Mature students may experience dislocation from familiar circumstances, vulnerability, or overconfidence. Some learn nothing from experience or simply enjoy the experience of learning. Humility to learn and the excitement of new learning are needed by both learners and educators. (SK)

A belief system for continuing professional education in nursing, midwifery, and health visiting makes statements about nursing, its mission, and individual nurses. It provides principles to guide practitioners, the profession, and employers in meeting the commitment to society through education. (SK)

The new nursing practitioner is emancipated, critically reflective, creative, and autonomous. Education to prepare these practitioners should include technical, practical, and emancipatory domains of knowledge and emancipatory teaching practices that are learner centered. (SK)

In a nursing skills lab, students rotated through scenarios, including those in which they teach "novices" and were assessed. Some stations were filmed to provide personal feedback. Students felt the process helped integrate and consolidate skills in a realistic, but safe environment. (SK)

In the United Kingdom, Project 2000 shifts nursing education from apprenticeship to formal higher education; nurse learners are now students rather than health authority employees. (SK)

A nursing school pairs faculty with external research mentors who assist in developing 5-year research plans and funding proposals and provide advice to strengthen research development. Research productivity has significantly increased and faculty work patterns have become more focused and goal centered. (SK)

Presents the history of the Cleveland Council of Black Nurses, formed in 1972 after the dissolution of the National Association of Colored Graduate Nurses. Discusses struggles with discrimination in education and employment and the current challenges of recruiting and retaining African-American nurses. (Contains 51 references.) (SK)

A nursing leadership course used analysis of films depicting cultural diversity, leadership and management styles, power, and teamwork. The experience promoted critical and reflective thinking and provided relevant and engaging examples of leadership. (SK)

Social learning theory stresses the importance of observation and modeling. Processes that determine outcomes of observed behavior include attention, retention, motor reproduction, and motivation. For nursing education, the theory appropriately focuses on the social environment for learning. (Contains 35 references.) (SK)

Case studies and questionnaire responses from 59 recent registered nurse (RN) graduates identified differences in six role socialization processes (individual-collective, formal-informal, sequential-random, fixed-variable, serial-disjunctive, investiture-divestiture) in three types of programs: generic, RN-track, and second-step. In second-step…

Collaborative inquiry was facilitated among six nursing managers learning to be more holistic in their work. They moved through eight cycles of action-reflection as they attempted to improve communication and respect, increase self-understanding, and use new skills and understanding to build community throughout the hospital. (SK)

Analysis of nursing student experiences in a case-based course yielded six themes: motivation, real world, learning, knowledge development, emergence from within, and group dynamics. Nursing students' experience was similar to that of physical therapy students, supporting development of an interdisciplinary, case-based course addressing…

Nursing students (n=92) recorded skills and behavior in the Essential Clinical Behavior database, then requested clinical assignments to perform nursing behaviors. Analysis using the theory of planned behavior indicated that attitude and subjective norm influenced intention to ask for assignments. Control beliefs had a negative impact on…

A nursing portfolio is a means of documenting skills, professional development, and goal achievement. A portfolio enables registered nurses returning to school to describe their achievements and earn credit for experience. (SK)

Survey responses from 24 of 77 U.S. nursing doctoral programs indicated that their international students lack familiarity with the U.S. health care system, lack prior experience with seminars, and experience stress from heavy courseloads. The curriculum's global perspective is enhanced by their presence, but nursing schools need more effective…