Differentiates positivist qualitative research from nonpositivist approaches (descriptive/phenomenological, interpretive/hermeneutic, and discourse analysis). (SK)

A service learning nursing course grounded in social justice principles focused on minority health, poverty, environmental health, and medically underserved populations. Students worked in community agencies, advocated for the underserved, and reflected on the relationship of social justice and citizenship to nursing. (SK)

The use of fiction and autobiography to develop nursing students' textual competence in reading, interpretation, and criticism is discussed. Ways in which literary pedagogy enhances reflective thinking and relational skills are addressed. (Contains 51 references.) (SK)

Storytelling helps nursing students explore roles, develop cognitive abilities, and make meaning. It can enhance the learning of students with academic difficulties or physical disabilities, older returning students, and students with different cultural backgrounds and learning styles. (Contains 29 references.) (SK)

Hermeneutic interpretation of discussions with female nursing students in their 30s revealed a constitutive pattern of teacher as partner or as despot. The humor used to forge connections between teachers and students was reflected in three themes: we're all adults, I'm only trying to learn, and looking forward to nursing practice. (Contains 35…

Describes the alcohol-related policies, practices, and problems experienced by a sample of intermediate care facilities and homes for elderly people. Despite the problems reported, screening for alcohol problems among residents, treatment of identified problems, and training of staff were not found to be widespread. Challenges to social workers…

A nursing course connected U.S. and Swedish sites via interactive videoconferencing and used reflective methods (journaling, drama, photo language) and off-air group discussion. Evaluation by five Swedish and seven U.S. students suggested how reflection moved students toward greater authenticity and professionalism in nursing practice. (Contains…

An environmental health learning experience involved collaborative activities of graduate public health and undergraduate nursing students. Pre/postcourse measures (n=31) showed increased awareness of issues and competence in interdisciplinary teamwork. (Contains 13 references.) (SK)

A National Institutes of Health-funded structured mentoring program for health sciences researchers has the qualities of traditional mentoring relationships, but it is shaped by the aims, activities, and length of each grant. Effective participation requires organization, focus, and self-direction on the part of proteges and expertise, altruism,…

Review of nursing education research revealed cultural factors that contribute to nursing's lack of equal status in higher education: antiintellectualism in nursing and academic denigration of practice. These factors are linked to the history of women's education, separation between intellectual and practical, and the low status of caring in the…

Responses from 559 Korean nurses indicated that 94.9% felt deficient in biological sciences knowledge, especially when conducting assessments. They felt bioscience course content was not related to clinical practice; 61% wanted bioscience integrated into a nursing model and taught by nursing faculty. (Contains 16 references.) (SK)

Discusses the following topics: identification and classification of learning disabilities (LD), effects of LD on nursing students, teaching and learning, LD legislation, and academic interventions for nursing students with LD. (SK)

A mentoring program for new nursing faculty was based on caring theory, an important component of both nursing and mentoring. Benefits included enhanced faculty adjustment, role modeling, emotional support, feedback, dialogue on student-related problems, and assistance with reappointment. (Contains 34 references.) (SK)

Columbia University's acute care nurse practitioner curriculum incorporates evaluation strategies and standards to assess clinical competence and foster evidence-based practice. The curriculum consists of four core courses, supporting sciences, and specialty courses. (Contains 17 references.) (SK)

Responses from 46 of 108 nurse educators in the United Kingdom indicated that diploma students received a mean of 7.8 hours and degree students 12.2 hours of palliative care training. Although 82% believed it should be a core component, 67% had difficulty finding qualified teachers. Palliative care knowledge was not formally assessed in most…