Examines nursing's past experiences in the struggle to strike a proper balance between education and service in the preparation of the nursing student, and between teaching and practice in the functioning of the faculty member. (CT)

A survey of baccalaureate schools of nursing reveals that most programs are providing clinical experience for their students in a variety of agencies. Eighty percent of these sites are traditional settings for student experience. (SK)

Describes a course at the Indiana University School of Nursing which allows senior students in a baccalaureate nursing program to concentrate on emotionally disturbed children in an advanced nursing course. Discusses course philosophy, clinical experiences, and program results. (CT)

Describes a one-month clinical experience at the University of Maryland's School of Nursing in which senior nursing students acted as health teachers in elementary, secondary, and special education school settings. (TA)

Describes an approach to clinical research used by the author in teaching graduate nursing students, involving replication and expansion of a primary study of hospital intensive care units. This approach provided valuable experience as well as validated data about clinical practice. Discusses advantages and disadvantages in the approach. (MF)

Evaluation guidelines designed by nurse educators for undergraduate clinical nursing students include a modified rating scale of behaviorally stated expectations about students' knowledge and skills. Both students and teachers liked the frequent feedback and consistent expectations of the new guidelines. (MF)

To develop better guidelines for its use, the experiential service setting is examined ethically and the conditions under which this setting can and cannot be used as a learning laboratory are specified. (TA)

A new integrated nursing curriculum at the University of Connecticut School of Nursing, representative of a change from a traditional to an integrated nursing program, required teachers to become generalists in nursing theory and practice. The author describes the new curriculum framework, redefined faculty teams, and clinical experience. (MF)

Highlights of a survey of community health nursing agencies and faculty suggest the need for better planning and collaboration between service and education in preparing students for this field. Survey data tables are included. (CT)

Reviews modifications in state health practice statutes to recognize the expanded scope of nursing practice in view of the disparity between medical functions actually performed by nurses and those considered within the legal definition. Various state approaches indicate a trend to give legal validity to acts performed by nurses. (MF)

Simulated experience in interviewing and medical evaluation of patients was developed to help nursing students learn assessment skills, using simulated patients (mostly other university students) to "practice" on. While reactions varied, students' overall comments indicated that the learning experience was beneficial. (MF)

Some of the problems in evaluating the teaching effectiveness of university nursing teachers are discussed. The importance of clinical nursing experience to successful teaching weighs most heavily with some educators but other attributes are also necessary to determine teaching quality and evaluation criteria. (MF)

As nursing education moves from the traditional diploma school to the university, nursing programs have suffered from loss of the direct clinical practice and instruction that the hospital apprenticeships afforded. The author calls for better collaboration between service (clinical) and educational (theoretical) programs to improve the profession…

The author describes a summer institute at the University of Michigan to upgrade the teaching and clinical skills of health occupations instructors representing a variety of health disciplines and levels of instruction. She concludes that interdisciplinary teacher education can promote the human aspect of health care. (MF)

Presents reasons for objecting to a clinical component in the graduate nursing administration curriculum and suggests some curriculum content, while stating that only a nurse with clinical experience should be a nursing administrator. Describes how a nurse manager administers the program while staff nurses provide the patient care. (MF)