Examination of the literature suggests that "reflection" has no clear accepted definition, an uncertain framework for implementation and unproven benefit for nursing practice. Reflection is a fundamentally flawed practice that is of little use to the nursing profession. (SK)

The British model of nurses as finders, appraisers, and users of research in practice is unattainable, given the technical complexity of research and the skills and time required. Clinical governance mechanisms and accountability demands further undermine the approach. An alternative is development of nursing research specialists and…

The Human Genome Project is brining new opportunities to predict and prevent diseases. Although pediatric nurses are the closest to these developments, most nurses will encounter genetic aspects of practice and must understand the basic science and its ethical, legal, and social dimensions. (Includes commentary by Peter Birchenall.) (SK)

James and Clarke argue for reflective practice in nursing in relation to practical knowledge. Lauder suggests that Aristotle's concepts, Practical Wisdom and Practical Syllogism, provide a framework linking thinking and practice. (SK)

Presents an historical review of Islam, its global impact, and rapid growth. Urges nursing educators to incorporate spiritual and cultural dimensions for the care of Muslim patients. Commentaries by Joseph D. Cortis, Simon Stanley, and Kuldip Bharj follow. (SK)

Describes a standalone undergraduate course in nursing history in terms of rationale, purpose, and content. Discusses arguments for inclusion of nursing history in the curriculum and problems associated with teaching it. (SK)

Proposes an alternative approach to community nursing assessment based on knowledge construction, including assessors' constructions of reality. Notes that qualitative methods such as triangulation allow for multiple viewpoints and evaluation of intangible aspects. (SK)

Rapid changes in health sciences necessitate frequent revision of nursing curricula. A system that prioritizes health issues by such factors as magnitude, quality of life, duration of illness, case fatality rate, and concurrent burdens can help determine essential curriculum content. (SK)

In nursing, transfer of knowledge and skills from classroom to clinical practice, among clinical areas, and from community to clinical practice is important. Teaching for transfer requires a context, subject knowledge, and metacognitive strategies. (SK)

Nurses from 37 universities (n=1,596) were asked about course experiences in relation to 28 specialties. Experiences in eldercare, outpatients, and surgery left many discouraged. Certain specialties appeared to have features that encouraged or discouraged aspirations regardless of course experience. Experiences had more effect on long-term career…

At the beginning and end of their studies, 19 Finnish student nurses were interviewed about their orientations to nursing (caring, nursing expertise, or life-career). Pre-education orientations typically remained the same. Contradictions between theory and practice were revealed. The educational system did not give much support for managing life…

Comparison of 30 nursing students given psychiatric nursing education and 27 controls showed that exposure to psychiatric nursing increased interest in this career option. Negative views of the specialty held by both experimental and control groups before the study remained unchanged only in the control group. (SK)

Nurses and health care professionals must be prepared for transcultural health care because society is becoming increasingly multicultural and current health services are not meeting the needs of minority ethnic groups in Britain. (SK)

Looks at the spiritual dimensions of nursing at various historical periods: ancient civilizations, the Middle Ages, Renaissance, and the 18th and 19th centuries. Reviews contemporary perspectives on spirituality and nursing and suggests how nurses can be equipped to deal with patients' spiritual needs. (SK)

Story telling, an age-old human craft, is a powerful tool for contextualizing and humanizing nursing knowledge and facilitating deeper understanding of oneself and others. It contrasts with the rhetoric surrounding reflective practice. (SK)