Lists by state 146 educational institutions that grant credit for registered nurses' basic nursing education and offer an upper division course of studies leading to a bachelor's degree in nursing. (CT)

Describes Johns Hopkins's Nurse Practitioner Certificate to Master's Program for certified nurse practitioners who lacked master's-level credentials. the program features challenge mechanisms whereby students can acquire credits by examination or portfolio development. (SK)

Andragogy provides a framework for care and other aspects of the nurse-patient relationship. It is a humanistic process that values individuals and equalizes power between educators and students. (SK)

English (n=50) and U.S. (n=80) nursing students completed the Professional Values Scale, resulting in a high degree of congruence between the two groups in their values. Discrepancies appeared in only three areas: client/nurse rights, client/public safeguards, and research uses. (SK)

Discusses recommendations for preparing advanced practice nurses (APNs) to implement guidelines of a health curriculum: (1) ensuring age-appropriate teaching; (2) emphasizing the complex relationships of race/ethnicity, socioeconomic status, and gender; (3) reinforcing the self-care and resilience of adolescents; and (4) examining transitions…

Meta-analysis, one strategy nurses can use to influence public policy in health care, can amplify effects too small to observe in single or small studies, bring cost data to the fore, and highlight ramifications of local interest to policy- makers. (SK)

Fundamental features of excellent women's health care are as follows: awareness of women's lives and diversity, comprehensive life-span care, a range of services and providers, and accessibility. Policy recommendations include not limiting health care benefits to employment, focus on prevention and promotion, and expansion of advanced practice…

An orientation program for new nursing faculty provided information about the school, clarification and discussion of the information with deans, and integration into the specific teaching assignment. Need for more mentor support was identified. (SK)

Nursing students participating in a wellness program used a learning log combining reflective journal and learning contract practices. Analysis of 13 logs showed students were managing their own learning, setting goals, and identifying their achievements. However, there was a need for more guidance in reflection and analysis. (SK)

Interviews with 19 nursing students (from a cohort of 135) indicated that they liked reflective groups for support but there was little evidence of a theory-practice link or stimulation of reflection-on-action. Practice discussions tended to emphasize dramatic and emotionally charged situations. There was a need for understanding about the…

A management simulation game that trains student nurses for clinical practice was evaluated using 528 responses from 557 participants. The vast majority found it an enjoyable and appropriate way to learn skills in a safe environment. Teamwork and information sharing with peers were also valuable. (SK)

Most U.S. nursing schools surveyed (n=34) used external review for promotion and tenure decisions. Candidates usually participated in reviewer selection. Few disadvantages and the major advantage of reviewer objectivity were cited. (SK)

Of 193 student nurses responding, 69 were employed part time, mostly in nonnursing jobs. Questions were raised about the effect of the workload on learning, constraints of working hours on clinical placements, and commitment to nursing. (SK)

Ethnographic study of five part-time and five full-time nurse educators found that both groups experienced constraints regarding communications, acceptance by colleagues, and pressure to work extra hours, full timers to a lesser degree. Part-time faculty said that scheduling flexibility enabled them to make compromises between their professional…

Using data from an academic nursing center that cared for 3,263 patients over eight months, diseases were classified using International Classification of Diseases codes, and procedures were classified using Current Procedural Terminology codes. Patterns of health care emerged, with implications for clinical teaching. (SK)