A method of supplementing hospital ward and outpatient clinical experience for the teaching of medical students is described. (Author)

This article describes an innovative method of teaching and learning in medical education, the Focal Problem Teaching Method, which provides a natural introduction to clinical experience. (Author)

The Maternity Continuity Clinic, conducted by obstetrics faculty, helps students versed in basic physician skills to make an obstetrics-gynecology career choice. (IR)

School information program helps students handle drugs and smoking. (Author)

Research supported in part with grants from the Rosenberg Foundation and the National Institutes of Health. Reprints from: Christoph M. Heinicke, Reiss-Davis Child Study Center, 9760 West Pico Boulevard, Los Angeles, Calif.

Paper presented at the Council of Academic Societies Conference, Washington, D. C., October 2-5, 1968.

Describes an evaluation of the effectiveness of simulations developed to teach and assess nurses' clinical decision-making skills. Includes recommendations for using this method of evaluation and for improving nurses' judgment skills. (Author)

Describes the process of developing and evaluating a formative and summative evaluation tool to assess undergraduate nursing students' ability to use the nursing process in a variety of health care settings. (Author)

A survey of 51 of the 53 dental schools in the continental United States investigated pharmacology curriculum content and time allocation. Found that most schools offered a traditional didactic course in basic pharmacology, with half of the medical school-based and three-fourths of the dental school-based programs providing additional pharmacology…

In the nurse practitioner-managed primary health care clinic at Vanderbilt University School of Nursing, flexible faculty workloads have been established to facilitate faculty practice at the clinic. (Author/JOW)

In interviews with 10 nurse teachers and 10 clinicians, respondents could describe clinical competence more fluently than clinical credibility. Responses raised the question of whether nursing teachers must be clinically competent/credible to teach nursing. (SK)

The Case Western Reserve University School of Nursing collaborated with Yonsei University College of Nursing in Korea in a three-week summer home care nursing program for Korean nurses. Participants gained clinical experience in U.S. home-care nursing. (SK)

Finnish student nurses (n=16) described their clinical learning experiences. Several themes were identified: feeling appreciated and supported, the quality of mentoring and patient care, and self-directedness. School and clinical staff cooperation helped create a good learning environment in which theory and practice complemented each other.…

In Ireland, 110 nursing students identified sources of stress in clinical and academic experiences. Factor analysis revealed five primary sources: academics, relationships with teaching staff, relationships in clinical experience, financial constraints, and death of patients. Support and counseling provision were recommended. (SK)