Results from a survey of 38 schools of nursing with doctoral programs indicate that most gave information on misconduct and scientific integrity, but the extent and scope of instruction was marginal or inadequate. Findings suggest the need for a more proactive and consistent approach to promoting scientific integrity in doctoral programs. (JOW)

Presents a case study describing how one nursing doctoral program faculty has identified, organized, and taught the disciplinary knowledge component of the program. Deals with the fit of this curricular component with other components and raises issues related to its implementation. (Author)

The authors describe the process undertaken by the University of Michigan School of Nursing to identify an appropriate data collection instrument for the evaluation of their master's program. They concluded that the Graduate Program Self-Assessment instrument was appropriate for that project's needs. (CH)

The author describes a self-styled professional development program, which involved a 6-week experience working with the Western Interstate Commission for Higher Education's (WICHE) regional research program. The author notes that the experience helped her in remaining current in the field while also engaging in scholarly activities. (TA)

Responses from 38 nursing schools suggest that publication and authorship are problematic and complicated by tenure/promotion policies. Professional journals and organizations have important roles in encouraging scientific integrity. Research integrity should be dealt with proactively. (SK)

A study was conducted to suggest an answer to questions in nursing education concerning what educational changes are necessary, which directions those changes should take, and what type of approach should be used to introduce them. The study investigated the extent to which scientifically obtained knowledge is utilized in the process of change in…