An ethnographic study compared content of a surgical nursing course developed by an individual with content determined through observation of practice. Most content was relevant to practice. However, sociology had a significant influence on practice but it was not addressed in curriculum. Ways to improve course development were recommended. (SK)

Interviews with 27 nursing students at the beginning and 33 at the end of training showed that they developed a deeper understanding of caring science theory and process over time. However, they still had difficulties understanding the relationship between theory and practical caring realities. (SK)

A comparison was made of accelerated professional development (APD) for nurses (n=64), involving peer consultation and reflective practice, and peer consultation alone (n=30). Although APD participants had a higher completion rate, improvements in caregiver behaviors and work environment were not significantly different. (SK)

A computer-conferenced nursing course was evaluated by 10 graduate students and 3 faculty. They identified such benefits as enriched learning, meaningful interaction, and opportunities for reflection, creativity, and flexibility. (SK)

Nursing students (n=104) either attended a lecture/linear video or used computer-assisted interactive video about blood pressure. The traditional lecture method resulted in significantly more factual knowledge. Both methods led to effective psychomotor performance. (SK)

Reasons for grade inflation include student demands, faculty lack of knowledge about evaluation methods, and faculty desire for positive evaluations from students. Although nurse educators are responsible for preparing competent, highly skilled nurses, there is little research on grade inflation and its impact in nursing education. (SK)

A 3-day unit for 53 nursing students on aggression and violence was evaluated through a student survey and pre/posttest. Students believed it was an appropriate subject for nursing, wanted it earlier in the course, and wanted less time spent on theory and more on skills, role play, and practice. (SK)

Describes experiential learning exercises used to explore research in the nursing curriculum. Exercises are linked to clinical placements and opportunities for discussion and critical reflection are provided. (SK)

This literature review addresses the following questions: "What is spirituality?"; How is it defined in a nursing context?"; and "What should be taught in nursing and how?" It emphasizes spirituality as a broad concept, not equated with any religion. (SK)

Discusses six competencies required of self-directed learners and how they change over the 4 years of nursing education: self-assessment of learning gaps, evaluation of self and others, reflection, information management, critical thinking, and critical appraisal. (SK)

Presents issues arising from an emancipatory nursing curriculum: (1) faculty investment in the philosophy; (2) small and large group dynamics involved in teacher collaboration with learners; (3) power differentials; (4) congruence of student assessment and emancipatory principles; and (5) commitment of the organizational culture. (Contains 22…

Interviews with 18 American Indian nursing graduates identified core variables supporting their success: individual characteristics, instructors, institutions, and external environment. Individual properties that mattered were focus on goals, adjustment to dominant culture, self-assessment, assertiveness, use of a support community, socialization…

Teaching cultural competence to nursing students typically emphasizes cultural beliefs and values rather than race, gender, class, or sexual orientation issues. Relational positionality can help students recognize what they consider "normal" and how the dominant view of normalcy can oppress others. (Contains 42 references.) (SK)

In an associate degree nursing program, students role play nurse-client interactions using case study prompts. The vignettes are designed to represent complex practice situations and allow students to demonstrate critical thinking and nursing skills. (SK)

Responses from 140 nursing schools indicated that most taught health assessment to nurse practitioners as a separate course; public institutions were more involved in computer-assisted instruction. Faculty cited scarce resources and limited time to develop new teaching strategies. Most agreed that graduate courses should focus on differential…