Clear variations in career paths were found among 1984-90 nursing graduates in community college diploma (n=474), generic baccalaureate (n=328), and postdiploma baccalaureate (n=117) programs. Diploma graduates largely worked in institutional settings. Generic graduates often specialized, especially in community nursing; postdiploma graduates…

Access to nursing education in Pennsylvania is enhanced by telecourses transmitted to worksites (hospitals and other health care facilities) via Instructional Television Fixed Service and two-way microwave telecommunications. (SK)

In a study of 211 associate degree (AD) and 204 baccalaureate nursing students, AD students reported significantly higher stress in clinical practice. Stress for both groups increased as they progressed. Instructors were the predominant source of stress. Students had the most difficulty coping with the demands of patient care and the clinical…

Baccalaureate-prepared registered nurses (RNs) in hospitals appear to have more differentiated roles than nurses in nursing homes or ambulatory care. If employers believe that it is more cost-effective to shift responsibilities from physicians to RNs, demand for nurses with bachelor's degrees will increase. (SK)

Nursing role conceptions of registered nursing (RN) students were compared with those of generic students in the baccalaureate program at South Dakota State University. The study population consisted of 76 students. Responses were obtained from four groups of students using a quasi-experimental pretest/posttest group design. Factors positively or…

The authors discuss the meaning of the term "generic" as it applies to nursing education and suggest that it be dropped from the language associated with the field. They also explore the terms "first professional degree" and "second professional degree." (CH)

Indicates that university preparation will be a minimum requirement for nurses entering the profession in Canada by the year 2000. Discusses the expanding role of nurses in the health care delivery system and the benefits of a liberal education. (JAC)

In 1978 a survey was conducted of 76 schools offering both undergraduate and graduate degrees. Results suggest that something other than a logical, systematic design is determining the required science and liberal arts base for nursing. (JOW)

Defines baccalaureate nursing education, specifically the upper division nursing major, and compares it to technical nursing education. (JOW)

In Georgia, 15 nursing programs collaborated on a statewide articulation model to facilitate mobility of registered nurses into bachelor's degree nursing programs. The model standardizes entry into all bachelor's programs without threatening individual program autonomy. (SK)

Recent transfer of nursing education from hospitals to college and university programs in Australia gave rise to several issues: debate over curriculum length and content, lack of faculty with advanced degrees, scant nursing research, and some reluctance to accept nursing faculty in the academic community. (SK)

A five-year study of the bachelor of science in nursing program at Regents College documents the plausibility and efficacy of a program in which learning is self-directed and acquired primarily through resources external to the institution and which is validated and certified by objective assessment instruments and procedures. (JOW)

Interviews with 10 black women enrolled in or graduated from baccalaureate nursing programs identified intrapersonal and cultural factors encouraging their participation. Hindrances were classified as the experience of being the "other" and the culture of racism. Findings show that individual and institutional racism is a barrier in registered…

Issues of practice, licensure, and education for associate and bachelor's degree nursing indicate a lack of consensus. The perspective of an ethic of care highlights moral dilemmas that must be resolved because the current state of nursing education and practice is ethically dubious. (SK)

Presents a method for integrating cultural competence throughout the nursing curriculum. The model contains six cultural phenomena: communication, space, social organization, time, environmental control, and biological variation. Contains 17 references. (SK)