A reciprocal partnership was developed among four continuing-education providers in Wisconsin. Members collaborated in developing programs to address the needs of nurses moving from acute care into community nursing. The collaborative approach enhanced the quality of the program and reached a wider audience. (JOW)

A cross-sectional study of 132 freshman and 77 senior nursing students and a longitudinal study of 27 students tested at entry and graduation using the Watson-Glaser Critical Thinking Appraisal found significant differences in recognition of assumptions, deduction, and interpretation between program entry and graduation. (SK)

Challenges the wisdom of basing nursing practice on the findings of statistical research and offers objections to the philosophy of evidence-based nursing. Proposes rethinking what counts as evidence, suggesting a model based on reflection after the event. (SK)

Critical elements in the success of off-site research projects include the following: negotiation, attention to personnel issues, communication, participation of research subjects, data management, and concern for privacy issues. (SK)

Identified five categories Swedish student nurses' (n=25) conceptions of internationalization: increased opportunities for work/study abroad, international validation of Swedish nursing education, open boundaries between countries, legal transnational exchanges, and adaptation to other cultures. Students displayed either atomistic or holistic…

A Delphi panel of 28 Australian nurse educators and 42 clinicians identified 58 practice items in which reality was far from ideal. In particular, for 16 items related to patient empowerment, nursing research, and technology policy, clinical behavior was rated below the median. (SK)

The Outcome-Present State-Test reasoning model emphasizes reflection, outcome specification, and testing within clinical narratives. This clinical reasoning model is more relevant to contemporary nursing practice. (SK)

Data from questionnaires and interviews indicated that nursing education in Nepal faces issues similar to those faced in Canada. These include changing student attitudes, getting men into the profession, maintaining standards, and coping with changed nurses' roles as economic changes transform health care. (SK)

The responses of some nursing organizations regarding the establishment of collaborative relationships in the nursing profession may be responsible for the development of the physician assistant profession. The nursing profession should examine these responses while planning strategies to cope with the current chaos in health care. (JOW)

Observation of 60 reflective diary sessions and interviews with 110 nursing students identified the key concepts of critical reflection: purposefulness, activity, collaboration, critical thinking, and confrontation and support. The facilitative role of faculty was elaborated. (SK)

The style in which reflection is advocated takes different formats, and strategies for developing it can become subjective. A framework for using both objective and subjective competencies enables the placement of reflection within the wider context of society and health care policy. (SK)

These practical guidelines incorporate methods nurses already use to examine their actions. The format allows deeper reflection where time permits and as skills develop, with emphasis on the outcomes of reflection. (SK)

To implement a new resource-management methodology for determining nurse staffing based on expert opinion, a national education program was designed and used to train 172 health care facility coordinators using a systems approach. (SK)

Nursing students were taught to elicit and listen to patients' stories and to use story as an assessment tool in clinical practice. They learned to recognize and value cultural stories and to forge relationships with diverse patients. (Contains 22 references.) (SK)

Evaluated use of drama as a teaching method to familiarize nursing students with various scenarios of patient death. The combination of drama and group discussion was considered very effective by students, who requested more similar sessions. (EV)