The effect of the following on bridging the theory-practice gap in nursing education was examined: (1) theory taught by preceptors or nurse educators; (2) nurse educator/preceptor collaboration on content; and (3) immediate clinical placements following theory learning. Preceptors were more effective, collaboration was ineffective, and delay was…

Student absenteeism was considered a potential problem by 18 nursing lecturers and 39 tutors in Ireland. They agreed that clinical and classroom attendance should be monitored and favored a regulatory system that ensured development of competent graduates. However, few agreed with extreme approaches to managing absenteeism. (Contains 29…

Interviews with 10 Irish nurses supervising student nurses in clinical placements revealed different interpretations of students' status in clinical settings. They viewed their role as facilitative. Although the experience was rewarding, they felt ill prepared for it. They approved the move to higher education for nurses, although most had not…

Dialog journals can help develop nursing students' critical reflection skills. Problems in their use include procrastination, superficial entries, waning enthusiasm, and unwillingness or inability to reflect. Teachers should act as partners, not evaluators, in responding to students. (SK)

In Present Tense Commentary, informants convey significant events to researchers as if the events were happening now. Used as the third phase of a study of eight nursing students, it illuminated their development and socialization into nursing and proved a valuable methodological tool that empowered informants. (SK)

An incident in which two mentors had to fail a nursing student on a clinical placement is analyzed using Habermas' critical theory. Obstacles to clear communication between mentors and power relations in the college/clinical social structure are identified, and the social, cultural, and political forces involved in clinical teaching are discussed.…

Interviews with nursing students and nurses revealed how nurses undertake emotional labor--the induction or suppression of feeling in order to sustain a caring environment. Instructors and mentors in clinical settings play a key role in fostering reflective learning and providing emotional support. (Contains 33 references.) (SK)

Analysis of 141 nursing students' diaries and focus group interviews about their work with an ambulance service revealed the following: holistic nursing played a role; they developed appreciation for paramedics' skills; and experiential learning helped them understand the complete care process from the emergency call to patient discharge. (SK)

In interviews with 10 nurse teachers and 10 clinicians, respondents could describe clinical competence more fluently than clinical credibility. Responses raised the question of whether nursing teachers must be clinically competent/credible to teach nursing. (SK)

Finnish student nurses (n=16) described their clinical learning experiences. Several themes were identified: feeling appreciated and supported, the quality of mentoring and patient care, and self-directedness. School and clinical staff cooperation helped create a good learning environment in which theory and practice complemented each other.…

In Ireland, 110 nursing students identified sources of stress in clinical and academic experiences. Factor analysis revealed five primary sources: academics, relationships with teaching staff, relationships in clinical experience, financial constraints, and death of patients. Support and counseling provision were recommended. (SK)

A literature review identified nursing student support models in the practice environment, roles/responsibilities of preceptors, staff preparation and support for the role, benefits of preceptorship, and difficulties encountered. A partnership approach of shared ownership, responsibility, and commitment by stakeholders was found crucial to…

Responses from 516 of 596 Australian nurses revealed a significant positive relationship between professional development and six variables: autonomy/recognition, role clarity, job satisfaction, quality of supervision, peer support, and opportunities for learning. Some hospitals/wards were more conducive to learning than others; one factor was…

A longitudinal study of nursing students showed that without sponsorship by clinical staff students found it difficult to participate and learn. The strategy of scaffolding, building on Vygotsky's Zone of Proximal Development, enables recognition of learning needs and the relationship between theory and practice. (SK)

Interviews with six preceptors and six nursing students identified key factors in creating a learning climate conducive to critical thinking: preceptors' ability to value, work with, and support students; clinical staff's acceptance of students on the work team; and faculty support of preceptors and students. (Contains 27 references.) (SK)