248 Sample Risk Free Review
Initial Sections of The Prospectus
He---y Everyone *VBS*...on behalf of Nikki and I, WELCOME!! Are you ready to rock?? "Jim, please dude...get real will you?" But I am...*LOL*
Anyways...below you will find sample sections of a risk-free prospectus written by former students, Brigid Conway and Nikki Caso. (all prospectus sections are not included). Although it is possible to scan a document in with my handwritten comments (and we will be experimenting with that option soon), I fear the resolution quality will be poor. Hence, for now, Nikki has enclosed my comments within brackets [ ] and as close as possible to the "problematical content".
For example, a sentence might read: History provides an adequate background for the study [Huh? Clarify/Better Lead-in needed].
The initial sentence---though it does not appear---would read: History provides an adequate background for the study.
As I mentioned in class, this is our first attempt [in 248] to provide a risk-free version of copy on the web. If you have any suggestions to enhance its utility, please touch base with Nikki at ncaso@luc.edu. Be good to yourselves....*S*....
Brigid Conway (1999)
248 Risk-Free History Part of Intro.
History provides an adequate background for the study [Huh? Clarify/Better Lead-in needed]. Single-sex education has been a part of American culture for centuries; [insert however --this term is such a strong interruptor that many writers place it later in sentences--] the place of single-sex education in current society is much different from the place from which it originated. As previously illustrated through the example of Brown vs. Board of Education, [BOE] the court case which made educational discrimination based on gender or race unconstitutional, females have always fought for a place in the educational system. What Brown vs. BOE promised is the inclusion of women into what would traditionally considered to be [superfluous] male-dominated areas. Women have come a long way [replace with "made some significant strides"] educationally. Instead of being places where women were to be secluded from their male counterparts, all-girls [female; use "girls" only for those 15 years old and less] schools have gained an even greater place in society. [Sources? elaborate to increase cogency]. Traditionally, they are [were] heralded for their numerous benefits, including providing a place where women can [could] feel confident in their gender, in their [delete "in their" use "and"] intellectual capacity, and [as well as] they can [could] bond with other females. [Cites?] Coed schools do provide an environment for social interaction among the sexes, but do not lend themselves to the type of environment that is promised by single-sex schools.
There is an exhaustive amount of literature produced on the top of single-sex education. [Cites?] The majority of it points to the idea [BWE --suggests/indicates] that females greatly benefit from the effects of a single-sex educational setting. A body of recent studies on single-sex education, particularly at the high school and college level, illustrates the benefits of this type of education. [Cites?] These studies suggest that single-sex schools lead to higher achievement and self-esteem among women, encourage women to pursue traditionally male-dominated careers, and alleviate some of the disadvantages women may suffer in a coeducational setting. [Cites?] According to Elizabeth Tidball in her 1980 study entitled Women's Colleges and Women Achievers Revisited: Women, Culture and society, she suggests that [cross out all except "According to Tidball" (only use last name of author ), and place year in parentheses followed by a comma] "highly selective women's schools were twice as likely to have produced achievers as were the highly selective coeducational colleges. Similarly, all other women's schools were twice as likely to have produced achievers as were all other coeducational institutions" [pg # ?].
On the whole, research reveals that compared with women at coed schools, women's college students were more likely to participate in and out of class. [Yet, again you provide no examples] In coed settings, females tended to receive significantly less attention from instuructors than males. [Cites?] Teachers traditionally called on males twice as often and were three times as likely to give male students praise for correct answers. [Cites?] According to a 1992 study conducted by the American Association of University Women, "There is clear evidence that the educational system is not meeting girls' needs. (Author's bracketing) --[Although girls and boys enter school roughly equal in measured ability . . . twelve years later, girls have fallen behind their male classmates in key areas such as higher-level mathematics and measures of self-esteem" [pg #?]. The phenomenon is even more significant in a high school setting when female students are dealing ["Monty Hall Syndrome" use coping] with the pressures of adolescence and insecurity. Additionally, studies show that women in an all-girls educational setting develop greater self-esteem, score higher on standardized achievement tests, are more likely to major in traditionally male-dominated disciplines and to graduate from college. Cornelius [Lose first name, insert "As"] Riordan [year?]states in his article, Girls and Boys in School: Together or Separate [Lose everything after author's name and year] claims that [drop "that"] "[S]ingle-sex schools offer an environment that is more conducive to learning than mixed-sex schools, especially for women. They provide more role models for students, and the offer more order and control than mixed-sex schools. In all-girls schools, the adolescent climate is weak, allowing an academic climate to flourish (151)".
There is a dissenting view amongst [among] scholars who suggest that single-sex education is not an appropriate way to achieve equality between genders, particularly in education. [Elab. & Cites?] The first generations of educated women were products of single-sex secondary and undergraduate schools. The schools were only educating the daughters of elites and providing social and professional mobility to some members of the middle class. [Sources? We know this by. ..?] These schools were important in the sense that they contributed to the nineteenth-century women's movement. They inspired activism in women and prepared them to work outside the home, as well as created wage-earning work. [We know this by...? Significant Elab. Needed] Up until this point, [juncture] the prospect of a working woman was not socially acceptable. Single-sex education was not a choice in the way that it is today. It was the only way in which women could obtain an education. However, [capitalize "by"and insert after "century] by the turn of the century, coeducation was becoming the norm. In 1910, out of the nation's schools 27 per cent were exclusively for men, 15 per cent exclusively for women, and the remaining 58 per cent coed. [Source??]
[Transition?] According to a recent article in Atlantic Monthly [delete and enter author's last name and year] "many women are questioning the benefits of coeducation at every level, but especially in secondary schools [Where does the quote end?] According to [redundant] popular feminist wisdom, coed schools are detrimental to the self-esteem of girls; they discourage rather than inspire girls' achievement. Despite the popular beliefs, [however] "all-girls elementary and secondary schools are in the midst of a 'renaissance,'" according to Whitney Ransome, the director of the National Coalition of Girls' Schools. [delete all in citation except for author's last name and include year] In the past decade, applications have increased by 21 per cent and four new all-girl secondary schools have been established [Sources?]
In February we [the United States] recently celebrated Women's History Month. With this celebration, there was a tremendous amount of praise for women's single-sex education. There are a number of educators, [however] who continue to be against single-sex education. [No Prior Foundation] Educators suggest that isolation of the sexes leads to a lessening of development of social skills amongst [among] genders, particularly during adolescence. [NPF] Single-sex education has a positive effect on the academic development of females. The results are not the same for males. [NPF] What current research suggests is that single-sex education is, by far, more advantageous for females than males. [Perhaps, bu w/o major elab., I am unable to discern arg. cogency]. Our [The] intent [of the res. team] is to show what these advantages truly [delete] are. Our [This] study [thus] attempts to illustrate how single-sex education affects the attitudes and communicative behaviors within females in an all-girls [D] high school setting.
[Bibliography?]
Nicola S. Caso (1999)
Risk-Free Lit Review Exemplar
Nursing is an extremely [change an to "a" and insert "very"] important profession [;] today more than ever. Due to recent developments in medicine, people [large numbers of individuals] are living longer, fuller lives. Thus, there is a demand for nurses who can successfully treat the spirit as well as the body. [NPF -- holistic focus?] Nurses in the nineties are learning to use successfully their communication skills and an empathic manner to achieve a more positive interaction with their patients. [This type of training didn't occur earlier? Change to-- "nursing has always been at the vanguard in terms of communication skills."]
Today, associate and bachelor degrees are favored rather than nursing school diplomas. New drugs and scientific innovations allow those in the medical profession to save the lives of people ["many individuals"] who would have had no hope twenty years ago. Nurses must be ever ready and able to accept the challenges and responsibilities that advancements in technology bring. [As Curtin, (1996) suggests/reports/states] "We've seen tremendous advances in technology and pharmacology, which have given nurses more responsibility, and require even deeper levels of knowledge. We're involved in more decision making and are faced with ethical issues we've never confronted before, such as those swirling around gene therapy" (p. 33). These new duties nurses face in the nineties have given them a renewed sense of confidence and pride in their work, and has also led to the development of nursing specialties.
Unfortunately, [however,] as more hospitials are cutting costs, many nurses are being laid off and replaced by nurses aides and nurse technicians. [Site some descriptive stats and use sources] Further, nurses who do remain on staff are overloaded with patients. The result is [often] inadequate patient care and frenzied employees, which can have deadly results. A 1998 survey of nurses by RN magazine states "72% of respondents report that the quality of care at their hospital has deteriorated over the past year because of cost-containment decisions, a 12% jump since 1988" (Cited in Wolfe, 1999, p. 28). [Sample size? Ages? Years on the job?] Thankfully, legislation is now being passed [State? Federal?] to protect nurses; those who speak out against dangerous conditions cannot be threatened with termination. Also, nurses' unions [which ones?] have won the right to decide nurse-patient ratios [details?] in contract negotiations. Administrations and staff are slowly finding a way to work together to find solutions to budget woes without compromising care. [Cite sources/exemplars]
Nurses must accomplish several goals when interacting with patients, such as understanding, agreement, and action (Sherman, [1994] p. 8). All of these goals are directly related to a nurse's communication skills. Further, the way nurses communicate with patients has evolved. [Usually,] Nurses work very close to patients and therefore are able [more likely] to develop close [emostionally-involved] relationships. This [bond] is key because it is a nurse's job to carry out what the doctor has requested and patient compliance is crucial. By getting to know [becoming familiar with] each patient, [on a somewhat personal level,] nurses can make[encourage -- Consider, can I make you feel a certain way? You choose to, don't you? I can , however, influence that choice] them [to] feel more at ease which in turn leads to improved attitudes and greater compliance. According to Sherman (1994) the best way to establish and maintain a positive nurse-patient relationship is by [through] two-way [or transactional] communication: "Two-way communication allows and expects the reciever to give feedback and become actively involved ... It is an active process in which the sender is able to check the reciever's understanding of the message" (p.12). This flow of conversation is called interaction. By using reassuring language as well as nonverbal cues ([appropriate, meaningful] eye contact and non-defensive body language), nurses can achieve the best interaction possible. It is also important [SYL-- essential/paramount] for nurses to be aware of "metamessages," which convey the thoughts and feelings behind what someone is saying. [Examples?] Being attuned to metamessages gives [provides] a greater insight into how the patient is feeling, and allows the nurse to react accordingly.
Sometimes, there is a disruption in communication, which can be quite serious if not detected early. It is critical for nurses to keep the doctor up-to-date on any and all details of a patient's condition. Failing to relay information of a patient's condition. Failing to relay information in its entirety can result in deadly complications. [Intro. the quote--see APA w/in papers guide at classes' page --- As Sullivan (1996) suggests/states/contends] "Prudence should always guide your [the nurse's] communications. [Note that Sullivan is not referring to mass media] That, and a willingness to err on the side of caution when speaking directly with patients or members of the health care team: Better too much communication than not enough" (Sullivan [delete name] p.64).
The nursing profession is quite a difficult one; not only must they keep [maintain] order and control while carrying out doctors' instructions, their first priority is the patients. Nurses are the "only licensed health-care professionals at a patient's bedside 24 hours a day" (Adams, p.17) [Review APA w/in paper guide] It is a nurse's duty to treat and attend to patients, to keep [maintain if possible high] comfort and compliance high [delete -- levels, as well as] fear and pain [levels] low. Simply put, [Hence] a nurse's main job is to care. All of us [most individuals] are caring; [ I appreciate your optimism; however, this quote cannot be supported. Qualify claim.] however, nurses have raised this idea to its highest form. [as Brykcznska (1997) cogently argues: ] "Caring in nursing practice is a core concept, because it concerns a fundamental aspect of nursing. Without the presence of a wise, caring, compassionate approach to the delivery of nursing, the nursing tasks would be seen as faulted. Without caring, nursing would represent an incomplete or even disingenuous and non-effacious picture of what it is about. It would be nursing without its soul" (p.1).
At the heart of a nurse's care for his/her patients is empathy. [IQ] "Empathy is actually the use of several behaviors. It involves the ability to be sensitive to the feelings of others, the ability to explore feelings while expressing sympathetic understanding, and the act of caring in a nurturing way" (Sherman, 1994 p. 52). When one is empathic it goes far beyond feeling sorry for someone's situation, he/she provides comfort and a place of healing. An empathic nurse, through opening hi/herself up to the feelings of a patient, shares control and allows the patient to be candid.
The comfort a patient feels due to an empathic nurse is very beneficial, not simply [merely] for gathering information, but it truly helps the healing process. Establishing a bond between patient and nurse gives [can instill] hope[ run-on --Qualifier needed] and [I]n several medical settings, hope has been indispensible in helping patients to become healthy and stay that way, and [as well as] cope with a devastating illness. Having empathy for a patient also is a sign of respect in identifying with patient concern and attending to them. [IQ] "Why is empathy important? [delete] The empathic nurse is able to establish a more accurate understanding of a patient by tuning in to the patient's frame of reference. Empathy also allows for greater rapport by keeping channels open for patients to express their concerns and feelings" (Sherman [year?] p.53). Thus, empathy [can] leads to greater patient satisfaction, builds rapport [can facilitate rapport building] between patients[s] and nurse[s] and is [can be] therapeutic.
Without nurses, we certainly would not have the quality of health care that exists in our society today. Nurses are truly the heart and soul [put in quotes] of the medical profession, and it is their gift of caring that makes all [lose absolute claim] of the [a major and dramatic] difference. [IQ] "The core of nursing is caring -- a deep human and professional communion. The idea of caring is to alleviate suffering in a spirit of 'caritas,' i.e., in faith, hope, and love (Gaut & Boykin, [1994] p.14).
[Do some pull-in studies demonstrating the "impact of empathy." How was it examined? What type of outcomes did it affect? Provide ample details to help us gauge ext. validity levels. -- Significant development needed]
Adams, B. (1998, November 16). Protecting our patients. Newsweek, 17.
Brykczynska, G. (1997). Caring: The compassion and wisdom of nursing. San Diego: Singular Publishing Group.
Curtin, L. L. (1996, November). Where we've come from. Nursing, 26, 33.
Gaut, D.A. & Boykin, A. (1994). Caring as healing. New York: National League for Nursing Press.
Sherman, K.M. (1994). Communication and image in nursing. Albany: Delmar Publishers.
Sullivan, G.H. (1996, April). When Communication breaks down. RN, 61-64.
Wolfe, S. (1999, January). Quality vs. cost. RN, 28-34
RESULTS:
As long as your group preps the data according to Jim's specifications---calculating the mean, (median if necessary), variance, and standard deviation---and then places it in Tables, Jim performs the statistical analysis. Jim also writes this section up; hence, it is NOT part of the mark unless a group does not present the data to Jim.
Anyways...below you will find sample sections of a risk-free prospectus written by former students, Brigid Conway and Nikki Caso. (all prospectus sections are not included). Although it is possible to scan a document in with my handwritten comments (and we will be experimenting with that option soon), I fear the resolution quality will be poor. Hence, for now, Nikki has enclosed my comments within brackets [ ] and as close as possible to the "problematical content".
For example, a sentence might read: History provides an adequate background for the study [Huh? Clarify/Better Lead-in needed].
The initial sentence---though it does not appear---would read: History provides an adequate background for the study.
As I mentioned in class, this is our first attempt [in 248] to provide a risk-free version of copy on the web. If you have any suggestions to enhance its utility, please touch base with Nikki at ncaso@luc.edu. Be good to yourselves....*S*....
Brigid Conway (1999)
248 Risk-Free History Part of Intro.
History provides an adequate background for the study [Huh? Clarify/Better Lead-in needed]. Single-sex education has been a part of American culture for centuries; [insert however --this term is such a strong interruptor that many writers place it later in sentences--] the place of single-sex education in current society is much different from the place from which it originated. As previously illustrated through the example of Brown vs. Board of Education, [BOE] the court case which made educational discrimination based on gender or race unconstitutional, females have always fought for a place in the educational system. What Brown vs. BOE promised is the inclusion of women into what would traditionally considered to be [superfluous] male-dominated areas. Women have come a long way [replace with "made some significant strides"] educationally. Instead of being places where women were to be secluded from their male counterparts, all-girls [female; use "girls" only for those 15 years old and less] schools have gained an even greater place in society. [Sources? elaborate to increase cogency]. Traditionally, they are [were] heralded for their numerous benefits, including providing a place where women can [could] feel confident in their gender, in their [delete "in their" use "and"] intellectual capacity, and [as well as] they can [could] bond with other females. [Cites?] Coed schools do provide an environment for social interaction among the sexes, but do not lend themselves to the type of environment that is promised by single-sex schools.
There is an exhaustive amount of literature produced on the top of single-sex education. [Cites?] The majority of it points to the idea [BWE --suggests/indicates] that females greatly benefit from the effects of a single-sex educational setting. A body of recent studies on single-sex education, particularly at the high school and college level, illustrates the benefits of this type of education. [Cites?] These studies suggest that single-sex schools lead to higher achievement and self-esteem among women, encourage women to pursue traditionally male-dominated careers, and alleviate some of the disadvantages women may suffer in a coeducational setting. [Cites?] According to Elizabeth Tidball in her 1980 study entitled Women's Colleges and Women Achievers Revisited: Women, Culture and society, she suggests that [cross out all except "According to Tidball" (only use last name of author ), and place year in parentheses followed by a comma] "highly selective women's schools were twice as likely to have produced achievers as were the highly selective coeducational colleges. Similarly, all other women's schools were twice as likely to have produced achievers as were all other coeducational institutions" [pg # ?].
On the whole, research reveals that compared with women at coed schools, women's college students were more likely to participate in and out of class. [Yet, again you provide no examples] In coed settings, females tended to receive significantly less attention from instuructors than males. [Cites?] Teachers traditionally called on males twice as often and were three times as likely to give male students praise for correct answers. [Cites?] According to a 1992 study conducted by the American Association of University Women, "There is clear evidence that the educational system is not meeting girls' needs. (Author's bracketing) --[Although girls and boys enter school roughly equal in measured ability . . . twelve years later, girls have fallen behind their male classmates in key areas such as higher-level mathematics and measures of self-esteem" [pg #?]. The phenomenon is even more significant in a high school setting when female students are dealing ["Monty Hall Syndrome" use coping] with the pressures of adolescence and insecurity. Additionally, studies show that women in an all-girls educational setting develop greater self-esteem, score higher on standardized achievement tests, are more likely to major in traditionally male-dominated disciplines and to graduate from college. Cornelius [Lose first name, insert "As"] Riordan [year?]states in his article, Girls and Boys in School: Together or Separate [Lose everything after author's name and year] claims that [drop "that"] "[S]ingle-sex schools offer an environment that is more conducive to learning than mixed-sex schools, especially for women. They provide more role models for students, and the offer more order and control than mixed-sex schools. In all-girls schools, the adolescent climate is weak, allowing an academic climate to flourish (151)".
There is a dissenting view amongst [among] scholars who suggest that single-sex education is not an appropriate way to achieve equality between genders, particularly in education. [Elab. & Cites?] The first generations of educated women were products of single-sex secondary and undergraduate schools. The schools were only educating the daughters of elites and providing social and professional mobility to some members of the middle class. [Sources? We know this by. ..?] These schools were important in the sense that they contributed to the nineteenth-century women's movement. They inspired activism in women and prepared them to work outside the home, as well as created wage-earning work. [We know this by...? Significant Elab. Needed] Up until this point, [juncture] the prospect of a working woman was not socially acceptable. Single-sex education was not a choice in the way that it is today. It was the only way in which women could obtain an education. However, [capitalize "by"and insert after "century] by the turn of the century, coeducation was becoming the norm. In 1910, out of the nation's schools 27 per cent were exclusively for men, 15 per cent exclusively for women, and the remaining 58 per cent coed. [Source??]
[Transition?] According to a recent article in Atlantic Monthly [delete and enter author's last name and year] "many women are questioning the benefits of coeducation at every level, but especially in secondary schools [Where does the quote end?] According to [redundant] popular feminist wisdom, coed schools are detrimental to the self-esteem of girls; they discourage rather than inspire girls' achievement. Despite the popular beliefs, [however] "all-girls elementary and secondary schools are in the midst of a 'renaissance,'" according to Whitney Ransome, the director of the National Coalition of Girls' Schools. [delete all in citation except for author's last name and include year] In the past decade, applications have increased by 21 per cent and four new all-girl secondary schools have been established [Sources?]
In February we [the United States] recently celebrated Women's History Month. With this celebration, there was a tremendous amount of praise for women's single-sex education. There are a number of educators, [however] who continue to be against single-sex education. [No Prior Foundation] Educators suggest that isolation of the sexes leads to a lessening of development of social skills amongst [among] genders, particularly during adolescence. [NPF] Single-sex education has a positive effect on the academic development of females. The results are not the same for males. [NPF] What current research suggests is that single-sex education is, by far, more advantageous for females than males. [Perhaps, bu w/o major elab., I am unable to discern arg. cogency]. Our [The] intent [of the res. team] is to show what these advantages truly [delete] are. Our [This] study [thus] attempts to illustrate how single-sex education affects the attitudes and communicative behaviors within females in an all-girls [D] high school setting.
[Bibliography?]
Nicola S. Caso (1999)
Risk-Free Lit Review Exemplar
Nursing is an extremely [change an to "a" and insert "very"] important profession [;] today more than ever. Due to recent developments in medicine, people [large numbers of individuals] are living longer, fuller lives. Thus, there is a demand for nurses who can successfully treat the spirit as well as the body. [NPF -- holistic focus?] Nurses in the nineties are learning to use successfully their communication skills and an empathic manner to achieve a more positive interaction with their patients. [This type of training didn't occur earlier? Change to-- "nursing has always been at the vanguard in terms of communication skills."]
Today, associate and bachelor degrees are favored rather than nursing school diplomas. New drugs and scientific innovations allow those in the medical profession to save the lives of people ["many individuals"] who would have had no hope twenty years ago. Nurses must be ever ready and able to accept the challenges and responsibilities that advancements in technology bring. [As Curtin, (1996) suggests/reports/states] "We've seen tremendous advances in technology and pharmacology, which have given nurses more responsibility, and require even deeper levels of knowledge. We're involved in more decision making and are faced with ethical issues we've never confronted before, such as those swirling around gene therapy" (p. 33). These new duties nurses face in the nineties have given them a renewed sense of confidence and pride in their work, and has also led to the development of nursing specialties.
Unfortunately, [however,] as more hospitials are cutting costs, many nurses are being laid off and replaced by nurses aides and nurse technicians. [Site some descriptive stats and use sources] Further, nurses who do remain on staff are overloaded with patients. The result is [often] inadequate patient care and frenzied employees, which can have deadly results. A 1998 survey of nurses by RN magazine states "72% of respondents report that the quality of care at their hospital has deteriorated over the past year because of cost-containment decisions, a 12% jump since 1988" (Cited in Wolfe, 1999, p. 28). [Sample size? Ages? Years on the job?] Thankfully, legislation is now being passed [State? Federal?] to protect nurses; those who speak out against dangerous conditions cannot be threatened with termination. Also, nurses' unions [which ones?] have won the right to decide nurse-patient ratios [details?] in contract negotiations. Administrations and staff are slowly finding a way to work together to find solutions to budget woes without compromising care. [Cite sources/exemplars]
Nurses must accomplish several goals when interacting with patients, such as understanding, agreement, and action (Sherman, [1994] p. 8). All of these goals are directly related to a nurse's communication skills. Further, the way nurses communicate with patients has evolved. [Usually,] Nurses work very close to patients and therefore are able [more likely] to develop close [emostionally-involved] relationships. This [bond] is key because it is a nurse's job to carry out what the doctor has requested and patient compliance is crucial. By getting to know [becoming familiar with] each patient, [on a somewhat personal level,] nurses can make[encourage -- Consider, can I make you feel a certain way? You choose to, don't you? I can , however, influence that choice] them [to] feel more at ease which in turn leads to improved attitudes and greater compliance. According to Sherman (1994) the best way to establish and maintain a positive nurse-patient relationship is by [through] two-way [or transactional] communication: "Two-way communication allows and expects the reciever to give feedback and become actively involved ... It is an active process in which the sender is able to check the reciever's understanding of the message" (p.12). This flow of conversation is called interaction. By using reassuring language as well as nonverbal cues ([appropriate, meaningful] eye contact and non-defensive body language), nurses can achieve the best interaction possible. It is also important [SYL-- essential/paramount] for nurses to be aware of "metamessages," which convey the thoughts and feelings behind what someone is saying. [Examples?] Being attuned to metamessages gives [provides] a greater insight into how the patient is feeling, and allows the nurse to react accordingly.
Sometimes, there is a disruption in communication, which can be quite serious if not detected early. It is critical for nurses to keep the doctor up-to-date on any and all details of a patient's condition. Failing to relay information of a patient's condition. Failing to relay information in its entirety can result in deadly complications. [Intro. the quote--see APA w/in papers guide at classes' page --- As Sullivan (1996) suggests/states/contends] "Prudence should always guide your [the nurse's] communications. [Note that Sullivan is not referring to mass media] That, and a willingness to err on the side of caution when speaking directly with patients or members of the health care team: Better too much communication than not enough" (Sullivan [delete name] p.64).
The nursing profession is quite a difficult one; not only must they keep [maintain] order and control while carrying out doctors' instructions, their first priority is the patients. Nurses are the "only licensed health-care professionals at a patient's bedside 24 hours a day" (Adams, p.17) [Review APA w/in paper guide] It is a nurse's duty to treat and attend to patients, to keep [maintain if possible high] comfort and compliance high [delete -- levels, as well as] fear and pain [levels] low. Simply put, [Hence] a nurse's main job is to care. All of us [most individuals] are caring; [ I appreciate your optimism; however, this quote cannot be supported. Qualify claim.] however, nurses have raised this idea to its highest form. [as Brykcznska (1997) cogently argues: ] "Caring in nursing practice is a core concept, because it concerns a fundamental aspect of nursing. Without the presence of a wise, caring, compassionate approach to the delivery of nursing, the nursing tasks would be seen as faulted. Without caring, nursing would represent an incomplete or even disingenuous and non-effacious picture of what it is about. It would be nursing without its soul" (p.1).
At the heart of a nurse's care for his/her patients is empathy. [IQ] "Empathy is actually the use of several behaviors. It involves the ability to be sensitive to the feelings of others, the ability to explore feelings while expressing sympathetic understanding, and the act of caring in a nurturing way" (Sherman, 1994 p. 52). When one is empathic it goes far beyond feeling sorry for someone's situation, he/she provides comfort and a place of healing. An empathic nurse, through opening hi/herself up to the feelings of a patient, shares control and allows the patient to be candid.
The comfort a patient feels due to an empathic nurse is very beneficial, not simply [merely] for gathering information, but it truly helps the healing process. Establishing a bond between patient and nurse gives [can instill] hope[ run-on --Qualifier needed] and [I]n several medical settings, hope has been indispensible in helping patients to become healthy and stay that way, and [as well as] cope with a devastating illness. Having empathy for a patient also is a sign of respect in identifying with patient concern and attending to them. [IQ] "Why is empathy important? [delete] The empathic nurse is able to establish a more accurate understanding of a patient by tuning in to the patient's frame of reference. Empathy also allows for greater rapport by keeping channels open for patients to express their concerns and feelings" (Sherman [year?] p.53). Thus, empathy [can] leads to greater patient satisfaction, builds rapport [can facilitate rapport building] between patients[s] and nurse[s] and is [can be] therapeutic.
Without nurses, we certainly would not have the quality of health care that exists in our society today. Nurses are truly the heart and soul [put in quotes] of the medical profession, and it is their gift of caring that makes all [lose absolute claim] of the [a major and dramatic] difference. [IQ] "The core of nursing is caring -- a deep human and professional communion. The idea of caring is to alleviate suffering in a spirit of 'caritas,' i.e., in faith, hope, and love (Gaut & Boykin, [1994] p.14).
[Do some pull-in studies demonstrating the "impact of empathy." How was it examined? What type of outcomes did it affect? Provide ample details to help us gauge ext. validity levels. -- Significant development needed]
Adams, B. (1998, November 16). Protecting our patients. Newsweek, 17.
Brykczynska, G. (1997). Caring: The compassion and wisdom of nursing. San Diego: Singular Publishing Group.
Curtin, L. L. (1996, November). Where we've come from. Nursing, 26, 33.
Gaut, D.A. & Boykin, A. (1994). Caring as healing. New York: National League for Nursing Press.
Sherman, K.M. (1994). Communication and image in nursing. Albany: Delmar Publishers.
Sullivan, G.H. (1996, April). When Communication breaks down. RN, 61-64.
Wolfe, S. (1999, January). Quality vs. cost. RN, 28-34
RESULTS:
As long as your group preps the data according to Jim's specifications---calculating the mean, (median if necessary), variance, and standard deviation---and then places it in Tables, Jim performs the statistical analysis. Jim also writes this section up; hence, it is NOT part of the mark unless a group does not present the data to Jim.
