Reports two approaches to learning, including (1) a 3-hour discussion meeting once a week and (2) provision for a variety of learning activities to be pursued individually, with the latter approach preferred by students. (Editor/SB)

An examination of sources of financial support for continuing education for professional nurses. In addition to identifying sources of financial support, the utilization of funds is reviewed in an effort to show how financing patterns influence continuing education program content. (Editor)

Discusses necessity of specialized training for nurses working in the ICU of small rural community hospitals. Suggest hospital inservice education programs. Charts and references. (RB)

The roving inservice is an approach to continuing education which enables the program to be located in multiple nursing units simultaneously for the convenience of the nurses and without an instructor. (SSH)

It is critical for nurses to be aware of changing treatment strategies and new research developments in the field of diabetes. This is important so that nurses can respond to patient questions as well as, in some cases, modify their actual patient care approach. Thus, nurses are a vital target group for diabetes continuing education programs. (SSH)

Reviews the literature on short-term educational programs on death and dying and aging to offer practitioners some guidance for efficiently structuring programs to bring about desired changes. From 15 selected studies, the length and type of treatment and the nature of the target group involved are reviewed. (Author/JAC)

Evidence on nurses' wage rates is examined to determine whether higher credentials command a premium in the marketplace. Also examined are private rates of return to determine if higher nursing education is a worthwhile investment for individuals. Findings reveal that employers pay modest premiums for enhanced educational credentials. (Author/SSH)

Guidelines are presented to assist the clinical nursing instructor in deciding whether to give a nursing student a failing grade. The guidelines discuss teacher support of a student, feedback, documentation, and colleague support. (CT)

The inclusion of mediated instruction in nursing education has many implications. A nursing educator involved in such programs should consider the philosophy and conceptual framework of the curriculum, the desired content, and the special communication potential of the medium selected. (JOW)

A survey of baccalaureate schools of nursing reveals that most programs are providing clinical experience for their students in a variety of agencies. Eighty percent of these sites are traditional settings for student experience. (SK)

Traditional hospital settings are no longer the only, or even major, clinical resource. The selection of clinical facilities for educational purposes is complex and rarely addressed. A clinical site evaluation instrument must be developed and used to ensure quality facilities. (JOW)

This paper describes the results of a study which revealed that the majority of students in the allied health disciplines of nursing and medical technology are perceptually field dependent according to Witkin's model of field mode, while the majority of practitioners in these disciplines are field independent. (Author/CT)

The design of a nurse practitioner program evaluation should (1) account for program complexity; (2) allow for judgmental and objective data; (3) provide formative data for decision making; (4) be tailored to the individual program; and (5) be relevant and meaningful to the audience. (SK)

Focuses on the method of administering a continuing education program. Outlines administrative strategies that can be adapted for the success and survival of any program. (JOW)