Papers by Myrna Armstrong
Military Medicine, Oct 1, 2018
Computers and medicine (New York), 1998
Determining professional role expectations regarding computer technology can guide nursing facult... more Determining professional role expectations regarding computer technology can guide nursing faculty as they plan and implement instructional information systems. Computer competencies were identified, critiqued, and ranked for nurse educators. Forty-five present-day and 44 future (1990) competencies were judged to be of high importance. Faculty assessment of the important computer competencies can aid in conducting applicable workshops and conferences.
PubMed, May 1, 1996
Adolescents have discovered body piercing. Specific information about the piercing procedure, the... more Adolescents have discovered body piercing. Specific information about the piercing procedure, the sites, and the risks are presented along with an educational information sheet that can be distributed to pediatric clients and their families. Further nursing involvement in the community is stressed with one goal being the development of a collaborative education program for body piercers and their counterparts, tattoo artists.
Journal of Continuing Education in Nursing, Sep 1, 1984
Journal of Continuing Education in Nursing, Nov 1, 1985
ABSTRACT Nurse educators faced with developing and delivering statewide accessible, relevant cont... more ABSTRACT Nurse educators faced with developing and delivering statewide accessible, relevant continuing education found the Regional and Community Coordinator role an effective to outreach within an area, involving many nurses.
Military Medicine, Feb 1, 2000
Primary prevention is a priority for medical personnel. Despite societal popularity and a long as... more Primary prevention is a priority for medical personnel. Despite societal popularity and a long association of the military with tattooing, little is known about the tattooed Army soldier, which hampers primary health planning. Basic recruits and advanced individual training students (N = 1,835) at one midwestern military installation completed a questionnaire about any tattooing experiences. Almost half (48%) of the soldiers were seriouslvery serious about getting a tattoo, with 31% stating that there were "no reasons" to keep them from getting a tattoo. More than one-third (36%) were tattooed, with 22% possessing three or more tattoos. Many soldiers (64%) entered the military with the tattoos. Limited use (15%) of alcohol and/or drugs before tattooing was reported. Findings included a high incidence of tattooing, a strong determination to obtain tattoos, the possession of tattoos for self-identity reasons, and the supportive role of friends. Reported procedural bleeding (76%) documents the potential for blood-borne disease transmission. These results confirm the need for targeted health education regarding the safety and potential risks of tattooing.
Journal of Continuing Education in Nursing, 1984
The College Student Affairs Journal, 2020
Abstract:Military and military veteran students enter higher education with a host of challenges ... more Abstract:Military and military veteran students enter higher education with a host of challenges related to their military service. As universities and colleges strive to address the needs of military and military student veterans, administrative and educational challenges must be addressed proactively to accommodate the specific needs of student veterans. Student services for military and military veteran students includes providing a veteran advisor, a veteran liaison, military-friendly policies, services, and resources. The authors discuss military-friendly student services supported and implemented through the development of a veteran-specific education track.
Image--the journal of nursing scholarship, Dec 1, 1986
The Delphi technique, with an evaluation panel of56 educators from 28 states during Round One and... more The Delphi technique, with an evaluation panel of56 educators from 28 states during Round One and 55 in Round Two, was used as a method of collecting and organizing judgments of present and future needs for computer competence. Competence statements covered psychomotor, cognitive and ajective issues in using the computer and related technology in nursing practice and teaching. Judged to be highly important were 45 of the 68 possible present needs and 44 of the 64 future needs. It was concluded that the most pressing needs for nursing educators are for knowledge of computer technology, information on how to use the computer as an instructional tool, recognition of the nurse's role and issues of computer use in health care and use ofthe nursing process in the development of computerized care plans. * * * t one time computers were considered to be gigantic, tempestuous, distant, ominous abstractions, housed in secluded and special climate-controlled rooms of mil-A itary installations and big corporations. Now this rapidly advancing technology extends into all aspects of nursing with sophisticated monitoring systems, automated patient-care information systems, patient documentation tools and clinical simulations for enhancement of nursing instruction. Future computer applications will build on present-day technology, resulting in more capable computers with greater memory, faster speed, increased uses and smaller size. Hardin and Skiba (1982) warn that the future clearly dictates a need for a cadre of nurse educators who can provide information and instruction on computer technology in health care so that their learners can be "informed and creative decision makers" (p. 525) who utilize computer applications in the clinical, administrative, educational and research settings. As Knowles (1980) suggests, identification of present and future needs for computer competence, evaluated through the judgment of (nurse) experts, can be an effective strategy in refining education needs for (nurse) educators. Review of the Literature Although the concept of computer literacy as an educational goal has been addressed by many nursing leaders, Ziemer (1 984) concluded: Few faculty are prepared to teach any dimension of computing, primarily because more than half of the faculty today have completed their education before computers were widely available. (p. 537) Kadner (1984) believes that nursing is no different from other "traditionally conservative academic communities;" that is, we are not exempt from fear of the unknown. McCormick (1983) made an even stronger statement:. .. there has been relatively little collaboration between technology, knowledge, research and practice in knowledge, research, and practice in nursing. .. (with) the educator (often) responding re-actively, rather than pro-actively, about the health care situation. (p. 379) women's university) sigma Theta Tau research funds.
Springer eBooks, Oct 1, 2020
Journal of Nursing Education, May 1, 2016
Springer eBooks, Oct 1, 2020
Journal of Continuing Education in Nursing, Apr 1, 2023
Background: The use of objective structured clinical examinations (OSCEs) is a well-established m... more Background: The use of objective structured clinical examinations (OSCEs) is a well-established method of clinical assessment in the medical profession, and these are currently being integrated into advanced practice nursing curricula. Method: A program assessment was conducted at a current family nurse practitioner track within a southwestern U.S. university using the OSCE evaluative strategy. The logic model from the Centers for Disease Control and Prevention framework was incorporated. Both focus group and the de-identified faculty-scored student rubrics during the fall, spring, and summer semesters of one cohort of students ( N = 73) were examined. Results: Strengths and challenges were found in the areas of student preparation, scoring/grading with variations of inter-rater reliability, and debriefing. Conclusion: Establishing a specific OSCE center with a dedicated director could support adequate attainment of formative and summative competencies for nurse practitioners and provide faculty education and standardized student preparation, while adhering to the multiple guidelines and standards related to nurse practitioner competency evaluation with simulation. [ J Contin Educ Nurs. 2023;54(4):169–175.]
Journal of Continuing Education in The Health Professions, 1990
This national study was designed to gather baseline data about the reading activities of register... more This national study was designed to gather baseline data about the reading activities of registered nurses. Questionnaires were administered by nurse continuing educators to subjects (N = 1406) at 44 sites in 25 states and the District of Columbia. In a week, the mean amount of time devoted to professional literature was four hours, 48 minutes (SD = 3.88) plus eight hours, 12 minutes (SD = 5.15) to general material. This translated to reading one hour and 51 minutes per day, slightly more than the average adult. Educational level, position, and memberships were the best predictors of how much time was spent reading job-related material that might lead to self-development and enhancement of nursing practice.
Journal of Continuing Education in Nursing, Mar 1, 1992
Reading activities of staff nurses (N = 269) residing in six states with mandated educational req... more Reading activities of staff nurses (N = 269) residing in six states with mandated educational requirements for relicensure were compared with a similar number (N = 275) of staff nurses from states that have no legislative continuing education (CE) requirements. Time spent reading both professional and general literature was obtained. Nurses spent twice as much time reading general literature as professional literature. Both groups stated that conferences were the preferred method of CE; reading was the second choice in mandatory states and the third in voluntary states. However, nurses in voluntary states spent slightly more time reading professional literature.
Journal of Continuing Education in Nursing, Mar 1, 2015
Journal of Health and Human Services Administration
Aims and Objectives: To explore the lived experience of homeless veterans during the COVID- 19 pa... more Aims and Objectives: To explore the lived experience of homeless veterans during the COVID- 19 pandemic. Background: Homelessness is problematic in military veterans especially in a pandemic. Qualitative studies are needed to determine the needs of homeless military veterans during the COVID-19 pandemic. Method: A qualitative, phenomenological approach was used to analyze data from interviews with homeless military veterans who had experienced the COVID-19 pandemic. Lincoln & Guba’s Qualitative Integrity Framework was used for Methodological Rigor. Data Collection: Semi-structured audiotaped interviews with field notes were used. Data Analysis: Creswell’s method of analyzing significant statements and the generation of meaningful units and essence description were implemented. Results: These already vulnerable homeless military veterans described fear, social isolation, psychological, employment, and financial consequences, as well as health care delivery changes during COVID. C...
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Papers by Myrna Armstrong