A longitudinal study of nursing students showed that without sponsorship by clinical staff students found it difficult to participate and learn. The strategy of scaffolding, building on Vygotsky's Zone of Proximal Development, enables recognition of learning needs and the relationship between theory and practice. (SK)

Nursing is increasingly characterized by interpersonal involvement with patients, paralleled by the relationship between clinical supervisors and student nurses. Awareness of unconscious processes such as transference and countertransference is vital to exploit the potential for learning and support in clinical supervision. (SK)

Examines dominant features of feminist pedagogy as it is constructed in nursing education; explores the perceived superiority of feminist pedagogy over traditional models of education; and focuses on the problematic rhetoric and conceptions of empowerment. (JOW)

Describes a fundamental revision of an undergraduate psychiatric-mental health nursing program that was undertaken to maintain its humanistic focus while rising to the marketplace challenges that confront nurses in constantly changing environments. Includes a chart of core content, psychiatric mental health content, and competencies. (Author/JOW)

Questions in a decision-tree address mission, faculty interest, administrative support, and practice plan as a way of assessing arrangements for nursing faculty's clinical practice. Decisions should be based on congruence between the human resource allocation and the reward systems. (SK)

A study of 14 nurses who completed a children's neuroscience course found evidence of improved knowledge and increased ability to care for neurology patients. Although the direct impact of continuing education on patient care is difficult to assess, participants' assessment of their learning and its potential to affect patient care is a valid…

Discusses the impact of institutional culture on collaboration among nursing faculty. Explores facets of collaboration: strategic planning, origins of change, group dynamics, and community building. Contains 25 references. (SK)

Adult health/medical-surgical nurses (n=54) and mental health/psychiatric nurses (n=54) were surveyed about contributions of nursing students in clinical placements. Students provided clinical staff with opportunities for mentoring, reciprocal learning, and professional development and made direct contributions to patient care. (SK)

In addition to addressing the theory-practice divide and profiling professional skills, the use of portfolios in nursing education provides a focus for discussion between students and preceptors, a vehicle for development of reflective skills, and a means of assessment. The benefits outweigh the increased workload and assessment challenges.…

Describes how the use of problem-based learning as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate development of nursing students' abilities to become self-directed in learning. Discusses the theoretical links between problem-based learning and self-directed learning. (EV)

Synthesis of 14 qualitative studies on caring among nursing faculty and students yielded 5 metaphors for reciprocal connecting that reflected "presencing" (i.e., empathy), sharing, support, competence, and uplifting aspects of caring. Ways to create a caring learning environment and teach students to care identified. (Contains 27…

A literature review identified 17 articles describing 12 nursing education programs that address cultural sensitivity, primarily in the United States. The majority are concerned with increasing knowledge and awareness of others' values and beliefs; several are focused on attitude change and reflection. Minimal evidence of achievement of course…

Interviews with six preceptors and six nursing students identified key factors in creating a learning climate conducive to critical thinking: preceptors' ability to value, work with, and support students; clinical staff's acceptance of students on the work team; and faculty support of preceptors and students. (Contains 27 references.) (SK)

In 1999, China had nursing programs in 102 colleges/universities and 500 secondary technical schools as well as 15 master's programs. Continuing education is a national trend. Future needs include strengthening education and credential systems, expanding the research base, emphasizing traditional holistic Chinese nursing, and focusing on nursing…

In survey responses from 409 of 611 nursing schools, all respondents identified student disruptive behaviors, including inattentiveness, attendance problems, and lateness; 24.8% cited objectionable physical contact of teachers by students; and 42.8% reported verbal abuse of clinical instructors by students. (SK)