A baccalaureate nursing curriculum was redesigned around eight core competencies with measurable indicators for each performance-based competency outcome. Effective learning strategies to achieve outcomes and methods to document achievement were also outlined. (SK)

Examines the influence of race and place on nurse education and employment after World War II. Comparing the postwar experiences of foreign and African American nurses, it argues that local hiring patterns have sustained low rates of minority participation in nursing. (66 references) (Author/JOW)

Describes Internet-based nursing-education courses offered by the University of Kansas, which are based on learner-centered, constructivist principles; flexibility; and methods to overcome temporal and physical barriers. (SK)

In a cross-sectional sample of 120 nursing students (68% employed in caregiving, the remainder as waitresses, shop clerks, or other positions), 77% reported that their jobs did not affect their classwork; 64% said that it did not affect their clinical experience. Some identified positive effects of part-time work. (SK)

In "Cedar Rapids Community School District v. Garrett F." (1999), the U.S. Supreme Court decided that continuous nursing constitutes a "related service" under the Individuals with Disabilities Education Act. The case involved a 16-year-old who has been paralyzed since early childhood. Cost per student could be $20,000 to…

Teaching portfolios document the full range of competencies of faculty over time. They should include descriptions of teaching philosophy and style, representative course materials, professional-development strategies, and products of student learning. Input from peer observations, student ratings, and external recognitions should also be…

At the beginning and six months after completion of a baccalaureate nursing program via distance education, 60 registered nurses were compared with 67 others not in the program. Degree completers showed more interest in and commitment to professional reading and concern about applying the knowledge gained to nursing practice. (SK)

Supports the need for study of the foundational concepts of nursing. Evaluates nursing teachers' experiences in implementing a foundations unit, showing that it raised conceptual awareness and helped students link theory and practice. (SK)

Nurses (n=240) attended a continuing education program on AIDS and mental health, including counseling and legal issues. Pre/posttests highlighted the need for training in the treatment of infection and the psychological impact of AIDS on clients and families. (SK)

A graduate course in health care accounting and finance was presented by an interdisciplinary team of accounting, nursing, and allied health faculty. Recommendations for the course included early planning, team teaching, integration, student engagement in presentations, cross-listing of classes, case study method, and team projects. (SK)

Nursing education is shifting from focus on behaviorist to humanistic outcomes, a shift rooted in critical social theory. New curricular approaches emphasize autonomy, social responsibility, subjectivity, emancipation, and empowerment. These tenets have application to the current milieu of health care. (SK)

Reflective journals and interviews of six student nurses and their program coordinator showed how the process of peer mentoring resulted in personal and professional growth. Peer mentoring provided shared learning, shared caring, reciprocity, commitment to growth, and friendship. (SK)

Criticizes an earlier article on nursing students with disabilities for eliminating perspectives of the disability community. Uses the social model rather than the medical model to interpret the earlier study's results as demonstrating negative behaviors and discriminatory practices toward students with disabilities. (SK)

A women's health course for nursing students incorporated service learning activities in a variety of settings. Students' learning journals identified benefits of service learning: personal satisfaction, professional growth, higher levels of critical thinking, preparation for practice, and increased awareness of unmet community health needs. (SK)

Nursing education does not adequately address discrimination experienced by people with disabilities in health services. The nursing profession should promote social justice by influencing perceptions of disability, including it in equal opportunity policies, and ensuring its place in the nursing curriculum. (SK)