Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day-to-day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to…

The number of elderly expected to live into the next century calls for creative inclusion of this population in learning experiences for student nurses. Retirement communities offer a rich environment for interaction and learning and encourage students to consider the limitless possibilities for nursing interventions with the elderly. (Author/JOW)

Describes the development of a clinical track for faculty appointments at the University of Pittsburgh. Discusses criteria used for appointment and promotion, practice requirements, and responsibility for direct care of patients. (Author/JOW)

Nursing students were taught to elicit and listen to patients' stories and to use story as an assessment tool in clinical practice. They learned to recognize and value cultural stories and to forge relationships with diverse patients. (Contains 22 references.) (SK)

Course objectives were to introduce students to the competencies required to practice pharmacy and to provide patient care. Students completed modules related to expiry dates; telephone reminder and call-back programs; refill histories; angiotensin-converting enzyme inhibitor use in heart failure; and population health targeted at…

Sophomore nursing students (n=162) examined scenarios depicting typical and atypical signs of heart attack. Examples were structured to include essential and nonessential symptoms, enabling pattern recognition and improved performance. The method provides a way to prepare students to anticipate and recognize life-threatening situations. (Contains…

The historical development of clinical scholarship over the span of a century of nursing is traced. Clinical scholarship is defined as knowledge and learning derived from analytic observations of clients and patients. The development of nursing care concept is discussed. (Author/MLW)

An increasing number of occupational therapists enter private practice. Six practicing occupational therapists were surveyed regarding the benefits of fieldwork to occupational therapy students. Findings indicate benefits to the profession, to the clinician, and to the facility. Potential barriers were time, costs, travel, and legalities.…

Nursing students in preceptored clinical experiences assumed more responsibility, managed time better, and learned to prioritize patients. The partnership benefited hospitals by spreading student clinical supervision across more staff and enabling smaller institutions to participate. (SK)

Presents a literature review on the effect of pass/fail grading for clinical courses on students' motivation and learning and discusses a survey of all National League for Nursing accredited graduate programs on its effect on a baccalaureate student's subsequent admission to graduate school. (JOW)

Clinical cheating is one of the most devastating ways students can breach moral principles and its prevention should be a priority for nurse educators. Educators can promote the professional integrity of students by integrating moral development into all curricular efforts. (JOW)

In response to a need for an alternate to the standard clinical placement for registered nurse-to-bachelor of science in nursing students, a collaborative model was developed. The preceptoring map designates two tracks and the model includes assessment and outcome measures. (JOW)

Watson's Theory of Human Caring was integrated into clinical staff development and a nursing school's mission and philosophy. It was the foundation for clinical student orientation and development of staff-student relationships. Students experiencing caring in their educational programs may be better prepared to be caring practitioners and…

Nursing students (n=18) were assigned to a 10-week clinical setting (consistent placement) and 18 were assigned to 3 or more settings per term (multiple placements). There were no differences in learning style, self-esteem, or clinical learning outcomes. Those in multiple placements felt more challenged; consistent placements resulted in greater…