Relates the advantages of writing a journal to clinical students in undergraduate nursing education. Demonstrates how messages to students release emotions and feelings regarding clinical experiences and reflect themes of empathy as well as thoughts about professional nursing. Includes excerpts from the journal. (JOW)

A survey of 197 deans/chairs (40% response) and 160 nursing faculty (32% response) found that about half of both groups acknowledged cheating was a problem; 98% have formal misconduct policies; and incidents included cheating and plagiarism in classrooms and falsified documentation and faked home visits in clinical settings. (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)

Describes the external optometric education program at the Sidney Hillman Health Centre (Chicago, Illinois). Discusses the history of the clinic, its administrative and educational philosophy, and its affiliation with two prominent hospitals and the Illinois College of Optometry. (DB)

Nursing students (n=92) recorded skills and behavior in the Essential Clinical Behavior database, then requested clinical assignments to perform nursing behaviors. Analysis using the theory of planned behavior indicated that attitude and subjective norm influenced intention to ask for assignments. Control beliefs had a negative impact on…

A flexible clinical experience for nursing seniors integrates pediatrics, public health, and nursing leadership. Experiences in hospital units, schools, nurse-directed clinics, and home visits expose students to a wide range of settings and issues. (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)

Interviews (n=22) and observations (n=14) in clinical settings were coded and analyzed to identify student nurses' problems in communicating with patients and the process of learning solutions. The process involved affirming the self, engaging the patient, experiencing communication breakdown, and refining the repertoire of communication…

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.)…

The Resources Development Internship Program of the Western Interstate Commission for Higher Education has 5 major objectives: (1) to provide constructive service projects for students seeking to supplement their classroom learning experiences; (2) to provide opportunities for students to demonstrate their exceptional abilities and gain valuable…

The importance of education in human sexuality for social workers is discussed, and information relevant for clinical practice is presented. (RM)

Simulated clinical problems present the student with the description of the patient and his chief complaints and then require him to undertake a diagnostic work-up and make decisions regarding the management, therapy and follow-up of the patient. (Author)

Describes University Year for ACTION (UYA) program in which students are awarded a full year's academic credit for enrolling in off-campus antipoverty programs. (HS)

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)

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)