Anecdotal notes of a college nursing teacher's teaching experiences over a one-year period--from the first day of classes through graduation. Discussion covers such areas as the first day in the clinical area, and student evaluation, with attention given to the satisfactions and frustrations on the part of both the teacher and her students. (SH)

In Estonia, Latvia, and Lithuania, postgraduate nursing curricula were reformed, but discrepancies appeared between stated goals and actual content, due largely to inexperience with nursing education. Other difficulties included lack of literature in native languages and insufficient reading ability in English. (SK)

The revised Stetler model of research utilization has six phases: preparation, validation, comparative evaluation, decision making, translation/application, and evaluation. It can be used to facilitate application of nursing research findings at the practitioner level. (JOW)

A course on death and dying offered by the University of Maryland School of Nursing focuses on developing relationships between health care workers and dying people, using actual clients as the vehicle for learning. (Author/EA)

An elective on poverty and its relevance to health is offered to nursing and non-nursing students at Duke University School of Nursing, Durham, North Carolina to help students gain insight into what it meaans to be poor. Student experiences include reading, observation, discussion, simulation through game playing, and clinical experiences. (EA)

Looks at the sociopolitical factors that influence the implementation of clinical intervention studies in long-term care settings and suggests ways of minimizing threats to a study's internal validity. (Author)

Nursing students were paired with a staff nurse for the clinical day, working to care for a group of patients. Students are able to observe practice situations, nurses can serve as role models, and faculty can serve as educators rather than clinical experts. (JOW)

All too often baccalaureate graduates move directly into graduate study and then into teaching positions, with little or no nursing practice and the opportunity to gain basic clinical competence. (Author)

The author defines faculty practice as a means of faculty development. She focuses on the Faculty Practice Program at New York University Medical Center. That program allows nursing faculty to practice as part of the Medical Center staff during the summer. (CH)

A survey of baccalaureate schools of nursing reveals that most programs are providing clinical experience for their students in a variety of agencies. Eighty percent of these sites are traditional settings for student experience. (SK)

Traditional hospital settings are no longer the only, or even major, clinical resource. The selection of clinical facilities for educational purposes is complex and rarely addressed. A clinical site evaluation instrument must be developed and used to ensure quality facilities. (JOW)

Protocol-guided observations in 15 Israeli hospitals were used to grade nursing activities. The presence of nursing students in hospitals improved the quality of care provided by 67 nurses compared to their performance in the absence of students. (Contains 30 references.) (JOW)

Describes structured care approaches, such as protocols, clinical pathways, and algorithms, which are being used increasingly to organize clinical knowledge and guide patient care. Reviews the types of structured care approaches available to the clinician and explores the value of structured care approaches in practice and education. (Contains 32…

Two current evaluation projects of the Family Nurse Practitioner Training Program at the University of North Carolina at Chapel Hill compare the utilization or quality of services provided by graduates practicing in different care settings. Clinical trial studies are essential first steps in assessing an innovation in health care delivery. (EA)