Nursing faculty (n=187, 37% response) completed the Principles of Adult Learning Scale. Results suggested that they were more teacher than learner centered and written philosophies reflected teacher centeredness. However, their use of student-centered language indicates they recognize the need but do not know how to implement it. (Contains 31…

Discusses the value of storytelling and offers guidelines for developing stories to use in teaching. Includes sections on presentation skills, overcoming pitfalls, and the power of telling stories. (Contains 13 references.) (JOW)

Based on observation of three teachers, suggestions for including humor in nursing education are offered: developing one's sense of humor, developing a presentation style, and remembering to be sensitive, relevant, spontaneous, and oneself. (SK)

Faculty at the University of Rochester School of Nursing use the concept of "Learning Community" to prepare students for the evolving demands of the health-care job market and the changing nature of the nursing profession. (JOW)

Suggests feminist principles relevant to midwifery include affirmation of equal rights; derivation of individuals' value from their capacity to contribute to society, not from biology; and accordance to women of the same rights over their bodies as men have over theirs. Notes feminist theory and principles should underlie midwifery education and…

The number of elderly expected to live into the next century calls for creative inclusion of this population in learning experiences for student nurses. Retirement communities offer a rich environment for interaction and learning and encourage students to consider the limitless possibilities for nursing interventions with the elderly. (Author/JOW)

The value of qualitative research is often tempered by inappropriate use of methods and findings. Ways to enhance its utility include improving practice and critique, conducting secondary data analyses and qualitative metasyntheses, and finding valid, innovative ways to re-present findings. (SK)

Explores four questions: Should nursing education models reflect a feminist orientation? What are the characteristics of a feminist model? How would it succeed? and What would be its limitations? (SK)

Gives an overview of the development of service learning and places it in the context of nursing education. Describes essential elements: institutional support, faculty interest, community partners, student motivation, orientation, evaluation, and reflection. (Contains 18 references.) (SK)

Diversity is accepted as desirable in nursing education, ensuring that the system is both stable and responsive to the social environment. A more favorable environment for diversity requires eliminating or modifying policies that damage it. (Includes commentary by Jenny Morris.) (SK)

Proposes the Integral Nursing framework, which combines Wilber's All-Quadrant/All-Level model, a heuristic device to organize human experience, and the Spiral Dynamics model of human development organized around value memes or cultural units of information. Includes commentary by Beth L. Rodgers. (Contains 17 references.) (JOW)

Exchanges between a clinically experienced registered nurse undertaking graduate study and her mentor, a nursing professor, illustrate antecedent relationship factors, mentoring phases, outcomes, and the mentoring mindset. (Contains 13 references.) (SK)

Culturally competent nurses enable clients to feel respected, valued, and motivated to achieve health goals. A model for nursing education should develop cultural awareness, knowledge, and skills; provide cultural immersion experiences; and foster the desire to work with diverse clients. (Contains 48 references.) (SK)

Qualitative and quantitative data from 288 nursing students who used workbooks in open learning modules in lieu of lectures indicated that workbooks enabled flexibility and self-pacing and changed lecturers' role to facilitation. Students felt that workbooks should be linked to clinical practice. More time and incentives for completion were…

Discusses an oral history designed to create a documented account of the life of Virginia Cleland, a nurse educator and leader in the field of nursing administration. (Contains 38 references.) (JOW)