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 simulated learning exercise based on genograms was used with professionals in multidisciplinary primary health-care teams. Evaluation supported the importance of a positive learning environment, constructive use of personal and professional experiences, learner control, intellectual challenge and relevance, and reflection and debriefing. (SK)

Describes a continuing education module that addresses care in the community, influences on patients' experience, current social policy, and the role of the carer. The module is designed to help trained nurses integrate patient care from hospital to community setting. (SK)

Nursing and radiology students (n=15) at the University of Malta who completed an interdisciplinary module on primary health care reported they found the theoretical material applicable to practice; the module enabled them to learn about their potential role in primary health care. (SK)

A survey of 427 British nursing students found that all had been exposed to primary health care (PHC) concepts; most had positive attitudes about PHC; and differences in knowledge appeared among degree, health visitor, and district nursing students. (SK)

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)

Responses from 95 Scottish nursing programs (54.7%) revealed consensus about the importance of working with families. There were no differences between academic levels and knowledge bases regarding family nursing theory. Professional development for teaching family nursing was needed. (Contains 57 references.) (SK)

Interviews with 16 primary care practitioners and administrators were compared with those of 12 adult patients with limited English proficiency. Practitioners described skills and attitudes needed to communicate with these patients; solutions tended to be improvised. There were discrepancies between practitioners' and patients' descriptions of…

A workshop series designed to change attitudes and culture in accident and emergency departments in Britain sought to influence clinical practice by sharing the experience of researchers and practitioners. It was considered an effective way to disseminate research, but real change must also involve other departments in the hospital. (SK)