Subject Index Volume 24 A C Course changes, small-group instructional diagnosis and collaborative conflict Active learning! strategies, to teacli case ('.are plans, for students, 4:10 resolution to facilitate. 3: H management, s:S2 Ca,se management, active learning strategies to (Critical care ■Advanced practice nurses, clinical learning for, in teach. 5:52 cultural competence ca.se scenarios for managed care environments, 4:15 Case studies, for clinical instniction in problem¬ nursing education in. 5:4"' .Aging, simulated sensory deprivation e.\perience solving. 5:42 stressor identification exercise for. 2:6 for awareness of, CD-RO.M technology, to enhance clinical nursing Critical thinking ■Alternative therapies, model for identifying and education, 1:20 of nontraditional and traditional nursing evaluating patients using. 6:19 (dinical instmclion students, differences in. 6:38 Ambulatory care nursing courses, 4:-t5 for advanced practice nurses in managed care in pathophysiology course, 3:7 .American Red Oo.ss, clinical instruction in environments, 4:15 teaching through health-promotion contract. pediatrics for as.s(Kiate degree students and. for a,ssociate degree students in pediatrics. 6:37 4:42 6:3"' (;D-R().\1 technology to enhance, 1:20 teaching with exerci.se using role playing. 6:11 Anecdotal record keeping. 6:15 clinical simulation lafxiratory as adjunct to. technology-ba.scxl assignments ui promote. 1:45 An.\iety , dmg do.sage calculations and, -1:36 5:3"' transforming reading assignments into critical- .A.s,sociate degree prtrgrams continuity of. effect on freshman nursing thinking experiences and. 5:11 care plans for .students in. 4:10 students. 4:6 (Cultural awareness lab, 2:5 clinical instruction in pediatrics for. 6:.37 independent clinical experiences in mental (Cultural competence ca.se scenarios, for critical closure of. 2:20 health nursing and. 3:8 care nursing educamm. 5:47 continuity of clinical instruction in. effecl on nursing education and cognitive Curriculum development, .VACN recommendations freshman nursing students, 4:6 apprenticeship and. 4:31 for. 6:37 strategy for pediatric community health perceptions of leadership competence nursing tor. 1:16 lietvveen interns and mentors in ■Attitudes, of baccalaureate students toward ccxiperative nurse internship and, 4:21 D profession, changing. 4:8 in problem-.solv ing. case studies for. 5:42 Authors, information for, 1:4, 3:4, 4:3. 5:59, 6:3 promoting positive clinical experiences. 3:44 Deafne.ss. education of profoundly deaf student student evaluation and. 6:15 and. 3:48 B students decisions to select 111\' serv ices for. Development, in schixils of nursing. 3:29 3:35 Disabilities, education of profoundly deaf student Baccalaureate education Clinical practice and, 3:48 changing attituiles of students ttiward integrating with teaching and research, in Di.stance education profession and. 4:8 nurse-managed clinic, 3:25 integration of problem-ba.sed strategies in. 1:36 evaluation of physical examination preparation for. 4:5 through collaboration anti e-mail. 6:8 performance and, 2:4 Clinical reasoning, strengthening in graduate Drug dosage calculations, anxiety. math self- integrating patterns of knowing into courses nursing students, 2:11 eftlcacy. and gender effects on. 4:36 and. 4:26 (iognitive apprenticeship m<xJel. 4:31 Dying clients, clinical strategies for tcxiching precepted experience for .senior nursing Communication, alxiut human sexuality , teaching nursing students to care for. 3:7 students and. 3:13 to nurses and other healthcare prov iders. prevlictors of successful completion of. 6:33 5:27 E role conception of students in. 4:9 Community, as client, 6:4 small-group instructional diagnosis and Community-based education, 5:16 Editorial thank you. 6:10 collaborative conflict resolution to Community-ba.sed nursing E-mail, support of off-site student through. 6:8 facilitate course changes anti, 3:n asse.ssing .students' perceived threats to .safety Epidemiologv, teaching via poster sessions. 5:51 Baccalaureate program, abilitie.s-based, spelling and, 1:31 E,s.say te.sts. developing and scoring, 2:29 competence in. 3:5 population-bascxl clinical projects and. 6:28 Evaluation Beginning .students (iommunity health nursing of clinical ix-rformance. 6:15 clinical leadership for. 4:7 pediatric, unique strategy for a.s,s(Kiate degree developing skills for. in students, 2:8 creative .strategies for generating interest in students. 1:16 of healthcare Vleb resources, 5:21 nursing as major among. 1:25 strategies in migrant farm community. 1:23 of patients using alternative therapies, 6:19 facultv’ teaching, 4:4 Completion test items. 6:6 by students, on-line, interactive, 2:3"’ Benchmarking practices, for learning resource Conflict resolution, collaborative, to facilitate of te.xtfxxiks. Texas Textlxxik Ev aluation T<x)l center, 4:16 course changes. 3:1"' for, 2:23 NURSE EDUCATOR Vol. 24, No. 6 November/December 1999 http://www.nursingcenter.com 45 F .Mentoring Role conceptualization, of RN-RSN students. 4:9 for new faculty, 1:48 Role playing, teaching critical thinking with. 6:11 Faculty perceptions of leadership competence Rural areas aswK'iate degree program closua* and, 2:20 Ix'tween interns and mentors in community health nursing strategies in dtK'torally prepared, reuxiling as nurse c(X)perative nurse internship and. 4:21 migrant farm community. 1:23 practitioners. 1:9 health content in nursing education for, 5:26 faculty practice and. l:-t2 N intervention by. for substance abuse among nursing students, 2:16 Nurse-managed clinics, integrating teaching. S research, and practice in, 3:25 new, mentoring, b-rH Nurse practitioners, reuxiling doclorally prepared Safety, students' perceived threats to. as.sessing, teaching lieginning courses, 4:4 faculty as. 1:9 1:31 I’emini.st pedagogical .strategies, in re.search Nursing practice, incorporating genetics into. 5:4 Sch(X)ls of nursing, fund-raising in, 3:29 clas.sr(H)m. 2:10 Nursing sclxxils. fund-raising in. 3:29 Selected respon.se test items, 5:9 l•und-^aising. in schtxils of nursing. 3:29 Nursing theories Sensory deprivation, simulated, for awareness of creative teaching strategies for teaching. 3:40 aging. 3:5 G poster presentation of, 1:6 .Sexuality, communication alx)ut. teaching to nurses and other healthcare providers. 5:27 Gaming, increasing student participation in O Simulations, as adjunct to clinical instruction, 5:37 postclinical conference through, 6:4 Spelling competence, in abilities-based Gender, drug dtxsage calculations and. 4:,36 Obstacles, student overcoming of. 4:48 baccalaureate program. 3:5 Genetics, incorporating into nursing practice, 5:4 Online programs, as.sessing effectiveness of. 1:5 Stressor identification exercise, for critical care Gradsutraetneg ethdeunciantgio cnl inical rea.soning in. 2:11 P Studenetn cvoirnognrmesesn ts,t r2a:t6e gy. 4:3’ support of off-site student through Pathophysit 'logy course, critical thinking in. 3:7 .Student evaluations, by students. 2:37 collalxrration and e-mail, 6:8 Patterns of knowing, integrating into Student suicides, 5:33 undergraduate courses, 4:26 Substance abuse, among nursing students, faculty H Pedagogical strategies, feminist, in research intervention for, 2:16 classrtxim, 2:10 Suicide, among students, 5:33 Health promotion Pediatric community health nursing, unique Summer classes, teaching strategies for, 5:6 in community, 5:16 strategy for assiK'iate degree students. 1:16 contract for, teaching critical thinking through. Pharmacology courses, Internet to enhance, 5:5 T 4:42 Philippines, transcultural nursing experience in. lfl\' .51DS. students' decisions to select 11I\' 1:12 Teaching, integrating with re.search and practice. services for clinical e.xperiences and, 3:35 Population-based clinical projects, bridging in nurse-managed clinic, 3:25 Human .sexualitv’, communication alxxit. teaching to community-based and public health Teaching strategies nurses and (Xher iK’althcare providers. 5:27 com.epts using, 6:28 clinical, for teaching nursing students to care Postclinical conference, increasing student for dying clients. 3:7 I participation through gaming, 6:4 feminist, in research classrtxrm, 2:10 Poster presentations for generating interest in nursing as major, Information for authors, 1:4, 3:4. 4:3, 5:59, 6:3 of nursing theory, 1:6 1:25 Instructional diagnosis, small-group, to facilitate teaching epidemiology v ia, 5:51 for home health practice teaching. 4:13 course changes. 3:17 Preceptors, for .senior musing students, 3:13 for pediatric community health nursing for International education, transcultural nursing Problem-based learning asstxiate degree students, 1:16 experience in the Philippines. 1:12 outcomes study of, 2:33 problem-based, integration in distance Internet strategies for, integration in distance education, 1:36 to enhance pharmacology courses, 5:5 education, 1:.36 to resolve stK'ial, political, and health issues. evaluating healthcare resources. 5:21 Problem-solving, case studies for clinical 4:37 instruction in. 5:42 for summer clas.ses, 5:6 J Public health, population-based clinical projects for teaching nursing theories, 3:40 and, 6:28 teleteaching as, 5:19 Journey of discovery. 1:6 Pupillary response scale. Ix-dside t(X)l for, 3:6 Teaching t<x>ls for career teaching, 5: l4 L Q stressor identification exercise for critical care environment, 2:6 Leadership Qualitative research Technology-based assignments, to promote critical clinical leadership e.xperience for lx.*ginning integrating with ijuantitative metluxjs, 6:24 thinking, 1:45 nursing students and. 4:7 teaching value of, 6:5 Teleteaching, 5:19 perceptions of lc:idcrship competence Quantitative re.search, integrating with qualitative Testing Ixftween interns and mentors in metlKxls, 6:24 completion items for, 6:6 ccxtpentive nurse internship and, 4:21 developing and scoring essay tests and, 2:29 Learning resource center, Ix^nchmarking practices R - preparing testing blueprints from levels of for. 4:16 course objectives, 4:11 Learning strategies, active, to teach ca.se Reading assignments, transfomiing into critical- selected respon.se test items and, 5:9 management. 5:52 thinking experiences, 5:11 Texas Textlxx)k Evaluation Tcxtl, 2:23 Ix-arning styles. 3:20 Record keeping, anecdotal, 6:15 Research U M feminist pedagogical strategies for teaching, 2:10 integrating quantitative and c]ualitativ e I'ndergraduate education. See Baccalaureate .Managed care, clinical instruction for advanced methtxJs of, 6:24 education practice nurses in, 4:15 integrating w ith teaching and practice, in .Math self-efficac7, dosage calculations and. nurse-managed clinic. 3:25 W 4:36 prtKess of selecting research instniments and, •Mental health nursing, independent clinical 3:21 Web. .See Internet experiences in, 3:8 qualitative, teaching value of, 6:5 VC'ellness, as elective course, 4:10 46 NURSE EDUCATOR Volume 24, Number 6 November/December 1998 http://www.nursingcenter.com Author Index Volume 24 Alverson E. 4:9 Gerbasi F. 2:37 O'Neill ES, 2:11 Allie HM, 5:26 Gillespie, J, 2:5 O'Connor C. 3:35 Amos E, 2:33 Grindel CG, 3:35 CXlom BG, 3:48 Anderson, B, 4:6 Gropper RG, 4:4 Oermann .M. 2:29 Anema. MG, 5:26 Gropper RD, 5:6 Armstrong .M. 5:33 Pagana KD, 5:5 Hadwiger .MG, 1:12 Patsdaughter CA. 3 35 BarErtrr K. 2:37 Hadw iger SC,1:12, 5: 47 Perlich LJ, 4:42 Bechtt' GA. 1:23 Hayes ER, 1:31 Peters D, 5:52 Ik-tk CT, 3:21 Hodge MP, 4:3<' Peterson J, 1:36 Becker RL. 1:6 Hodge P, 6:19 Pfoutz. S. 6:24 Bernet S, 3:R H(xl.son-Garlton K, 5:21 Pokomy ME, 5:27 Black .Monsen, R, 5:4 Howard EP, 4:15 Powers B. 3:7 Boland CS. 3:5 Huffstutler .SY, 2:4 Pmin RH. 2:5 Bomba, G, 4:6 Hugo K. 1:36 Boysen R. 6:28 Read GY, 4:7 Janvier KA, I:l6 Brewer C, 5:52 Rhtxles RS. 3:48 Jenkins J, 5:4 Brown HN, 1:48 Riegel B. 6:8 Jenkins P. 6:11 Brown K,M, 2:5 Roberts KK. 4:10 John.sonJH. 5:37 Byrd G, 6:33 Roncher .M, 6:15 Jones .MS, 5:16 Ro.senlund CH, 1:5 Caracaggio, S. 5:5 Kardos EG, 3:29 Rossignol .'VI, 5:58 Garden R. 5:33 Karnes NJ, 6:5 Gare WD, 4:31 Keatley. V.M, 6:37 Secrest JA, 6:37 Garr J,M. 4:26 Kettler D, 5:14 Sedlak G, 6:38 Garroll MG, 1:31 Kopp A.M. 1:25 Shellenbarger T, 1:20, 6:15 Garson AR. 6:27 Kouzekanani K, 2:33 Sicola V, 2:23 (barter .SV. 1:31 Krafft SK, 2:20 Siegrist B. 5:16 Ghe.sley DA. 2:23 Kramer N, 6:4 Singleton DL, 4:37 Clark GM, 2:l6 Slaninka SCi, 3:40 Gragg B, 1:36 Langston NF, 3:29 Smith .ME. 2:20 Grownover, AJ, 3:8 U-a DH. 5:4 Smith R.M. 4:45 li'hna C, 6:24 Sneed NV, 1:9 Daggett LM, 2:6 Ulx'rto T, 6:15 Steinberg. S. 4:15 Damask-Bemlxmek, B, 1:15 Ligelkis-Glaylon C, 4:48 Stringfield YN, 4:30 Davidhizar R, 1:23 Lohri-Posey BS. 1:16 Davidhizar R. 5:42 Taylo KL. 4:31 Davis B. 5:51 .Macnee GL, 3:25 Theis SL. 5:37 Davis DG. 3:48 •Margolius FR. 1:9 Tliomason T. 6:8 IX'Lellis .AJ, 3:29 ■Ma.ssarweh LJ, 3:94 Tomey A.M, 4:11, 5:9, 6:6 DeLong Til, 4:5 .Mastrian KG, 1:45 Turick-Gibson. T6:ll lX‘Natale ,ML, 4:37 Matteson-Kane, .M, 3:6 L'lione .MS. 5:19 De.Simone BB. 4:21 •Maurer, R. 6:28 I'llrich S. 6:19 Dickerson SS. 5:52 .McGonigle D, 1:45 I'lrich D. 5:11 Dorner JL, 5:27 .McGregor RJ, 3:13 IX)wd SB, 5:42 McHugh .MK, 2:20 Volden G.M. 3:17 Duldt B'«', 5:27 .Mealey .A, 5:33 .Melland HI, 3:17 Walkowiak JA. 5:52 Edwards N, 1:36 .Merrill AS, 3:5 Welch .ML. 4:8 Ellsworth JA, 6:2'^ .Michl D, 5:5 Whelan .M, 6:4 .Miller KH. 3:35 White .MJ. 2:33 Fahrenwald N, 6:28 .Morin KH, 1:31 Wilson .M, 4:16 Eeingold (I 4:42 .Morrison J. 6:8 W inkler N. 3:20 Ferebee L, 3:6 W inne .MD. 3:7 Ferguson LM, 2:8 Neal LJ. 4:13 Wyatt K. 2:37 Fischer G, 6:28 New land PL. 4:10 Fopma-Loy I. 5:11 Nieswiadomy R. 6:33 Yam .M. 2:10 Freed PE, 5:14 Nolan .M, 6:8 Norwi-Kxl, BR. 6:37 Zerwic JJ, 5:37 Gallagher P. 4:6 Novak DA, 1:42 Zuzelo PR, 3:11 Garza G. 6:33 Nugent, KE. 4:5 NURSE EDUCATOR Volume 24, Number 6 November/December 1998