Describes the continuing clinical education component of nursing faculty practice and discusses its place within a hypothetical, broader context. Defines faculty practice as direct patient care provided by a nurse on a standing academic faculty and indicates the need among faculty for short-term continuing clinical education. (Author/JOW)

Reviews the current state of differentiated practice and credentialing in nursing and proposes a national generalist certification program for professional nurses, based on achievement of the nursing baccalaureate degree and/or examination. (SK)

The University of Hartford's nursing school offers a clinical experience for registered nurse/bachelor of science in nursing students in homeless shelters. In exchange for tuition assistance, the nurse interns gain insight into the issue of homelessness and health care for this at-risk, hard-to-reach population. (SK)

Scientific fraud is often a result of misguided attempts to attain professional success. To prevent fraud in nursing research, researchers should be socialized in an atmosphere of professional integrity, have established researchers as role models, and be rewarded for quality rather than quantity. (SK)

At the University of North Carolina-Greensboro, the Gerontological Nursing Network serves as advocates for older adults, helps graduates find employment, identifies preceptors and practicum sites, and advises about trends. Its interdisciplinary membership is drawn from nursing, medicine, psychology, politics, religion, and sociology. (SK)

Describes series of therapeutic and educational workshops conducted with women nursing home residents with twin goals of improving self-esteem and self-reliance and facilitating community building and networking. Also notes that nursing home staff trainings were conducted whereby staff were encouraged to articulate their needs and those of…

Examines the accreditation process in higher education and the development of the curriculum revolution in nursing as the historical and social background of the 1991 National League for Nursing Criteria for Evaluation of Baccalaureate and Higher Degree Programs in Nursing. (JOW)

Reflection by 15 nurses in the Regents College Nursing Program, an external degree program based on four criterion-referenced tests, uncovered motivations for selecting the program, clarified such needs as support networks and learning resources, and revealed a pervasive pattern of stress that affected exam preparation and performance. (SK)

To teach community health assessment to nursing students, videotaped segments of real community situations were incorporated in an interactive simulation program that leads students through the processes of data collection and evaluation. (SK)

A survey of 177 nurse educators indicates they have more knowledge of primary health care than hypothesized; those with work experience beyond acute care have more knowledge. Nurse educators must be prepared to revise nursing curricula and teaching strategies in terms of community-based primary-health-care knowledge and skills. (JOW)

Comparison of distance learning that was developed with a business-planning approach (market research, cost-benefit analysis, feasibility study, strategic marketing) with one that did not use these techniques showed that business planning ensures that distance-learning courses are not viewed as a "cheap" option. The method identifies…

Survey responses from 49 of 96 nursing programs at institutions with Carnegie classifications Doctoral I, Research I, or Research II indicated that Research I universities had 1.5 to 2 times more personnel resources per student than the other two groups. Doctoral I and Research II programs resembled each other. (SK)

Interviews with 18 nursing students elicited views on curriculum issues, program support, and communication. Comparison of these qualitative data with data derived from teacher-devised criterion statements revealed incompatibilities. An eclectic approach to evaluation that includes students'"stories" was recommended. (SK)

In an ideal model of clinical teaching, interactions among clinical teachers, colleagues, and nursing students optimize the clinical experience. The student/client (i.e., patient) relationship is primary. When the teacher/student relationship dominates, the balance is disrupted to the detriment of learning and patient care. (SK)

Problem-based learning emphasizes critical thinking and clinical judgment. Competency-based education focuses on clinical competence. A merger of the two in nursing education could generate higher levels of inquiry and more expert clinicians. (SK)