Nursing process: the science of nursing in the curriculum

In conveying the nature of nursing science to our future scholars, faculty members must clearly define the role and function of the problem-solving process and its variations in nursing science as used at each level of the curricula. Although they have some common characteristics, the nursing process, clinical inquiry process, and research process also have distinct and unique characteristics. Assuming a common understanding of the undergraduate nursing process and the postgraduate research process, the purpose of this article is 1) to focus on defining a masters-level prototype of the baccalaureate-level nursing process and nursing care plan, 2) distinguish it from the research process, and 3) to share some experiences in using the prototype with graduate students.

[Teaching communication in the nursing graduation course at the nursing school of the Minas Gerais Federal University]

Facing the importance of the communication in all nursing activities, in this paper the authors try to verify how has been occurring the teaching-learning process related to the communication subject during the undergraduate nursing course in the Nursing School at Federal University of Minas Gerais. The data were collected by interviewing professors and students from the undergraduate course. The results showed that the basic problem in this process is not "what" to teach but "how" to teach the subject.

Critiquing as a method of evaluation in the classroom

The criticism model of evaluation in a humanistic educative paradigm is a shared teacher/student evaluative activity based on a trusting relationship in which students become connoisseur critics. Among the standards for critiquing are criteria for student/teacher interactions and criteria for learning activities. The author provides examples of student/teacher critiquing activities employed in a graduate nursing course and suggests ways for faculty to develop skills in the critique method of evaluation.

Beyond rhetoric: building and achieving community consensus in planning and developing an innovative public health nurse-midwifery education program

Program planners collaborated with communities to achieve the goal of increasing the number of public health-educated nurse-midwives, and thus improve women's access to health services. By developing an innovative master's degree in public health nurse-midwifery education program. Boston University School of Public Health revitalized a model first developed at Johns Hopkins University School of Hygiene and Public Health. The dearth of nurse-midwifery education programs in the Northeast, coupled with the critical deficit of obstetric providers, had contributed to an alarmingly is an exciting alternative for meeting the health care needs of mothers and children and achieving the year 2000 objectives for the nation. Such a program, coupled with a foundation in public health education, synthesizes the best in nursing, nurse-midwifery, and public health Graduate nurse-midwives will have an enhanced understanding of the health care delivery system, the causal factors that contribute to disease, and the environmental, legal, and management dimensions surrounding the delivery of care.

Teaching nursing theory: a walk around the golf course

What do golf courses, shopping malls, and neighborhoods have to do with teaching a graduate level nursing theory course? Walks around familiar places can help students see how the concrete becomes abstract in the process of theory development. Walks also can help students begin to see which elements or concepts are essential to the particular theory being discussed.

The focused use of posters for graduate education in the complex technological nursing environment

Posters are increasingly recognised as both a method of professional communication and a strategy for learning and assessment in nurse education. Rapid technological developments in health care and the nursing practice environment are generating specific educational needs in relation to the use of technology. There is a move to incorporate within the traditional rational technical focus a broader, more comprehensive understanding of technology, technological equipment and procedures. Technological innovations are an ideal subject matter for poster presentations at the graduate level particularly as broader dimensions such as the impetus for introduction, the research base, the evaluation strategy and the cost can be incorporated. Each poster can become a teaching focus for a student presentation to classmates or other professional forums in order to catalyse discussions of these wider dimensions. A description of the use of posters for these purposes with examples and comments by participants is included.

Learning to study the independent way

For those OHPs returning to study at diploma level educational approaches encouraging independent thought can present unexpected new challenges. James Garvey discusses teaching strategies in higher education and argues that it is time to get away from the formal learning situations of the past.

Teaching Leadership/Followership to RN-to-MSN Students

Leadership theory is important but a successful leader must at times be a follower. Leadership and followership concepts need to be taught together in a practical exercise. Decision-making, conflict, and resolving interpersonal communication problems are all part of both roles. As individuals become aware of their own leadership styles and inherent strengths and weaknesses, they will be more effective members of management teams. Nurses in leadership roles must work effectively with peers in group activity. To be successful in organizational decision-making, nurses must learn to work with individuals with similar leadership and followership styles as well as with differing points of view. Followership is as indispensable as leadership for success in nursing management roles.

Teaching strategies used by expert nurse practitioner preceptors: a qualitative study

Nurse practitioner (NP) programs utilize expert clinicians as preceptors for their students. Little is written regarding this important role. This study explored teaching strategies used by expert preceptors. Fifteen preceptors in a master's level NP program participated in this qualitative study. The study identified (a) orientation strategies, (b) strategies used with all students, and (c) strategies used differentially according to level of learner. Two distinct preceptor styles emerged from the data ("incremental structure" and "sink or swim"). Preceptors also identified characteristics of student readiness for increased responsibility. Results of this qualitative study can be helpful in preceptor orientation and continued education.

Teleconferencing. Home health administrators and educators enhance graduate education

In light of the current condition of university budgets, enhancing graduate education can be a challenge for nurse educators. One effective and inexpensive strategy is teleconferencing. This strategy allows graduate students to network with nurse leaders nationwide without the expense of travel. Teleconferencing could also be adapted in other areas to bring service and educational professionals together.

Electronic Communication to Promote Consensus-Building Skills: An Innovative Teaching Strategy

EMail and a local BBS were used as vehicles to promote consensus-building skills of doctoral nursing students. The strategy was implemented into a course that dealt with knowledge-structuring by incorporating content on the use of information along with a synthesizing process. During the last class an evaluative survey was administered, focusing on the students' satisfaction regarding the goals of the assignment, the instructions, and the electronic format. The majority of positive comments support continued use of EMail and a BBS to strengthen consensus-building skills. Based on survey feedback, increased time to learn the computer aspect of the assignment will need to be considered for classes in the future. Electronic technology should be incorporated as a teaching strategy in graduate curricula. Only then will tomorrow's nurse educators be prepared to assume a leadership role in managing information in health care and academic settings.

A practicum in private practice for graduate students in psychiatric nursing

Clinical placements in psychotherapy for graduate students in psychiatric nursing are getting difficult to find because of bureaucracy, liability issues, competition, and safety and convenience concerns in urban areas. One solution is to design a placement in private practice.

Theory-based approach to computer skill development in nursing administration

The authors describe a theory-based approach to computer skill development in nursing administration that is a strategy for preparing nurse administrators to meet the challenge for effective decision making in the rapidly changing health care environment. A framework is presented using theories of decision making and information processing to integrate the development of knowledge and skills for decision making with knowledge and skills associated with computer decision support. Computerized support is available to help managers be effective at each stage of the decision-making process. Focusing on five stages of the decision-making process, the authors discuss how computers can facilitate decision-making. Computer applications introduced throughout a three-semester program in nursing administration include bibliographic databases, thought and word processing, database programs, decision analysis programs, spreadsheets, and project management programs. The curriculum and course activities are described.

Incorporating Feminism Into the Graduate Curriculum

Feminist theory and methods are vital catalysts to teaching/learning in graduate education. This article describes how feminism was integrated into a graduate course, specifically regarding nursing activism and health policy. Major themes include a learning model emphasizing the student's individual strands of life experience, reconstruction of nursing history, and small-group process. Class assignments, student responses, and the implications of feminist perspectives for advanced professional practice are discussed.

Comparison of Learning Outcomes Between Graduate Students in Telecourses and Those in Traditional Classrooms

The shortage of master's-prepared nurses has led to the practice of providing educational opportunities to such students through courses taught by live television. This study compared learning outcomes between students taught by TV and those taking the classes in a traditional classroom. Eight traditional and seven telecourse classes were included. No significant differences were found for all comparisons of telecourse students between those at remote sites and those in the studio. No significant differences were found for four of seven comparisons between traditional and telecourse students. For three comparisons, the traditional students performed somewhat better but the differences, although statistically significant, were minimal. The study provides support for the efficacy of teaching master's-level courses by television.

Enhancing esthetic knowledge: a teaching strategy

This article describes a teaching strategy that has been used with graduate students to enhance their esthetic knowing through representing, interpreting, and envisioning the lived experience of a caring presence in nursing practice. As students engaged in reflecting, writing, and discussion, the explicit and tacit meanings associated with a caring presence unfolded in esthetic knowing in nursing.