Describes practical methods for designing courses and measuring student growth. Indicates the importance of clear course objectives and suggests techniques to assist in guiding student nurses to an acceptable level of competence. (JOW)

Nursing managers have tried a number of systems to increase employee participation, and quality circles seem to be the most promising method currently available. Describes effective implementation techniques within a nursing organization. (JOW)

Discusses the merits of professional accreditation of a continuing education program in nursing in a university or college. (JOW)

Examines nurses' attitudes about direct patient care in hospitals. Suggests a new perspective on nursing careers, one that should stimulate nursing administrators' thinking about developing programs that retain experienced clinicians, reward their practice, and acknowledge their contributions. (JOW)

Presents three areas of skilled performance as examples of an interpretive approach to the identification of nursing competencies. Also examines competency measurement strategies, definitions of competency-based education and examination, limits of competency-based education, and alternative approaches. (CT)

This survey examines actual and ideal content of doctoral nursing curricula. Most doctoral education appears to prepare graduates as researchers rather than practitioners, teachers, or administrators. (SK)

Discusses Kansas' three-year experience with mandatory continuing education for relicensure for all nurses. Includes information on the law as well as the effects and problems of mandatory continuing education. (JOW)

The process presented interrelates a positive, systematic plan for evaluation of nursing faculty with an individualized program of personal and professional development. This process makes use of self-, peer, student, and administrative input. (Editor/CT)

With the increased professional interest in nursing research, it is important for nursing administrators to be precise in their thinking. In this article, the authors define science and distinguish it from other bases of knowledge. This is done to help avoid conceptual and semantic errors. (Author)

Describes the development of a physiology course combining elements of instructional technology, computer assisted testing, and independent study at a college of nursing. (RAO)

Examines research studies concerning the elderly which have influenced the teaching of the aging process, evaluates the usual rationale for teaching aging as part of professional nursing education, and proposes a method for incorporating theories of aging and practice with older adults into a course on adult health. (JOW)

Points out health hazards in some art materials, which may pollute the air, contaminate food and utensils, produce flammable vapors, cause chemical burns or allergic reactions, or damage the eyes. Suggests how these hazards may be compounded in nursing homes or senior citizens' agencies. Lists safety tips. (SJL)

A survey of 15 nurse practitioners initially prepared as clinical nurse specialists found that their post-master's training broadened knowledge and skills in patient data collection and increased role autonomy and clinical decision making. Results verified the practice domains in the curriculum guidelines of the National Association of Nurse…

A survey of 23 advanced practice nursing programs showed only 3 had HIV-specific graduate-level nursing courses. Recommendations were made for HIV-specific courses, integration of HIV content into other courses, use of Centers for Disease Control and Occupational Safety and Health Administration guidelines, and subspecialties in HIV nursing. (SK)

Results from the Gregorc Style Delineator (GSD), administered to 260 undergraduate nursing students, were compared with achievement scores in a human anatomy and physiology course. Factor analysis and VARIMAX rotation demonstrate that there is no relationship between any of the four learning styles allegedly identified by the GSD and achievement…