 Hyde-Robertson B, 5:13 Richardon V, 4:30
Bell EA, 6:14 Rideout K, 2:9
Billings D, 4:10 J Rubino PM, 4:10
Billings DM, 4:30 Jenkins HM, 1:8
Blenner JL, 2:32 Joffrion LP, 1:34 S
Bohannan PA, 5:23 Jones SA, 4:36 Serina M. 6:7
Bouman C, 2:9 Shah H, 3:26
Bradshaw MJ, 6:18 K Shellenbarger T, 2:39
Brigham CJ, 1:22 Keating SB, 5:29 Sorcinelli MD, 3:7
Bushy A, 1:11 Knecht L, 6:14 Starck PL, 5:23
Symanski ME, 3:18
C Koerner DK, 6:23
Cameranesi TM, 5:31 Kurtz P, 5:9 T
CCloebgbg KR,L 4, :63:02 8 L TThatoem Ep,s o5n:1 D3 L, 4:20
Craig CA, 1:18 Lachat MF, 2:18 Turner SL, 6:18
Crumpton RB, 4:16 UMothe J, 4:30
Cunningham H, 3:7 Langley CG, 1:8 V
Curl ED, 6:23 LLaensstzn eJr, M1:W5 , 3:26 VanOrtS, 1:30
D Lewis JB, 2:36
Davis DD, 5:9 Lindsay EG, 2:14 W
Decker B, 3:12 Long MC, 3:31 Walker GC, 5:23
Dessner SH, 6:12 Weber GJ, 2:22
E MM cCoy CA, 6:12 WWooooddtmii aAn , E1A:3, 06 :14
Eakes GG, 2:36 Messmer PR, 3:23 Woolard S, 1:26
Eason FR, 1:26
Murphy RM, 4:24
F Z
Farley JK, 3:12 N Zerbe MB, 2:18
Feeley EM, 1:16 Nice A, 4:30 Zigrossi S, 2:9
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38 Nurse Educator • Vol. 16, No. 6 • November/December 1991
