Summarizes the results of an HIV/AIDS nursing care summit and presents recommendations for clinical practice, administration and policy, nursing education, and nursing research related to prevention and care. (JOW)

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)

Uses the Pace University School of Nursing as an example of the evolution of models of nursing faculty practice. Discusses outcomes of evaluation of faculty practice through surveys and interviews: formation of a support group for faculty involved in practice and recommendations for university-wide culture change regarding the academic triad.…

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)

Gives advice for the supervision of nursing student research, including style, focus, sampling in qualitative research, ethical considerations, use of literature, and being open to students. (SK)

Examines peer review in the National Institutes of Health and in scholarly journals and discusses limitations--time, paperwork, subjectivity, limited resources, and increased instances of misconduct and unethical behavior. Suggests reforms: eliminate anonymity, use review specialists, have institutions monitor their own faculty, and conduct…

Increasing numbers of hospitals and medical centers employ clinical nurse researchers. Nursing doctoral programs can prepare graduates for this role with courses in philosophy and ethics; research methods, statistics, and measurement; grantsmanship; and information dissemination. (SK)

Changing demographics suggest that cultural diversity should be a key element in nursing and nursing education. A blueprint for the 21st century includes universal culture, culture support groups and mentoring, and a diverse critical mass of faculty, students, staff, and patients. (SK)

Using conference poster presentations in nursing education is a way to develop students' research-awareness skills and enthusiasm. The method highlights the relevance of research to practice and fosters essential research literacy. (SK)

Expectations of clinical-track nursing faculty involve scholarship of teaching or of practice. Faculty must embrace scholarship as part of their role and have the skills and resources to pursue it. At one school, a director of clinical scholarship provides support and resources for faculty research. (SK)

A feminist critique reveals varying degrees of androcentric and ethnocentric bias in the sparse nursing literature related to single-parent families. A sound research agenda that is for women and their children is needed. (Author/JOW)

Patient satisfaction is an important indicator of the quality of nursing care. However, it raises numerous dilemmas: lack of consistent conceptualization and a theoretical framework, lack of reliable measurement approaches, and inconsistency of instruments. (SK)

Describes the research priorities of the National Black Nurses Association: women's health issues, use of diverse populations in research trials, and transcultural and culturally competent health care. Discusses the knowledge gaps in nursing research and recommends that priorities be aimed at improving the health of African Americans and other…

This 99-item bibliography gathers the widely dispersed nursing literature on refugees, including unpublished master's degree theses and conference proceedings. Nurse researchers, more than researchers in other health care fields, have undertaken exploratory studies to document and interpret the health beliefs and health care practices of various…

A survey of 341 doctor of philosophy, 47 doctorate of nursing science, and 13 doctor of education nursing students found that Ph.D. candidates perceived a stronger research preparation, which they would not receive in the other two doctoral programs. They did not perceive the Ph.D. as preparing them to be educators, practitioners, or…