Presents guidelines for developing multiple-choice tests to measure critical thinking in nursing. Explains the rationale for test items and describes item criteria, including measurement of cognition at the application level and above, multilogical thinking, and high level of discrimination. (Contains 38 references.) (SK)

A sample of 2,913 questions from 17 nursing test banks was evaluated for adherence to multiple-choice guidelines, cognitive level in Bloom's Taxonomy, and distribution of correct answers. Analysis revealed 2,233 guideline violations; 47.3% of items were written at the knowledge level, 6.5% at the analysis level; and correct answers were evenly…

Affective teaching strategies were used to raise nursing students' awareness of chronic illness and patients' and families' experiences. Strategies included clinical journals, role playing, conceptual drawing, and presentation of an affective project. (SK)

Nursing theory instructors (n=44) displayed a general consensus on essential course content. They expressed a need for more emphasis on middle-range and practice theories rather than grand narratives and the research-practice-theory relationship. (SK)

Nursing preceptors can develop students' critical thinking by questioning their knowledge base, decision making, and actions in clinical experiences. Preceptors need the ability to ask stimulating and challenging questions at the right level of support. (Contains 35 references.) (SK)

Analysis of national survey data on nursing faculty identified the following trends: since 1993, the mean age of doctorally prepared faculty has increased; average retirement age is 62.5; 200-300 faculty are eligible for retirement annually from 2003-2012; mean number of years in nursing doctoral programs is 8.3. Earlier entry into doctoral…

The engaged university expands the concept of service learning by redesigning teaching, research, and service to include productive community involvement. The partnership between Auburn University's School of Nursing and a local housing authority illustrates benefits of engagement for students and faculty in community-based nursing education.…

Interviews with six nursing students and their clinical preceptors revealed an enabling process through which preceptors foster critical thinking. Key factors were climate and the process of "bringing about," which involved incidental (role modeling, facilitating, guiding, prioritizing) and purposive (questioning) practices. (Contains 81…

To improve lecturing, teachers should target students' thinking and learning, asking such questions as What do they need to unlearn? What is commonly misunderstood? What is difficult to grasp? Teachers should be skilled in timing and reading nonverbal cues that indicate whether they are connecting with students. (SK)

A nursing school used asynchronous computer conferencing for student discussion groups and three distance sites and one host site. Course evaluation showed students appreciated the ability to review discussions and reflect before commenting and felt team collegiality. A switch to different software reduced the technology learning curve, but…

Interviews with staff in 46 senior residences and nursing homes identified different approaches to the use of reminiscence: formal group and individual sessions; informal, impromptu individual sessions; informal ad hoc sessions; and reminiscence-related activities. The range of staff skills required suggests a need for rethinking the values and…

A nursing school's curriculum evolved from an integrated acute-care focus to a community-based health promotion framework. Survey data from other schools, alumnae, current seniors, and faculty laid the groundwork for a process of template design, values clarification, and consensus building. (SK)

Content analysis of nursing articles revealed that 184 used primary health care in a manner consistent with the World Health Organization definition; 70 did not. Curricular applications of these different interpretations could lead to different learning environments for nursing education and thus affect nursing practice. (SK)

Student nurses (n=117) reflected on their psychiatric clinical experience in terms of the quality of the experience and contributions of students, facilitator, and clinical staff. Students were able to identify the strengths and weaknesses in their own actions as well as others in the clinical setting. (SK)

In a survey of 294 nursing students and 57 faculty, students equally valued lectures, tutorials, and labs for learning biosciences. Faculty differed from students regarding the value of methods and time allocated to the biosciences. Adjustments in the allocation of curriculum topics and a tutorial system to augment lectures and labs were…