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The article discusses the new format for the "Journal of Advanced Nursing." The section that features research papers is subdivided into the categories Original Research and Research Methodology. The journal will also publish theoretical research studies that offer scholarly analysis and discussion of conceptual, philosophical, theoretical or professional issues that have relevance to the journal's readership.

This paper is concerned with the evaluation of a workshop for teachers of nursing devoted to an individualized teaching and learning strategy. The paper gives a brief account of the history of such workshops and continues by defining individualized teaching. Following this the characteristics of the Keller Plan strategy are outlined. This is followed by details of the course organization; its aims and objectives, and the characteristics of the course members. Finally, the method of evaluation is described and results are discussed. [ABSTRACT FROM AUTHOR]

The proposition of this paper is principally that if the term 'reassurance' is used by nurses its meaning should be clearly stated and the methods by which it may be achieved should be clearly identified. The author begins by attempting to identify a workable definition of the term and by arguing a case for taking the approach that it is a nursing interpersonal skill rather than a nursing psychotherapy. Using this as the basis for the rest of the discussion he then suggests that as an interpersonal skill it is open to analysis and behaviours can be identified which help to achieve a restoration of the patient's confidence. Further to this, learning objectives are stated in the hope that the concept of reassurance can be seen as a skill which can be enhanced by educational processes. Full competence in the use of interpersonal skills is not a stable feature in all human beings; in every individual nurse there is scope for the development and training of interpersonal skills. Finally, the author attempts to achieve the major aim of the paper--stating nursing actions which may be employed in order to achieve this reassurance of the patient. [ABSTRACT FROM AUTHOR]

BACKGROUND: There is mounting pressure on nurses and midwives in the United Kingdom to use research findings to inform their practice. However, many still find research difficult to understand and are poorly prepared by education to make use of it. Hence, there is a pressing need to evaluate the research education included in nursing and midwifery curricula. AIM: This paper reports a study assessing the impact of research education on the attitudes towards research and use of research findings in practice by graduate nurses and midwives. METHOD: A cross-sectional survey using a self-completed postal questionnaire was conducted with a sample of 340 nurse and midwife graduates in the South East of England. FINDINGS: A response rate of 51% was obtained. A large number of respondents stated that their critical appraisal (96%) and search skills (87%) had improved following graduation and they reported using research findings in practice (16.8% all the time, 50.5% frequently and 32.6% sometimes). Furthermore, the majority expressed positive attitudes towards research and these were related to the research education received. However, a significant number reported finding statistics difficult to understand, lack of time to read research and limited access to research findings at their place of work. Also, a number of respondents would still like more help with searching the literature, implementing research findings in practice and developing their critical appraisal skills further. CONCLUSION: It is crucial that some of the major barriers to research utilization are addressed at both individual and organizational levels if evidence-based care is to become a reality. Also, health service managers should consider a number of strategies suggested by respondents to increase the use of research findings in clinical settings. [ABSTRACT FROM AUTHOR]

This paper makes the point that for psychiatric patients the nursing process based on a systems approach may be more useful than that based on problem-solving or activities of daily living. Some of the key concepts used in this approach are (i) listing component parts of a system, (2) defining the inside and outside of systems, the outside being described as environment, (3) changing the boundaries or the interface of various systems, as appropriate, (4) observing the impact of the environment and especially of the nurse herself as a part of the system or the environment, (5) tracing input, output and throughput, and (6) drawing distinctions between open and closed systems and accounting for a steady state in the system. [ABSTRACT FROM AUTHOR]

Nursing gerontology is the scientific study of the nursing care of the elderly as individuals, family members and population groups. The author identifies and discusses the ethical issues which must be considered in relation to research in nursing gerontology: respect for persons, adequate knowledge base for decision-making, quality of life, quality of death and distribution of limited resources. Research priorities are then discussed. [ABSTRACT FROM AUTHOR]

winters j. & ballou k.a. (2004) Journal of Advanced Nursing 45(5), 533–535 The idea of nursing science In response to the question of the idea of nursing as a legitimate science, Edwards (1999) claims that it does not qualify as a legitimate science. He bases his claim on the assumption that legitimate science must be empirical. Edwards defends his claim based on the lack of consensus and development in nursing philosophy during the past 40 years and, as he describes it, the lack of ends (or truth) of nursing science. The aim of this response is to refute Edwards’ conclusion. The basis for this refutation is twofold. First, legitimate science includes both empirical and non-empirical scientific methods. Second, evidence of development of a nursing school of philosophical thought is found in the nursing literature. Empirical science is only one mode of inquiry in nursing. Philosophical and non-empirical methodologies are gaining increasing importance as modes of scientific inquiry. I therefore contend that nursing would be better served to continue applying an offensive effort into integrating all applicable modes of scientific inquiry into the discipline. [ABSTRACT FROM AUTHOR]