Describes the development of a clinical track for faculty appointments at the University of Pittsburgh. Discusses criteria used for appointment and promotion, practice requirements, and responsibility for direct care of patients. (Author/JOW)

The historical development of clinical scholarship over the span of a century of nursing is traced. Clinical scholarship is defined as knowledge and learning derived from analytic observations of clients and patients. The development of nursing care concept is discussed. (Author/MLW)

Discusses how, following an intensive 2-day clinical experience for nursing students in a rural, culturally diverse region, student evaluations and papers showed evidence of cultural learning and increased knowledge of rural health care systems. Includes reflections by a teaching associate and two students. (Contains 33 references.) (SK)

Most literature on decision making in nursing focuses on how decisions are made (information processing) or ought to be made (mathematical models). Most research centers on novice-expert differences. Further validation of nursing diagnoses is needed to provide information that would aid the accuracy of decision making. (SK)

A consortium of five nursing schools and a hospital established a clinical internship program that increased nurse recruitment and retention and eased orientation and transition. Strategies to overcome turf issues and member resistance emerged. (SK)

A nurse practitioner business preceptorship provides students with knowledge of basic business, accounting, finance, economics, marketing, and reimbursement. A lack of qualified faculty can be offset with adjunct business faculty. Selection of placement sites should provide challenging management experiences. (SK)

The goal of a study was to determine who influences student learning at clinical sites and how the learning time is spent. Supervised time spent with an instructor, registered nurse, or primary nurse accounted for 25 percent whereas 75 percent of student time was unsupervised. (JOW)

Graduating nurse practitioners (n=26) completed simulated clinical encounters with standardized patients. Their performance did not reflect their results on other clinical evaluations and national certifying examinations, suggesting that simulated encounters lack validity and reliability. They may be useful for formative learning. (Contains 38…

The Case Western Reserve University School of Nursing collaborated with Yonsei University College of Nursing in Korea in a three-week summer home care nursing program for Korean nurses. Participants gained clinical experience in U.S. home-care nursing. (SK)

Nursing students received research training and used clinical assessment tools to gather information from women after cesarean births. The project enhanced skills for clinical assessment and helped students understand the relationship between the nursing process and nursing research. (Contains 16 references.) (SK)

Preceptors' leadership characteristics influence nursing students' clinical experience. Preceptors' leadership styles can be assessed with the Myers Briggs Type Indicator or Hersey and Blanchard's Leader Behavior Analysis II instrument, which identifies four styles based on situational leadership. (Contains 25 references.) (SK)

Describes a faculty development program designed to implement the concept of culture in clinical practice settings and to stimulate culturally focused nursing research. (JOW)

A centralized relational database is used to manage information on advanced practice nursing students and their preceptors at Johns Hopkins University. The system relieves faculty of time-consuming tasks and enables rapid report generation, consistent tracking, and timely communications. (SK)

A nursing college and its clinical partners created the Nursing Collaboratory to generate, disseminate, and apply knowledge to practice through four domains: education, research, practice, and informatics. It serves as an incubator for innovative products and services that enhance nursing education and practice. (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)