Examines the legal battleground upon which one struggle for the equality of women is being fought. Updates a civil rights decision of crucial importance to nursing--Lemons v City and County of Denver. (JOW)

A conceptual framework for school nurses in structuring their practice is provided. The following five concepts are considered as part of the framework: public health, adaptation, helping relationships, systematic process, and tools. Each concept is defined, a rationale for its inclusion is given, and examples illustrating its applicability to…

Describes a survey which found a wide gap between the actual and the ideal content in graduate nursing programs, which indicates changing roles and expectations of master's-prepared nurses. Data tables illustrate the findings. (CT)

Discusses a study on the nature and extent of nursing faculty participation in faculty development activities and the barriers to that participation. (JOW)

For 17 practical nurses, client advocacy was not their primary role. However, the nurse-patient relationship was a salient feature of advocacy. Work environment barriers and physician attitudes hindered involvement in advocacy. (SK)

Interviews with 21 social work educators and 23 nurse educators found support for shared learning when it is used for appropriate types of learning, not training. Considerable commonalities between social work and learning indicated appropriate uses, but obstacles included structural and resource issues that require political will to overcome. (SK)

Survey responses from 686 of 1,500 Hong Kong nurses with bachelor's degrees indicated the following: 84.6% preferred local to overseas graduate programs; 85.8% preferred part-time study; and only 21% preferred distance/extramural courses. Socioeconomic and employment factors were the primary influences on their preferences. (SK)

Using pharmacology case studies with nursing students encourages theory-practice links and infuses real-life content. Cases provide rich qualitative data for evaluating curriculum. However, they are not a substitute for evidence-based practice. (SK)

Issues related to elder abuse and neglect should be systematically addressed in nursing curricula, including ways to identify abuse at the macro, mezzo, and micro levels and the inclusion of the views of elders in the educational process. (SK)

Depicts a cognitive model for analyzing historical data that merges processes of logical reasoning and creative and critical thinking. The strategies presented provide an intellectual framework for the structure of historical inquiry. (SK)

Results from the Myers-Briggs Type Indicator (MBTI) for 259 nursing students were compared with achievement on examinations in an anatomy and physiology course. Factor analysis demonstrated no relationship between examination scores and any of the individual personality traits purported to be measured by MBTI. Analysis of variance revealed no…

Based on a needs assessment survey (66 responses from 101 nursing home activity coordinators), a recreation manual and training program was developed and tested with 25 coordinators/recreation staff. The 14 who completed evaluations increased their understanding of such topics as depression; goals of nursing home recreation programs; motivation of…

A formal cooperative partnership in Arizona brings together nursing educators and practicing nurses as colleagues to improve the socialization of new graduates. A culture of parallel missions is slowly being changed to a culture of interdependence and mutual responsibility. (SK)

Focusing on curriculum revision as a process of transition rather than change may help alleviate faculty anxiety or resistance. Strategies for effective transition outcomes address the following aspects: planning, meaning, expectations, knowledge and skills, environmental factors, and well-being. (SK)

A new strategy for teaching group dynamics to nursing students involved 10 sessions of experiential group activities and 4 sessions of exploring group theories. Problems that arose due to anxiety and hostility regarding experiential learning should be taken into account when teaching group dynamics. (SK)