Presents three areas of skilled performance as examples of an interpretive approach to the identification of nursing competencies. Also examines competency measurement strategies, definitions of competency-based education and examination, limits of competency-based education, and alternative approaches. (CT)

This survey examines actual and ideal content of doctoral nursing curricula. Most doctoral education appears to prepare graduates as researchers rather than practitioners, teachers, or administrators. (SK)

Discusses Kansas' three-year experience with mandatory continuing education for relicensure for all nurses. Includes information on the law as well as the effects and problems of mandatory continuing education. (JOW)

The process presented interrelates a positive, systematic plan for evaluation of nursing faculty with an individualized program of personal and professional development. This process makes use of self-, peer, student, and administrative input. (Editor/CT)

With the increased professional interest in nursing research, it is important for nursing administrators to be precise in their thinking. In this article, the authors define science and distinguish it from other bases of knowledge. This is done to help avoid conceptual and semantic errors. (Author)

Describes the development of a physiology course combining elements of instructional technology, computer assisted testing, and independent study at a college of nursing. (RAO)

Examines research studies concerning the elderly which have influenced the teaching of the aging process, evaluates the usual rationale for teaching aging as part of professional nursing education, and proposes a method for incorporating theories of aging and practice with older adults into a course on adult health. (JOW)

Points out health hazards in some art materials, which may pollute the air, contaminate food and utensils, produce flammable vapors, cause chemical burns or allergic reactions, or damage the eyes. Suggests how these hazards may be compounded in nursing homes or senior citizens' agencies. Lists safety tips. (SJL)

A survey of 15 nurse practitioners initially prepared as clinical nurse specialists found that their post-master's training broadened knowledge and skills in patient data collection and increased role autonomy and clinical decision making. Results verified the practice domains in the curriculum guidelines of the National Association of Nurse…

A survey of 23 advanced practice nursing programs showed only 3 had HIV-specific graduate-level nursing courses. Recommendations were made for HIV-specific courses, integration of HIV content into other courses, use of Centers for Disease Control and Occupational Safety and Health Administration guidelines, and subspecialties in HIV nursing. (SK)

Results from the Gregorc Style Delineator (GSD), administered to 260 undergraduate nursing students, were compared with achievement scores in a human anatomy and physiology course. Factor analysis and VARIMAX rotation demonstrate that there is no relationship between any of the four learning styles allegedly identified by the GSD and achievement…

Research and a literature review suggest that nurses lack skills for effective clinical decision making. An educational program that facilitated development of critical thinking focused on four qualities: determining accuracy of information, determining bias, identifying inconsistencies in reasoning, and evaluating the strength of an argument. (SK)

Globalization is changing the nature of knowledge and therefore of education. In response to global forces, nursing education may change delivery modes, become a marketable commodity, and be delivered by new providers. (SK)

British nursing students (78 of 93) completed a questionnaire about blood pressure; 90% were not familiar with Korotkoff sounds or auscultary gap; most thought blood pressure was the same in both arms; 63% knew resting was essential before measurement; 59% assessed the arm for cuff size; only 25% thought the cuff should be placed at heart level.…

Survey responses from 88 of 110 nursing students who participated in reflective practice and interviews with 50 showed that (1) critical thinking, listening, and observation skills were notably enhanced; and (2) participants gained insight into clinical situations and their personal nursing philosophy. (SK)