Journal of Community Health Nursing
Description: This innovative publication focuses on health care issues relevant to all aspects of community practice schools, homes, visiting nursing services, clinics, hospices, education, and public health administration. Well-researched articles provide practical and up-to-date information to aid the nurse who must frequently make decisions and solve problems without the back-up support systems available in the hospital. The journal is a forum for community health professionals to share their experience and expertise with others in the field.
Coverage: 1984-2010 (Vol. 1, No. 1 - Vol. 27, No. 4)
The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.
- Terms Related to the Moving Wall
- Fixed walls: Journals with no new volumes being added to the archive.
- Absorbed: Journals that are combined with another title.
- Complete: Journals that are no longer published or that have been combined with another title.
Subjects: Medicine & Allied Health, Health Sciences
Collections: Health & General Sciences Collection, Life Sciences Collection
This case study provides a descriptive analysis of administrative, faculty and student perspectives on use of and satisfaction with Orem's Self-Care Deficit Nursing Theory (SCDNT) in one baccalaureate nursing programme's curriculum elements of (a) goals and objectives, (b) materials, (c) content, (d) nursing foci, and (e) evaluation The need for such an analysis is indicated by the wide acceptance and use of the SCDNT in education and the absence of any similar study Curriculum is conceptualized in the context of the Curriculum Model for the Study of Schooling, USA Administrative representatives included the dean of nursing, the director of the nursing programme, the two curriculum chairpersons and the programme co-ordinator The faculty and students from two specific courses provided the instructional and experiential perspectives Data collection included structured personal interviews and document review The investigator developed from the ideal perspective of the literature (Orem and related scholars) criteria for judging if the SCDNT indeed was implemented in the curriculum elements and the satisfaction with the theory The faculty perspective was the most similar to the ideal, and the administration's was the least similar Student and faculty perceptions were extremely similar All three perspectives were in near agreement with the ideal on the use of the SCDNT in goals and objectives, content and evaluation A major inconsistency was found. Each perspective expressed varying interpretations of the nursing process Pronounced patterns were examined, and implications for nursing education were stated.