dc.contributor.author	Cribb, Kimberly Knight	en_US
dc.coverage.spatial	United States and Puerto Rico	en_US
dc.coverage.temporal	2002-2004	en_US
dc.date.accessioned	2010-09-22T15:47:04Z	en_US
dc.date.accessioned	2011-03-02T17:29:01Z
dc.date.available	2010-09-22T15:47:04Z	en_US
dc.date.available	2011-03-02T17:29:01Z
dc.date.issued	2004-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/445	en_US
dc.description.abstract	The practice of nursing is both scientific and artistic (Chitty, 1997). Nurses strive to incorporate the latest technologies into their practice while maintaining a caring, personal, and holistic approach to patient care. Patients depend on their nurses and healthcare providers to deliver safe and compassionate care. However, with rising healthcare costs and many chronic diseases still without cures, many people are turning to nontraditional forms of treatment in the area of complementary and alternative medicine (CAM) therapies. While some of these treatments have proven beneficial effects, many of them are yet to receive scientific recognition. Furthermore, some proven therapies may actually have deleterious effects when combined with traditional western medicine. For these reasons, nurses need to be knowledgeable about CAM therapies. There has been little research in the area of nursing education and CAM. This study sought to identify how nursing programs across the United States integrated these therapies into their curricula. Nursing program directors, or their designee, completed an online survey constructed using the five category framework for CAM therapies as established by the National Center for Complementary and Alternative Medicine (NCCAM, 2002). Distribution frequencies, cross tabulations, chi square analyses, and multivariate logistical regression were analyzed to determine local, regional, and national trends in CAM integration across the associate, diploma, baccalaureate, and masters program levels. There were 1,053 surveys electronically mailed yielding a 22.4% response rate from 43 states and Puerto Rico. Results indicated the NCCAM categories of iii alternative medical systems, mind body interventions, biological, manipulative and body based, and energy therapies were included in the curricula to a varying extent across all program levels. For the associate degree programs (n = 133), 68% included CAM content in the curricula; 57% of the diploma programs (n = 14) 74% of the baccalaureate programs (n=108)and 55% of the masters programs (n = 58). The primary reasons for not including CAM content in the curricula were not enough time (64%), not essential content (27%), limited faculty expertise (64%), and lack of resources (22%). Masters level programs reported having more nursing faculty (31%) with specialized credentials in CAM therapies. Nursing programs that were based on a nursing theorist (39%) had significantly more CAM integrated into their curricula than those without this foundation. Funding sources, student enrollment size, and community population did not significantly affect CAM integration. When program directors were asked if they anticipated making curriculum changes related to CAM therapies, 33% gave a positive response. This research is thought to be the first national study to investigate CAM integration across all nursing program levels in the United States. It can serve as a foundation for future research studies to determine which CAM therapies are essential for nursing educational programs, faculty qualifications to teach these therapies, CAM competencies for program levels, and actions that need to occur for changes to be implemented.	en_US
dc.description.tableofcontents	I. INTRODUCTION...................................................................................1 Background/ Context of the Problem.................................................1 Statement of the Problem...............................................................5 Purpose of the Study.....................................................................6 Hypotheses................................................................................6 Definition of Terms...........................................................................8 Significance of the Study................................................................8 II. REVIEW OF LITERATURE..............................................................10 History of Healthcare..................................................................10 Nursing Education and the Integration of CAM........................................16 Establishment of NCCAM............................................................20 Alternative Medical Systems.................................................21 Mind-Body Interventions.........................................................30 Biologically Based Methods..................................................35 Manipulation and Body Based Methods....................................41 Energy Fields...................................................................42 Nursing Theory..........................................................................45 III. METHODOLOGY..........................................................................53 Research Questions......................................................................53 Variables..................................................................................53 Population/ sample......................................................................54 Instrument................................................................................55 v Design of Study.........................................................................57 Procedure.................................................................... ............58 IV. RESULTS......................................................................................61 Descriptive Analysis....................................................................61 Bivariate Analysis.......................................................................83 V. DISCUSSION................................................................................115 Recommendations......................................................................124 Future Research........................................................................128 Limitations..............................................................................129 REFERENCES................................................................................131 APPENDICES...............................................................................147 APPENDIX A: On-line Survey Instrument as Viewed by Participant..........148 APPENDIX B: Survey Instrument (Microsoft Word Format) with Drop Boxes Displayed.....................................................................162 APPENDIX C: Institutional Review for Human Subjects Research Approval Form......................................................170	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Nursing	en_US
dc.subject	Alternative Medicine	en_US
dc.subject.mesh	Complementary Therapies --nursing	en_US
dc.subject.mesh	Holistic Nursing--methods	en_US
dc.title	Complementary and Alternative Medicine Therapies in Nursing Curricula Across the United States	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum and Instructional Technology of the College of Education	en_US
dc.description.advisor	Zanner, Jane	en_US
dc.description.committee	Fenster, Mark	en_US
dc.description.committee	Schmertzing, Lorraine	en_US
dc.description.committee	Reichenbach, Mary Ann	en_US
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US