Publications

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    ABSTRACT: This study evaluated the effectiveness of a 2-day, simulation-based orientation for baccalaureate nursing students preparing to begin their first clinical experience. Students were recruited for participation in the study from a clinical foundation course. Actors (standardized patients) provided students with the chance to engage with simulated real patients in realistic clinical situations prior to entering the clinical setting. Students' perceived stress, knowledge acquisition, anxiety, self-confidence, and satisfaction with the orientation process were assessed. Findings indicated a statistically significant increase in knowledge of and confidence in skills needed when first entering the clinical setting and a decrease in anxiety following the orientation activity. Students had a positive attitude about interaction with real patients, faculty, and other students during the experience. Improved self-confidence and satisfaction were reported as a result of participation in simulation-based orientation.
    Journal of Nursing Education 12/2012; · 1.13 Impact Factor
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    ABSTRACT: dearmon v., roussel l., buckner e.b., mulekar m., pomrenke b., salas s., mosley a., brown s. & Brown A. (2012) Journal of Nursing Management Transforming Care at the Bedside: enhancing direct care and value-added care Aim The purpose of this study was to examine the effectiveness of a Transforming Care at the Bedside initiative from a unit perspective. Background Improving patient outcomes and nurses' work environments are the goals of Transforming Care at the Bedside. Transforming Care at the Bedside creates programs of change originating at the point of care and directly promoting engagement of nurses to transform work processes and quality of care on medical-surgical units. Methods This descriptive comparative study draws on multiple data sources from two nursing units: a Transforming Care at the Bedside unit where staff tested, adopted and implemented improvement ideas, and a control unit where staff continued traditional practices. Change theory provided the framework for the study. Results Direct care and value-added care increased on Transforming Care at the Bedside unit compared with the control unit. Transforming Care at the Bedside unit decreased in incidental overtime. Nurses reported that the process challenged old ways of thinking and increased nursing innovations. Hourly rounding, bedside reporting and the use of pain boards were seen as positive innovations. Conclusions Evidence supported the value-added dimension of the Transforming Care at the Bedside process at the unit level. Implications for nursing management Nurses recognized the significance of their input into processes of change. Transformational leadership and frontline projects provide a vehicle for innovation through application of human capital.
    Journal of Nursing Management 08/2012; · 1.45 Impact Factor
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    ABSTRACT: How do nurses commit to effecting change, the kind of change that will transform both care received and the caregiver? This was the mission of Transforming Care at the Bedside, the 2003 initiative sponsored by the Robert Wood Johnson Foundation and the Institute of Healthcare Improvement. OBSERVATIONS AND OBJECTIVES: This analysis reflects processes and context of unit change through Transforming Care at the Bedside. Organizational leadership includes engagement in change. Descriptions of change process were solicited from stakeholder interviews and focus groups to evaluate and make recommendations for the future. Stakeholders recognized that "Change can be good!" Reflection and strategic evaluation strengthen planning for sustainability supporting staff engagement and transformational leadership in an academic health science setting.
    Nursing administration quarterly 07/2012; 36(3):203-9.
  • Valorie Dearmon, Robin Lawson, Heather R Hall
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    ABSTRACT: The understanding of curricular design and development is paramount for faculty. For novice faculty, learning teaching methods commonly takes precedence over understanding curriculum development. Professional accrediting bodies of nursing programs require curriculum course content to be pertinent and flow logically. Baccalaureate nursing programs can choose to be accredited by the Commission on Collegiate Nursing Education. The purpose of this article is to describe an educational innovation that one College of Nursing implemented to orient new faculty to the curriculum and prepare for an accreditation renewal. Assigned faculty developed and implemented a concept mapping process aimed to evaluate and revise course content based on national standards and guidelines. Undergraduate faculty understanding and ownership of the curriculum was evident throughout the process. The concept mapping process proved to be an innovative approach to enhance the curriculum and equip faculty with an understanding of the relationship between concepts and course content.
    Journal of Nursing Education 08/2011; 50(11):656-9. · 1.13 Impact Factor
  • D B Nelson, V Dearmon, M D Nelson
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    ABSTRACT: Hepatic congestion resulting in hepatic rupture during pregnancy is a rare yet catastrophic event carrying a 60 to 70% maternal mortality rate. With preeclampsia and associated epigastric pain continuing to be a major problem confronting pregnant women, hepatic congestion may be more prevalent than believed. Current etiology, treatment, and characteristics of women who experience hepatic rupture are examined. A case report and nursing protocol are presented.
    Journal of Obstetric Gynecologic & Neonatal Nursing 03/1989; 18(2):106-13. · 1.03 Impact Factor
  • V C Dearmon, S H Roberts
    ANNA journal / American Nephrology Nurses' Association 09/1988; 15(4):256-7.
  • AORN journal 07/1988; 47(6):1421-2, 1424-5.
  • Aorn. 01/1988; 47(6):1421-1425.
  • Bridget K Robinson, Valorie Dearmon
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    ABSTRACT: Much confidence has been placed in the nursing profession's potential to positively impact the U.S. health care system. However, concerns about patient safety and quality beckon health care providers to reassess traditional practices. Professional nursing programs aim to prepare novice nurses with strong clinical skills to effectively and safely care for patients. Faculty shortages and fewer clinical sites for students present challenges to faculty. Limited exposure in the clinical practice setting hinders the development of intuition. In addition, new graduates often enter practice with an unclear understanding of their role at the bedside. Educators are challenged to find innovative teaching strategies to effectively prepare new graduates for entering the workforce. Simulation has been shown to be a valuable teaching-learning strategy. Using an instructional design model that is student centered as the basis for simulation activities in an undergraduate curriculum is one method to effectively provide much needed clinical experience in a safe learning environment. This article details the application of the ADDIE (analysis, design, development, implementation, evaluation) model of instructional design to the use of simulation in nursing education in an effort to facilitate improved clinical performance in new graduate nurses.
    Journal of professional nursing: official journal of the American Association of Colleges of Nursing 29(4):203-9. · 0.76 Impact Factor

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