From Untrained Nurses Toward Professional Preparation in Montana, 1912-1987

Since the American Nurses\u27 Association (ANA) published its first position paper in 1965 and in 1978 reaffirmed its position on the educational preparation for nursing practice at the ANA National Biennium, the Montana Nurses\u27 Association (MNA) has maintained a consistent position that a minimum of the baccalaureate degree in nursing should be required for licensure as a professional nurse. As of the closure of the 1987 session, the MNA had not yet been able to secure legislation for this requirement. The influence of the Montana Nurses\u27 Association on the legislative process regarding the regulatory efforts of the profession from 1912 to 1987 is explored in this study. The activities and progress of the MNA have been focused on the protection of the public through mandatory licensing/registration of trained nurses and the provision of standards for nursing education and practice. The goal of the baccalaureate degree in nursing as the minimum educational preparation for licensure as a professional nurse has been a sought objective since 1965. Historical research methods were used to investigate this problem. The data were collected from both primary and secondary sources and the validity and reliability of the evidence was determined by internal and external criticism. Data were then evaluated to identify those factors operative in society which have impeded or facilitated the objective of the nursing profession to move from its status as an occupation/trade toward a bonafide/acknowledged profession. Synthesis and interpretation of the findings were the final stages of the process in order to make recommendations for action by professional nurses in Montana. The findings of the study indicated that the progress from untrained nurses toward professional preparation in Montana, 1912-1987, occurred in several phases and was influenced by the Montana Nurses\u27 Association in collaboration with other nursing organizations including the Montana Licensed Practical Nurses\u27 Association, the Montana League for Nursing, the Montana Consortium of Schools of Nursing, and the Montana State Board of Nursing. The members and officers of these groups were able to influence the legislature to provide for the Nurse Practice Act of the state and to revise it periodically

California School Nurses\u27 Knowledge, Attitude, and Intention to Participate in Sexuality Education

A critical need exists to provide adolescents with sexual health education as demonstrated by our nation\u27s position in having the highest adolescent pregnancy rates among all the developed nations. The critical need is further pronounced by California\u27s changing demographic profile of young Latinos who are projected to be the majority in 2042 and continue to demonstrate higher pregnancy and birth rates than other racial and ethnic groups. Currently, there is limited evidence to confirm if California\u27s students are receiving sexual and reproductive health as required by law, nor is there evidence to link school nurses as teachers or consultants in sexuality education (SE). The purpose of this study is to describe the degree of knowledge, attitude, and subjective norm with intent to participate in SE. Three articles evolved from the dissertation: 1) a historical research article about the history and politics of adolescent sexual education policy and collaborative opportunities for bi-national nurses, 2) a methods article on the process of utilizing the content validity index on a pre-existing, theoretically-based instrument, and 3) the analysis of the research findings that resulted from a survey with California school nurses utilizing the adapted and recently validated questionnaire that describes the variables that lead to intention and participation in SE. This research is the first of its kind to describe the perspectives of school nurses as educators of sexual health content in the U.S. This study takes a step towards addressing gaps in research about school nurses and their contribution in sexual health education. This study will be instrumental in defining the role of the school nurse as sexual health educator and provides foundational data to advance school nurse research, translate knowledge into evidence based practice, and supports the need to incorporate sexuality education into nursing\u27s core curriculum