The role of advanced practice (AP) nurses must be clearly articulated and defined and not overshadowed by medical functions. Consensus on their educational preparation and explication of the nature of expertise in advanced practice are needed if AP nurses are to realize the full scope of their practice. (Contains 35 references.) (SK)

A research review (n=12) yielded a number of tools for assessing nurses' clinical competence but none that is universally accepted. The review did identify methods that could be used to develop a useful instrument. (Contains 23 references.) (SK)

Challenges the wisdom of basing nursing practice on the findings of statistical research and offers objections to the philosophy of evidence-based nursing. Proposes rethinking what counts as evidence, suggesting a model based on reflection after the event. (SK)

Nursing students (n=23) rated their self-efficacy in nursing behaviors and clinical preceptors (n=24) rated their self-efficacy in helping students with the behaviors. Students' self-efficacy increased after the preceptorship; preceptors' scores remained high both before and after. The value of the preceptorship was supported. (SK)

A majority (55 of 94) of nursing students perceived the value of having one nurse educator supervise them in college and in clinical placements. This group rated their practice placement supervision much lower than did students who did not see the benefits of a single teacher as supervisor. (SK)

In a nursing skills lab, students rotated through scenarios, including those in which they teach "novices" and were assessed. Some stations were filmed to provide personal feedback. Students felt the process helped integrate and consolidate skills in a realistic, but safe environment. (SK)

Presents a strategy for advancing research in clinical nursing: create a research practitioner position, develop and plan an ongoing research program, improve nurses' research expertise, obtain funding, and foster collaboration between academic and clinical staff. (SK)

Focus groups of 18 nurse educators established five themes describing the role of nursing teachers in clinical placements. Advising and supporting students and clinical staff, regulating professional standards, interpreting assessment documentation, and networking with clinical staff are aspects of this multifaceted role. (Contains 24 references.)…

Senior nurses' (n=139) expectations of 36 beginning nurses were compared with the beginners' competence ratings by their clinical preceptors. Senior nurses' expectations were lower than the actual competence demonstrated by the graduates, suggesting that assessment instruments should not be derived solely from supervisor expectations. (SK)

QualCube is a framework for assessing sites for clinical placement of nursing students. It assesses the dimensions of relevance, efficiency, goal achievement, social justice, and participant satisfaction. A unique feature is an action plan to encourage continuous improvement. (SK)

Practice write-ups--descriptions of their clinical experiences--enable nursing students to demonstrate competence in core skills and to develop the ability to reflect on practice. As assessment instruments, they provide individualized and meaningful feedback. (SK)

Observation of 15 nursing students and 15 clinical supervisors in primary care settings revealed that student learning was holistic and meaningful when patient-oriented approaches were used. However, many settings used task-centered approaches, resulting in fragmented learning. (SK)

A clinical guide is an experienced nurse who supports nursing students throughout the program, particularly in clinical placements. More than a mentor, a guide is fully involved in promoting deep learning in clinical settings. (SK)

Responses from 198 of 400 British nurses who mentor students showed that mentors felt supported by colleagues but less so by managers or universities. They wanted more time for mentoring, closer links with the universities, and better assessment documentation. Mentor update sessions were often not attended, due to staff shortages or lack of…

Interviews with 23 Finnish preceptors who mentored British nursing students indicated that intercultural mentoring is characterized by concern for student adjustment and learning outcomes, mutual learning, and pervasive relationships. Mentors sought to develop students' intercultural competence. School-clinical setting cooperation was inadequate.…