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)

Problems in the use of one-time external examiners to assess nursing students in clinical practice include overemphasis on individuals, lack of criterion referencing, input of clinical staff, halo effect, and cost. Continuous assessment, appropriately recorded, may be more satisfactory. (SK)

The Objective Structured Clinical Examination used in British nursing education can enhance skill development through simulated experiences. Survey results from 86 students and 39 lecturers show that it can be effective when used formatively for hands-on practice and feedback. (Contains 16 references.) (SK)

In-depth descriptions of practice of 38 Australian nurses in 17 settings were derived from interviews. Cross-case comparisons yielded themes with implications for nursing education: flexibility and adaptability, competence in interacting with diverse people, assessment abilities, communication and leadership skills, and coping with challenges…

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 nursing, transfer of knowledge and skills from classroom to clinical practice, among clinical areas, and from community to clinical practice is important. Teaching for transfer requires a context, subject knowledge, and metacognitive strategies. (SK)

Observations of and interviews with seven nursing students during their clinical experience showed the importance of a close, facilitative relationship with a knowledgeable practitioner. Students developed enthusiasm and commitment to professional development and became autonomous learners. (SK)

An educational clinical supervisor for nursing students specializing in community practice would help students move toward responsible practice, complement the role of the clinical supervisor, and be implemented in a variety of settings without the onsite presence of the educational supervisor. Implementation requires collaboration between…

Nursing students (n=22) mentored by hospital staff during clinical placements viewed the assisting and guiding roles of mentors as most crucial. The befriending role facilitated their integration into placement settings. Advising and counseling were less important. Mentor roles having a direct instrumental effect on their learning had the highest…

Based on critical social theory, nursing students made drawings to express their learning from clinical placements. The drawings demonstrated different kinds of knowing and fostered reflection. (SK)

A study involving 300 nursing students, 155 nurse practitioners, and 80 assessors tested a model of responsive assessment that includes identification of learning needs and potential, assignment to suitable placements, continuous assessment of clinical practice and patient care, and alignment of teaching and assessment with patient needs and…

Due to a new emphasis on primary health care/prevention in South African nursing, a pilot clinical placement in community nursing was conducted. Initial negative student reactions due to the difficulties of home visits and the extreme poverty of the community improved after the program. (SK)

Explores the origins of clinical competence assessment in nursing education and reviews two British research projects. Finds little evidence of systematic approaches to competence assessment and no evidence of instrument reliability and validity. Expresses concern that it poses a barrier to the education of nurses. (SK)

Literature review and interviews with nine public health and nursing education informants in Britain indicated that, although National Health Service policy highlights public health, clinical placements in this area are limited and curriculum content needs to be applicable to public health. Needs assessments show skills gaps in practicing nurses…

A study involving 180 Australian nursing students and 41 clinical mentors evaluated a flexible delivery system rotating clinical practice with classroom/online courses involving problem-based learning. There was evidence of increased self-confidence, self-direction, and goal setting. Faculty, students, and mentors had concerns about assessment and…