In the late 19th century, visionary leaders pursued liberal education for nurses, moving nursing education from hospitals to universities. The nursing professorate might never have developed had nursing education remained under the jurisdiction of hospitals. (SK)

Nursing students in six clinical groups each created three concept maps over a semester. Statistically significant differences in conceptual and critical thinking were found between the first and third maps. (SK)

Describes the Integrated Proficiency-Criterion framework, which uses Benner's stages of proficiency model (novice to expert) and program accreditation criteria for a process of portfolio development and assessment in nursing education. (SK)

An incident in which two mentors had to fail a nursing student on a clinical placement is analyzed using Habermas' critical theory. Obstacles to clear communication between mentors and power relations in the college/clinical social structure are identified, and the social, cultural, and political forces involved in clinical teaching are discussed.…

Construction of nurses' identity through learning experiences is significantly influenced by peers. Development of learning environments that maximize educational benefits is a complex question involving concept acquisition and transferability. (SK)

In an introductory nursing course taught using a phenomenological approach, analysis of student narratives revealed their learning patterns moved from detachment to active participation. Stories shared by nurses in practice introduced students to the world of learning and facilitated their sense of belonging. (SK)

Describes how a nursing school employs active learning in a nursing skills lab and in a physiology lab, increasing student motivation. (SK)

Nursing students (n=134) completed Palmore's Facts on Aging Quiz before their junior and after their senior year. Suggestions for improving gerontology content in the nursing curriculum, enhancing faculty expertise, and encouraging gerontology classes were based on the results. (SK)

Presents arguments for and against inclusion of philosophy of science in doctoral nursing programs. Proponents suggest it promotes reflection and provides a frame of reference. Opponents say it distracts from development of a knowledge base for nursing as a discipline. (SK)

Outlines places in the National Council Licensure Examination for Registered Nurses that address 15 nursing competencies for care of clients at the end of life. Categories are safe, effective care environment; health promotion and maintenance; psychosocial integrity; and physiological integrity. Sources of information on end-of-life content are…

Nursing students (n=23) viewed a CD-ROM on blood pressure measurement, 23 viewed the CD and received conventional instruction, and 21 had conventional instruction only. Performance observations showed the CD-only group adhered poorly to 14 of 16 procedural steps. Those with both forms of instruction completed 9 of 16 and achieved 100% compliance…

Considers definitions and models for ensuring nursing competence, including mandatory continuing education, peer review, and practice or process audits. Reviews ways to select measurement paradigms and instruments and to interpret data. Advocates establishment of practice standards and essential competencies. (SK)

Describes steps for web-based continuing education courses in terms of planning (strategic plan, website development, resource team, marketing plan), implementing (course design, web-based tools, copyright and intellectual property), and evaluating (pilot test, formative/summative evaluation, continuous quality improvement). (Contains 16…

Presents a course designed to effectively utilize active learning techniques to accent a more traditional style of presenting scientific information. Uses research-based principles and techniques to facilitate active learning. (SAH)

An effective way to prepare teachers to facilitate problem-based learning (PBL) is group reflective practice. First the group discusses the practice of PBL facilitation. Then participants critically analyze their personal practice of facilitation in the context of PBL. (Contains 52 references.) (SK)