with the following history. About mid-February he first began to feel generally out of sorts and over the space of a few days developed a dry, irritating cough which kept him awake at night, a dull pain over the pracordium, nausea, weakness, and slight breathlessness on exertion. These symptoms persisted until his admission.His previous health had been good and the only illness he remembered was an attack of" pleurodynia " at the age of 18. His family history was healthy with no tuberculosis.On admission the heart was greatly enlarged both to left and right, the apex beat could not be seen or felt, the sounds were faint and tic-tac in quality, the pulse small, regular, and rapid (110), the respiratory rate 22, the temperature intermittent and rising to 100 or 101, and the blood pressure 110/80. -The m6st arresting physical sign was a loud rub audible over the ' . rnd whole pericardium but most marked at the base.The cardiogram showed low voltage curves with inversion of T in leads I, II, IVR, and IVF ( Fig. 1) and X-ray showed the typical shadow --=---of a large pericardial effusion (m.t.d. 17 cm.; see Fig. 2). The sedimentation rate (Westergren) was 60 mm. in one hour.
This article describes how a faculty rallied together and developed a positive progression approach to promote student success on standardized specialty and comprehensive examinations, which fosters critical thinking, clinical judgment, student self-assessment, and individualized plans of action. Specific strategies implemented are discussed. Aggregate student data related to course grades, specialty and comprehensive exit examination scores, and NCLEX pass rates support this innovative approach to student success.
Professional nurses are called to provide nursing care using an evidence-based approach. Health-care professionals are challenged to break away from old traditions and search for ways to improve health. Evidence-based practice (EBP) must be threaded throughout nursing curricula to produce critically-thinking professional nurses who will be meeting new and significant health-care challenges. Nursing education must be grounded in the translation of current evidence into practice. Nurse educators must acknowledge the obstacles faced when teaching concepts of research to students who have chosen a practice-focused career. The words evidence-based practice may be intimidating to nursing students. Nurse educators must shift this paradigm to invite students to realize that EBP is an integral component of modern health care that bridges the gap between health-care practices and improved patient outcomes. Faculty in a baccalaureate Adult Health course developed a unique approach inviting students to apply evidence to their student clinical experiences. Survey results showed that this innovative approach increased students' “excellent” or “good” understanding toward EBP concepts from pre-implementation scores of 46% to post-implementation scores of 94%. This active learning strategy allows students to “walk the walk” of EBP rather than simply listen to the “talk.”
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