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  • Purpose: The purpose of this qualitative descriptive study was to explore the medication-taking experiences of undergraduate college students prescribed short-term antibiotic therapies and to describe factors influencing their adherence. Data sources: Thirty-four undergraduate students prescribed antibiotics for treatment of an acute infectious illness at a large university health center were recruited to participate in this study. Semistructured telephone interviews were conducted after students finished their course of treatment. Qualitative descriptive content analysis was used to analyze the transcripts typed from the audio-taped phone interviews. Conclusions: The main theme that emerged from the data was antibiotic-taking self-management. Most participants were able to adapt medication regimens into their daily routines, and used events in their day and specific reminder strategies to help them to remember to take their medications. This occurred despite an ever-changing class and work schedule and being prescribed complex, lengthy antibiotic regimens. Most dosing errors occurred during times when schedules changed or students were off campus during weekends or college breaks. A small number of students discontinued therapy early because of side effects or forgetfulness. Implications for practice: By understanding factors that influence antibiotic adherence from a college student perspective, healthcare providers can suggest strategies to promote adherence that are tailored to the specific needs of this unique population. © 2006 American Academy of Nurse Practitioners.

  • Many undergraduate baccalaureate nursing programs incorporate clinical emersion courses at the end of the program. Nursing capstone courses have become increasingly important in facilitating student transition into practice. However, little is known regarding the overall effectiveness of this teaching model for students, nursing programs, and clinical agencies. Previous studies revealed conflicting results about the benefits of a senior level precepted clinical experience. In this multi-method study, the authors examined student learning outcomes, perceptions, employment choice and retention following implementation of a new capstone nursing course. Results of this study indicated that a capstone course does not necessarily significantly improve scores on achievement exams or NCLEX RN first time pass rates. Nevertheless, qualitative content analysis revealed the following themes: integration, autonomy, confidence, authority, and advocacy consistent with a perceived enhanced competence in the nursing role. Data indicated that graduates often seek employment and remain at their capstone site or within their capstone specialty.

  • Recently published consensus statements and conference proceedings from the Cystic Fibrosis Foundation provide new direction with regard to the etiology, diagnosis, and treatment of the adult patient with cystic fibrosis (CF). Survival has improved through early diagnosis and improved treatment, and aggressive management of complications. The current state of knowledge, the most recent evidence-based treatment options, and essentials of nursing care for the adult patient with CF are outlined.

  • Modifying the sequence, objectives, and research-based content for a nursing interventions course in a baccalaureate curriculum resulted in improved outcomes including enhancement of the evidence bases for nursing interventions. A mixed methods research study demonstrated better student preparation for clinical experiences and improved satisfaction with course content, consistency, and sequencing. Faculty reported improved integration of theory, research, and practice. Although grades were slightly lower in the new course, the positive outcomes greatly outweighed this expected finding. A foundation for improving the evidence bases for future nursing practice is guided by the curricular modifications described in this article.

Last update from database: 3/13/26, 4:15 PM (UTC)

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