Interviews with 11 key stakeholders uncovered strategies used to prepare rural Canadian nurses for transition from acute care to community health centers. Strategies included broadening the focus of care, involving community and staff, implementing a phased transition, offering continuing education, and ensuring systemic organizational support.…

Twenty-four of 54 nurses who attended a continuing education program on immunization responded to a 6-month follow-up survey. Knowledge scores increased significantly, but practice behaviors changed only moderately. (SK)

In 1993, 417 health care providers, employees, and consumers generated visions for a healthy future by responding to 6 scenarios. In 1998, participants reflected on which outcomes were realized in their community. The process resulted in interdisciplinary dialog and practice. (SK)

The purpose of this study was to evaluate the clinical effect of continuing education designed to teach physical assessment skills to community health nurses. (JOW)

Discusses necessity of specialized training for nurses working in the ICU of small rural community hospitals. Suggest hospital inservice education programs. Charts and references. (RB)

To define the educational goals and problems of nurses caring for cancer patients in Vermont, a survey was conducted. The most heavily favored topics were those related to helping the patient adapt to illness. Commonly cited difficulties were poor communication with doctors and negative attitudes of coworkers. (Author/SK)

AHECS is an acronym for area health education centers.'' (DS)

Groups of community health nurses were taught physical examination skills by two methods: self-study and lecture/laboratory practice. Because the latter produced significantly better posttest scores, it was concluded that self-study is appropriate for teaching the content, while laboratory practice is best for teaching the skills. (SK)

In 1995, 23 registered nurses working for a bachelor of science degree in nursing completed a community-health course via distance education in Newfoundland. Distance delivery improved access, but students wanted more detailed information about the course and more frequent communication with instructors. (SK)