COMPLEXITY IN NURSING EDUCATION: EXAMPLES OF THE PARADIGM

Edgar Morin proposed that knowledge construction is best enacted via a complex and circular approach between both the part and the whole, while never enacting a strictly reductionistic or strictly holistic approach. It is the ability to connect and unite the parts within the whole via a dynamic circular process between the parts and whole that frees us from fragmented knowledge and helps us to bridge the gap between our seemingly disparate-competing nursing paradigms. This article examines the benefits of utilizing Morin's complexity theory, the dialogical, and circular processes in creating a liberating structural framework or paradigm for nursing education.     

Linking Procedural Justice to Turnover Intentions: A Longitudinal Study of the Mediating Effects of Perceived Job Characteristics

The present study examined the mediating role of perceived job characteristics on the relationship between procedural justice and turnover intentions. The results of a longitudinal field study (N = 82) indicate that the relationship between procedural justice and turnover intentions was partially mediated by perceived job characteristics. Additionally, it was found that the mediating effects remained significant, even when controlling for negative affectivity. The implications of the findings for research and practice are discussed.     

Outcome Expectancies and Expectancy Accessibility in Exercise Behavior

Most people do not engage in recommended levels of physical activity. Social cognition research indicates that self‐reported outcome expectancies (OEs) are associated with exercise behavior, but self‐report assessments have limitations. We investigated whether reaction times (RTs) to endorse outcome expectancies would capture unique information about spontaneous cognitive processes associated with exercise behavior. Exercisers and sedentary participants were randomly assigned to complete an exercise test or to rest. Participants completed an OE questionnaire and RT task before and after the test/rest. On the RT task, exercisers endorsed exercise positive outcomes more rapidly than sedentary participants. Furthermore, reported OEs and RTs were independently associated with exercise status. RTs may afford a more comprehensive assessment of the cognitive processes associated with exercise behavior.     

Incompatibilism and the Past*

There is a new objection to the Consequence Argument for incompatibilism. I argue that the objection is more wide‐ranging than originally thought. In particular: if it tells against the Consequence Argument, it tells against other arguments for incompatibilism too. I survey a few ways of dealing with this objection and show the costs of each. I then present an argument for incompatibilism that is immune to the objection and that enjoys other advantages.     

Self-Test on Competitive Employment for Mentally Retarded Persons

Persons with moderate and severe handicaps have had limited access to competitive employment. This article provides current information on the capabilities of retarded persons to perform competitively and on opportunities for them to acquire jobs. A 10-item, true-or-false quiz is provided with answers so that readers can test their knowledge.     

Object-Relations Theory: A Dialogue with Donald B. Rinsley

Object-relations (O-R) theory expands traditional psychoanalytic thinking beyond psychiatric hospitals and “patients.” This approach focuses on emotional development that leads to normal or disturbed behavior. O-R theory is presented here to acquaint counselors with its basic concepts, its practical applications, and its impact on current psychological thought.     

Genes,Fears, Phobias,and Phobic Disorders

It has become widely accepted that we may be biologically “prepared” to associate fear more easily with some stimuli (e.g., heights) than with other stimuli (e.g., electric outlets). The current literature on the topic of the genetics of fears and phobias is surveyed with an eye toward answering the question “What might be heritable?” For ordinary fears among the general population, heredity appears to contribute mainly to a trait of general fearfulness and may be a major reason for the strong intercorrelation among different fears. Surprisingly, the available evidence suggests little environmental transmission from parent to offspring, although adoption data have yet to be reported on this issue. Although the results of two small twin series are consistent with some genetic influence on clinically significant phobias, it is still not clear what might be genetically transmitted in these disorders. There is a strong possibility that phobic disorders may be genetically heterogeneous.     

Student protest and the counselor

The problem of student protests provides a challenge to counselors because it indicates, among other things, that guidance has been ineffective. Five trends in student attitudes are described that seem to underlie widespread student unrest against the establishment. Then the role of youth in present-day social change is defined and related to activism, and suggestions are made for counselors interest***ed in channeling student protests into educational improvements. Finally, a more aggressive and active stance by the counselor is called for as part of a revamping of the priorities governing counselor activities.