Suggests that nursing education must be completely restructured to meet the health-care needs of the 21st century. Describes a curriculum that would allow nurses to acquire appropriate depth and competence in the practice area of their choice. (Author/JOW)

The new genetics presents exciting challenges to nursing. Nursing must come to terms with the ethical issues presented, implement appropriate curriculum changes, and seize opportunities to expand practice. (Author)

Looks at the lives and accomplishments of four leaders in professional nursing: (1) Loretta Ford, who championed the cause of nurse practitioners; (2) Mable Staupers, a pioneer in community health and nursing; (3) Janet Geister, a leader in private nursing; and (4) Isabel Stewart, who led the movement to standardize nursing education. (JOW)

Describes a baccalaureate nursing program's efforts to implement a community-focused curriculum that will prepare nurses for a changed health-care system. Describes the students' program that includes mental health experience, health screening for preschoolers, and other clinical experiences. (Author/JOW)

The development of curricula for nursing education has been a concern of nurse scholars since the genesis of the Standard Curriculum in 1917. The challenge is to build on this knowledge using traditional and nontraditional methods. If doctorally prepared nurses are to lead their profession, nursing history cannot be merely an elective. (Author/JOW)

Looks at the problems associated with the rapidly changing health-care system and the anxiety caused by it. Suggests a shift in nursing education is necessary in order to provide competent primary health-care practitioners. Describes the integrated primary health-care program at Saint Xavier University in Chicago, Illinois. (JOW)

A survey of nursing program faculty and administrators, program evaluators, and board of review members (n=541) identified desired revisions in accreditation criteria and a process to support nursing education during times of change. Findings have given helpful direction to staff and appointed members involved with the accreditation process. (JOW)

Describes steps in creating computer-assisted instruction and interactive video for nursing education, including preliminary planning, user-friendly design concepts, and evaluation strategies. (SK)

Describes the use of caring groups in which nursing students and faculty learn to give and receive care, develop self-awareness and empowerment, and strengthen coping skills. Discusses the centrality of caring in nursing. (SK)

A model of distance education to upgrade nurses in Botswana is designed to bring together the face-to-face mode with the distance learning mode. (JOW)

Economic and social changes are precipitating a health care crisis in Russia. With Western support, nursing education programs are being revitalized, and nursing associations are being formed. (SK)

This photoessay recounts the experiences of a U.S. graduate nursing student in Romania. (SK)

Describes process used with one nursing student who was failing the clinical component of her surgical nursing course. Discusses the method used to evaluate the student, the effect on other students in the clinic, and the legal ramifications. (JOW)

Describes the relationship between the nursing profession and the W. K. Kellogg Foundation. Describes Will Keith Kellogg's interest in public health, especially as it related to children and the development of the W. K. Kellogg Child Welfare Organization, as it was originally known. (JOW)

In Minnesota, a commission on medical education and research costs examined the impact of managed care on financing of nursing education. Teaching hospitals and other clinical teaching sites are affected by higher costs related to teaching and research. (SK)