A nationwide sample of 128 nurse practitioner faculty expressed a significant disparity between ideal and actual faculty support and development structures and processes in their current employment. The greatest hindrance was administrators' lack of knowledge of their clinical practice responsibilities. (JOW)

Aggregate health care focuses on subgroups at high risk for illness or premature death. The University of Wisconsin prepares nursing students for aggregate care through community projects involving diagnosis, planning, intervention, and outcome evaluation. (SK)

Nursing faculty's joint appointments may involve clinical, research, or administrative roles. These dual responsibilities have many benefits but pose challenges in prioritizing work and dealing with workload increases and fatigue. Joint appointments give faculty the opportunity to provide staff development to clinical nurses. (SK)

A series of workshops to help British nurses learn to appraise research and use it in practice was evaluated through questionnaires and study of three workshop sites. The programs effectively reduced fear and increased understanding of research, overcoming the problem of jargon. Critical appraisal skills were improved. (SK)

A national sample of female graduates of nursing schools (n=189) was resurveyed after 3 years. Scores on a caring ability inventory significantly increased after their entry into practice. The strongest predictor of postgraduate caring ability was undergraduate ability; school climate was second. (SK)

An undergraduate nursing course explores healing strategies based on mind-body-spirit connections. It examines research on the efficacy of these alternative/complementary methods and their health care policy implications. (SK)

Analysis of reflective papers by nursing students in women's studies courses revealed these themes: women's ambivalence about feminism, raised consciousness, empowerment, and desire for change. The importance of women's studies to the female-dominated profession of nursing was stressed. (SK)

The Nursing Education Partnership Program enables Taiwanese associate degree nurses to earn bachelor's degrees through Emory University. Four culturally significant aspects are community resources to assist adaptation to a foreign country; redesigned teaching for international students; faculty and staff development to prepare for work with…

Describes the use of scavenger hunts on the World Wide Web as a research tool promoting active participation, idea exchange, and critical-thinking skills in nursing education. (SK)

Examines how demographic characteristics of the top management team in 236 nursing homes can affect the adoption of innovations. Results indicate that managers of non-chain nursing homes showed a greater association between demographic factors and innovation. Job tenure, educational background, and professional involvement were important…

Psychology offers nurses engaging in health education insight into the motivation behind behavior. It can aid the process of developing patient knowledge, understanding, and empowerment, but not if used to reinforce social control. (SK)

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.…