Social support and self care behaviors in adolescent diabetics

Adolescent with Type 1 diabetes has many lifestyle adjustments and may believe diabetes hindersindependence. An effective support system that includes family, peers, and healthcare providers may affect self-care behaviors (Kyngas, 2001). The purpose of this study is to examine differences in perceived social support and the practice of self-care behaviors in two groups of adolescent Type 1 diabetics. One group (N=25) will have traditional diabetic education and the other group (N=25) traditional diabetic education and a structured support group over time. Dorothea Orem's Self-Care Deficit Theory is the framework. The sample will be recruited from Darke County, Ohio who attend the hospital's outpatient diabetes education program. Social support will be measured by Norbeck's Social Support Questionnaire and self-care behaviors will be measured by the Exercise of Self-Care Agency Scale (Kearney & Fleischer). Participation will be voluntary and all information will be anonymous. Findings will provide information for diabetic educators about social support as a factor in self care behaviors of adolescents.Thesis (M.S.)School of Nursin

Substitution of Clinical Experience With Simulation in Prelicensure Nursing Programs: A National Survey in the United States

Some states allow simulation substitution of supervised clinical instruction. However, a review of the literature found that a standard substitution ratio for simulation hours to supervised clinical hours does not exist among prelicensure nursing programs.A descriptive survey was sent to more than 1,400 prelicensure schools of nursing. Schools of nursing reported various substitution ratios demonstrating ambiguity between institutions. This study provided an initial view of current practices related to simulation as a substitution for supervised clinical experiences

Substitution of Clinical Experience with Simulation in Prelicensure Nursing Programs: A National Survey in the United States

Background: Some states allow simulation substitution of supervised clinical instruction. However, a review of the literature found that a standard substitution ratio for simulation hours to supervised clinical hours does not exist among prelicensure nursing programs. Method: A descriptive survey was sent to more than 1,400 prelicensure schools of nursing. Results: Schools of nursing reported various substitution ratios demonstrating ambiguity between institutions. Conclusion: This study provided an initial view of current practices related to simulation as a substitution for supervised clinical experiences