Interviews with eight medical and surgical nurses and audits of patient charts investigated clinical decision-making processes. Predominant thinking processes were description of facts, selection of information, inference, syntheses, and verification, with differences between medical and surgical specialties. Exemplars of thinking processes…

Sophomore nursing students (n=162) examined scenarios depicting typical and atypical signs of heart attack. Examples were structured to include essential and nonessential symptoms, enabling pattern recognition and improved performance. The method provides a way to prepare students to anticipate and recognize life-threatening situations. (Contains…

Nursing students in preceptored clinical experiences assumed more responsibility, managed time better, and learned to prioritize patients. The partnership benefited hospitals by spreading student clinical supervision across more staff and enabling smaller institutions to participate. (SK)

In response to a need for an alternate to the standard clinical placement for registered nurse-to-bachelor of science in nursing students, a collaborative model was developed. The preceptoring map designates two tracks and the model includes assessment and outcome measures. (JOW)

Watson's Theory of Human Caring was integrated into clinical staff development and a nursing school's mission and philosophy. It was the foundation for clinical student orientation and development of staff-student relationships. Students experiencing caring in their educational programs may be better prepared to be caring practitioners and…

Nursing students (n=18) were assigned to a 10-week clinical setting (consistent placement) and 18 were assigned to 3 or more settings per term (multiple placements). There were no differences in learning style, self-esteem, or clinical learning outcomes. Those in multiple placements felt more challenged; consistent placements resulted in greater…

Hermeneutic interpretation of discussions with female nursing students in their 30s revealed a constitutive pattern of teacher as partner or as despot. The humor used to forge connections between teachers and students was reflected in three themes: we're all adults, I'm only trying to learn, and looking forward to nursing practice. (Contains 35…

Relates the advantages of writing a journal to clinical students in undergraduate nursing education. Demonstrates how messages to students release emotions and feelings regarding clinical experiences and reflect themes of empathy as well as thoughts about professional nursing. Includes excerpts from the journal. (JOW)

A survey of 197 deans/chairs (40% response) and 160 nursing faculty (32% response) found that about half of both groups acknowledged cheating was a problem; 98% have formal misconduct policies; and incidents included cheating and plagiarism in classrooms and falsified documentation and faked home visits in clinical settings. (SK)

Nursing students (n=92) recorded skills and behavior in the Essential Clinical Behavior database, then requested clinical assignments to perform nursing behaviors. Analysis using the theory of planned behavior indicated that attitude and subjective norm influenced intention to ask for assignments. Control beliefs had a negative impact on…

Interviews (n=22) and observations (n=14) in clinical settings were coded and analyzed to identify student nurses' problems in communicating with patients and the process of learning solutions. The process involved affirming the self, engaging the patient, experiencing communication breakdown, and refining the repertoire of communication…

An evaluation by exception instrument was developed to rate nursing students' clinical performance by documenting whether behaviors deviated from acceptable standards. The method increased student understanding of areas needing improvement and reduced faculty time to prepare evaluations and conduct student conferences. (SK)

Graduating nursing students (n=143) completed a critical-thinking skills test and disposition inventory and clinical competence evaluation. No significant correlation between critical thinking and clinical competence appeared. Critical thinking is possibly not associated with competence until after acquiring work experience. (SK)

Midwifery students collected data during clinical preceptorships. Faculty review of data sheets highlighted errors in process, data entry, and mission, identifying areas for further learning. The data also provided more information about clinical practice sites. (SK)

Interviews with 16 senior nursing students identified a primary problem as management of clinical stress. A three-stage process of coping with stress was found: encountering the changing self, losing self, and regaining the managed self. (Contains 60 references.) (SK)