A refresher course to facilitate the return of inactive nurses to the work force included a weighted admission system, didactic content, simulated laboratory experiences, and precepted clinical experiences. Recommendations for future course implementation included a systematic evaluation of each participant's knowledge base at the beginning of the…

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.…

The effect of the following on bridging the theory-practice gap in nursing education was examined: (1) theory taught by preceptors or nurse educators; (2) nurse educator/preceptor collaboration on content; and (3) immediate clinical placements following theory learning. Preceptors were more effective, collaboration was ineffective, and delay was…

An evaluation by exception instrument was developed to rate nursing students' clinical performance by documenting whether behaviors deviated from acceptable standards. The method increased student understanding of areas needing improvement and reduced faculty time to prepare evaluations and conduct student conferences. (SK)

Interviews with 10 Irish nurses supervising student nurses in clinical placements revealed different interpretations of students' status in clinical settings. They viewed their role as facilitative. Although the experience was rewarding, they felt ill prepared for it. They approved the move to higher education for nurses, although most had not…

The study analyzed subjective grades, clerkship examination scores, and National Board of Medical Examiners, Part I scores of 537 third year medical students. Findings indicated that students' scores on clerkship examinations improved as the academic year progressed but that clerkship site (community-affiliated hospital or medical center hospital)…

Describes the Advanced Practicum Clinical Research Project, a project that involved nursing students in actual research with the patients on the unit to which they were assigned for clinical experience. (JOW)

The goal of a study was to determine who influences student learning at clinical sites and how the learning time is spent. Supervised time spent with an instructor, registered nurse, or primary nurse accounted for 25 percent whereas 75 percent of student time was unsupervised. (JOW)

Examines the common problems with clinical conferences and suggests approaches to maximize student learning. Suggests that an effective clinical conference has three characteristics: (1) it is a group event; (2) it contributes to the achievement of course and clinical objectives; and (3) it provides a setting for students to explore personal…

Dialog journals can help develop nursing students' critical reflection skills. Problems in their use include procrastination, superficial entries, waning enthusiasm, and unwillingness or inability to reflect. Teachers should act as partners, not evaluators, in responding to students. (SK)

In Hawaii, one of four national "vision for nursing education" projects focused on identifying themes for a community-based curriculum. Focus groups selected nursing history, culture, identity, knowledge, and practice as well as cross-disciplinary themes. (SK)

Graduating nursing students (n=143) completed a critical-thinking skills test and disposition inventory and clinical competence evaluation. No significant correlation between critical thinking and clinical competence appeared. Critical thinking is possibly not associated with competence until after acquiring work experience. (SK)

In Present Tense Commentary, informants convey significant events to researchers as if the events were happening now. Used as the third phase of a study of eight nursing students, it illuminated their development and socialization into nursing and proved a valuable methodological tool that empowered informants. (SK)

Interviews with nursing students and nurses revealed how nurses undertake emotional labor--the induction or suppression of feeling in order to sustain a caring environment. Instructors and mentors in clinical settings play a key role in fostering reflective learning and providing emotional support. (Contains 33 references.) (SK)