The implications of Project 2000 and the formation of links with higher education for the professional and academic needs of nurse teachers in the United Kingdom

A national study was conducted between 1991 and 1994 to explore and describe the changing role of the nurse teacher following the introduction of Project 2000 pre-registration nursing courses. Multiple methods were used to collect data from a wide variety of respondents (nurse teachers, midwife teachers, clinical nurses, health service managers and higher education lecturers). This paper presents the findings relating to the impact of Project 2000 and the move into higher education on the continuing educational needs of nurse teachers. Views on college strategies for staff development, the changing nature of teachers' academic and professional development needs and the problems of the conflicting demands experienced are reported. The research highlights the need for clinical credibility to be clearly defined in relation to nurse teachers and for educational institutions to place more emphasis on teachers' clinical development if the rhetoric of policy is to become a reality.     

Nursing scholarship: sense and sensibility

This paper explores the relationship between nursing theory, research and practice. It suggests that the frequently discussed difficulties in operationalizing, testing and implementing nursing theories are perhaps indicative of their lack of fit with clinical practice. The insistence of fitting theories within the four metaparadigm concepts-person, environment, health and nursing-forces nursing theory to an inappropriate level of abstraction and to a level that dilutes its relevance for clinical application. It is possible that, while these theories are useful as philosophies, they lack the clinical relevance that is a critical criterion for theory. Confounding the status quo, the present practice of teaching theory as fact within education and using theory to drive nursing curricula removes the tentative and guiding contribution that a theory contributes to a profession. A plea is made for research that supports the exploration and identification of nursing concepts and for the development of appropriate theory that will guide both nursing research and nursing practice. Since nursing is an applied discipline, this responsibility necessarily falls on the shoulders of researchers who, in partnership with clinicians, can explore, test and refine theory.     

Growth of macroscopic human megakaryocyte colonies from cord blood in culture with recombinant human thrombopoietin (c-mpl ligand) and the effects of gestational age on frequency of colonies

The purpose of this quasi-experimental study was to determine the effect of an experimental clinical teaching method on nursing students' knowledge and critical thinking skills during clinical rotations in psychiatric nursing. Ausubel's Assimilation Theory of Learning provided the theoretical framework for this research. The subjects (N = 83) were from the baccalaureate nursing graduating classes of 1992 and 1993 of a medium-sized state university in the mid-atlantic region of the United States. The experimental clinical teaching method used computer-assisted instruction (CAI) throughout and a collaboration model (student-faculty-service) during initial clinical experiences. Knowledge was measured by the score for the psychiatric nursing component of the Mosby Assess Test and two parts of the National League for Nursing's (NLN) Psychiatric Exam (theory and total scores). Critical thinking was measured by two parts of the NLN's Psychiatric Nursing Exam (the score for assess, analyze, and evaluate as one measure and planning and implementation for the other measure). The comparison group scored significantly higher than the control group on assessing, analyzing, and evaluating (t = 2.15; p < .03), as well as planning and implementation (t = 2.33; p < .02), measures for critical thinking skills. However, there was no significant difference between the study groups with respect to knowledge. The findings support the appropriateness of Ausubel's Assimilation Theory with this clinical teaching method. Discussion relevant to the application of the study findings to nursing education and future research is presented.     

Surgery in medical education. Division of surgical oncology

Medical education is being required to make a big change over the last 10 years due to the rapidly expanding knowledge of medicine and socioeconomical demands from the public. The education system is now focusing on teaching medical students how to learn individual subjects by themselves leading to understand the concept of self learning and adult learning. It is also required for students and residents to improve clinical competence as early as possible. The purpose of this change in medical education is to produce better doctors for the future. In order to achieve our aim it is essential to have continuous education system during the pre and postgraduate periods and also to realize the importance of education. Standardized education program is also essential to be established. Evaluation system for teaching is needed to attract young doctors to teaching, otherwise enough staffs for education would not be obtained. Teaching experiences should be counted as a career pass at the time of promotion. For a surgeon clinical competence is most important task to achieve but experience of research is also important for young surgeons to become a research minded surgeon or academic surgeon who will make a breakthrough in the field of surgery in the future. It should be emphasized that dean and professors are most responsible in the development of medical education.     

Current educational reforms in nursing in the United Kingdom and their impact on the role of nursing lecturers in practice: a case study approach

This paper explores major developments in nurse education in the UK in the last 5 years and examines their impact on the role of nursing lecturers in practice. It builds upon the findings of an earlier study that described significant changes in the UK in the role and work of nurse teachers resulting from Project 2000 initiatives. Empirical data were collected over a 2.5-year period, through observations of student-teacher interaction and in-depth interviews with experienced nurse teachers and senior health professionals (n = 41). A case study approach using qualitative techniques was adapted for the study. The results of the study showed that, in the light of current educational reforms, nursing lecturers were expected to maintain closer links with the service sector and spend more time on clinical teaching and learner contact. Also considered important was the need for nursing lecturers to support clinical staff in creating an effective learning environment. Using the findings of the study, the author has mapped what was perceived to be the development of an effective model for the role of nursing lecturers in practice: a model that reflects the expected changes to a higher educational environment.     

Chiral separations by capillary electrophoresis in process chemistry

BACKGROUND: Conducting research in clinical settings can be problematic for many nurses in practice due to lack of experience and support. METHOD: Research collaboration between clinical nurse specialists and staff nurses in clinical settings can promote development of their research process skills. RESULTS: Strategies identified can be applied by clinical nurse specialists involved in continuing education and staff development in clinical practice through further research development. CONCLUSION: Collaboration among clinical nurse specialists and staff nurses provides a unique and strong link that transcends degrees and roles to make substantial contributions to professional nursing practice.     

Professionalism in nursing: difference between theoretical learning and clinical activity]

There still seems to exist some dichotomy in nursing education between theoretical achievements and clinical practice, a key moment to verify applied knowledge and put it into practice. The aim with the present study is to compare activities considered professionalizing at a theoretical level with activities being performed during clinical practice. The instrument utilised to collect data was a questionnaire on nurse-professionalism using a Likert scale. The subject participating in the study were 3rd year nursing students from three universities in Rome. The results clearly shows how the theoretical preparation of nurse students is in contrast with clinical practice performance. The only nursing area where theory and practice seem to correspond is that of individualised nursing care, the biggest gap between theory and practice was found concerning research activities.     

The future of protein secondary structure prediction accuracy

In order to investigate the path of medical education in Iran, indicators of medical education were searched from 1970 to 1994. There have been rises in the number of educational institutions from 10 to 46; student admissions in programmes of medical sciences from 1387 to 18,141; medical student admissions from 632 to 3630; teaching staff from 1573 to 7979; and teaching-bed to student ratio from 1.05 to 2.08. The numbers of students in clinical specialty and MS degrees have increased, and various programmes in clinical sub-specialty and PhD degrees have been initiated. The quality of medical education has improved with increasing field and ambulatory care training, with more emphasis on teaching preventive medicine and a significant rise in the research activities. Most qualitative and quantitative progress has been achieved following the establishment of a joint Ministry of Health and Medical Education in 1985. The results of this review demonstrate the success of Iran in upgrading medical education by the unification of health services and medical education in one ministry.     

Perceptions and responsibilities of clinical nurse specialists as educators

This study attempted to determine current involvement of clinical nurse specialists (CNS) in an educational function, their perceived adequacy for an educational role, and their future plans. About half of the 46 CNS who participated reported that acting as a consultant and providing assistance to nursing staff, and serving as a role model for nursing students were either very important or of utmost importance. Only 33% indicated that it was very important, or of utmost importance, to assist with clinical and theoretical teaching of nursing students. Although more than 50% of the respondents had taken courses in education, many felt inadequately prepared for their role. Only seven identified teaching as a current professional goal, while six respondents identified teaching as a five-year professional goal. Study implications relative to curricular pathways, course content, and academic advisement are discussed, as well as the need for a renewed emphasis on research in nursing education.     

The time-related expression of p53 protein in human skin wounds--a quantitative immunohistochemical analysis

Failure to acknowledge ways of knowing in nursing education curricula other than linear reasoning hinders the development of the full extent of mental abilities brought to learning situations by nursing students. Nurse educators are challenged to develop creative methods to facilitate nursing students' intuitive thinking. In this article, a teaching strategy is described in which graduate students' exemplars of intuition in clinical practice are shared with undergraduate nursing students. Implications of using this teaching approach to demystify the intuitive process and address its legitimacy are discussed.     

Teaching nursing delegation: analyzing nurse practice acts

Teaching delegation to nurses, especially for those nurses who have mostly practiced in primary nursing, is challenging. Many staff development and continuing education instructors are teaching delegation principles to nurses today because good delegation skills are needed to effectively implement current skill-mix and patient-focused care changes. In these courses, nurses almost always want guidelines on what they can and cannot delegate to unlicensed assistive personnel and LPN/LVNs. The best foundation for teaching what can and cannot be delegated is the nursing practice act in the state, even though analyzing state practice acts can be cumbersome. Analyzing practice acts as the basis for teaching delegation principles is a critical requirement for today's staff development/continuing educator.     

BSN students present research findings on complex health problems in poster session format

An outcome measure of baccalaureate nursing education is the ability of undergraduates to be critical consumers of research and evaluate the applicability of findings in the clinical arena. Integrating a simulated poster session in a senior medical-surgical course as a non-traditional teaching strategy proved to be a successful learning experience for students in developing these skills. This article describes how undergraduates created and presented posters to illustrate current research findings related to the care of patients with complex health problems. The outcomes of the poster session as an alternative learning experience to a written academic paper and the students' reactions are presented.     

Productive international faculty exchange: one Columbia University to Gothenburg University example

This article describes the preparation, implementation and outcomes of a visiting professor exchange experience from the United States to Sweden, and provides recommendations for other faculty who may be asked to enact a similar international role. The major goals of the visit were to coalesce the themes of the earlier administrative contacts into specific projects, and to model a scholarly faculty role consistent with the Columbia University School of Nursing mission as a World Health Organization Collaborating Centre for International Nursing Development. Professional nursing activities during the exchange visit were comprised of three main categories: teaching, consultation, and socialization. Strategies are described that enhanced the bilingual lectures for the Swedish students. The relationships that developed from consulting at the college and on site at various clinical locations culminated in the mutual identification of collaborative research projects and plans for the cross-cultural adaptation of the author's parent education model. Recommendations are made concerning the range of philosophical, institutional, professional and personal resources needed for international exchanges.     

''Nursing should become a research-based profession''--has it?

I decided to write this article to promote discussion among my colleagues after my experience of doing clinical research of my own. I did a small clinical trial on the use of Sea-Bands (wrist sweat bands) to put pressure on an acupuncture site to relieve postoperative nausea. This has been published in the Nursing Times. I am a theatre sister and have a reasonably academic background having obtained both an Open University BA and a teaching certificate plus a number of nursing courses. Therefore, I had good access to staff and patients and enough confidence to embark on the project. However, I had no experience in research work, and perhaps it is not surprising to find that there is no back-up within 'the system' to sustain this type of work. I went to everyone that I could think of for help and advice to formulate my data collection protocol. I gleaned small nuggets of advice from the local college of nursing, from the community research liaison doctor, and from the ethical committee chairman but it was a long hard slog which would have deterred me from starting had I realised at the outset how many hours of my own time it would take me.     

Using hypertext to facilitate nurse education

The increased use of both multimedia and the World Wide Web for nurse education necessitates critical examination of the use of hypertext in nursing education. The use of hypertext and multimedia have the potential to revolutionize teaching and learning generally, and have a significant impact on nursing specifically. This article discusses hypertext use in nurse education and incorporates an examination of cognitive theories to identify specific hypertext design strategies customized for nursing user groups. Particular attention is directed to the application of cognitive flexibility theory to hypertext design for nurse education, highlighting the representation of both complex clinical situations and human physiology. The article concludes with a discussion of the potential uses of hypertext as a means of accessing information by nurses in clinical practice.     

Unity in diversity. Outcomes of the Geropsychiatric Nursing Survey

The 264 persons who responded to the geropsychiatric nursing survey were diverse in both preparation and practice arenas. They remained up-to-date in the field through journals, certification and professional memberships, and they supported clinical geropsychiatric nursing research and the need to develop standards in geropsychiatric nursing education. Finally, these nurse respondents expressed a wide variety of policy, practice and educational concerns, most related to improved care for geropsychiatric patients and their families. Obviously, limitations exist to the generalizability of these survey results. First, respondents to this survey, which appeared in two journals, may not be representative of the overall geropsychiatric nursing population. Additionally, the methods for summarizing the survey results are not scientific. However, these results enable us to develop a picture of the geropsychiatric nursing community and provide a foundation for understanding the population and its characteristics.     

电流变智能材料研究现状及其进展

电流变技术是当代的高科技之一,有着非常广泛的应用前景.针对国内关于电流变技术理论与应用研究现状及其进展进行了综述,提出了存在的问题及今后的研究方向.     

Resident and faculty perceptions of effective clinical teaching in family practice

Increasing interest in clinical teaching has led to the realization that the unique subset of skills which characterizes effective clinical teaching needs to be identified. Such identification will lead to development of these skills and improvement in the quality of clinical teaching. Family practice faculty are vitally concerned with improving their clinical teaching skills, since clinical teaching is the core of education in family medicine and since many family physicians who become preceptors have had no formal training as teachers. In this investigation of effective clinical teaching behaviors, faculty and residents generally agree in their perceptions of the helpfulness of 58 clinical teaching behaviors. Neither group felt that emphasis on references and research is as important a factor in effective clinical teaching as are residents' active participation in the learning situation and positive preceptor attitudes toward teaching and residents. It was perceived that the ineffective clinical teacher has a negative attitude toward residents, is inaccessible, and lacks skills in providing feedback, while the effective clinical teacher has skills in two-way communication, creates an educational environment that facilitates learning, and provides constructive feedback to residents.