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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]

This paper addresses the place, position and potential of what is characterized as the `Learning Resources Movement' in nurse education. It is based on experiences drawn from 10 years viewing resource use in general and nursing education, and, more recently, on observations arising from a research project looking at the growth within the school of nursing, of organizational structures for their development. It dims that the true potential of the movement has nowhere been fully realized It sees the present position as indeterminate and misconceived It claims that further development of such resources as are and will be available is intricately tied up with the professional development of nursing in a `chicken-and-egg' situation. It argues that the stage has now been reached where the successful development of the one cannot proceed without the successful development of the other. Drawing on a fairy-tale analogy the paper views the Learning Resources Movement as a powerful tool for seeing through the shining surfaces of what to many are new curricular clothes and dealing with the basic truths of the situation underneath. [ABSTRACT FROM AUTHOR]

Aims. This paper reports a study that aimed to determine Nigerian nurses' knowledge, attitudes and overall level of comfort in giving nursing care to acquired immune deficiency syndrome patients; determine the relationship between these variables; and identify the sociodemographic variables that influence nurses' attitudes and how comfortable they are giving nursing care to patients with acquired immune deficiency syndrome. Background. There is little information on sub-Saharan African nurses' knowledge, attitude and feeling of comfort in providing care to patients living with acquired immune deficiency syndrome. Methods. Two hundred and seventy-seven nurses in two teaching hospitals and two general hospitals in Nigeria were surveyed in 2003. The survey questionnaire had two parts. Part I elicited demographic information and information on previous encounters with acquired immune deficiency syndrome patients and Part II consisted of three subscales assessing knowledge, attitude and level of comfort administering certain nursing procedures to acquired immune deficiency syndrome patients. Results. Respondents demonstrated low levels of knowledge and poor attitudes towards people with acquired immune deficiency syndrome. Attitudes appeared to be influenced by the nurse's speciality, rank, prior education and experience with patients with acquired immune deficiency syndrome. The responding nurses showed low levels of comfort in giving care to patients with acquired immune deficiency syndrome. Conclusions. The findings suggest that Nigerian nurses will hesitate to care for patients with acquired immune deficiency syndrome, and that there is potential for avoidance behaviour towards them. Periodic continuing education and curriculum enhancement to include clinical clerkship, structured experience, guided discussion on ethical scenarios and attitude exploration are suggested in order to achieve and maintain adequate knowledge and a positive attitude. University-based professional and postprofessional nursing education, which could enhance acquisition of a broad knowledge base, therefore represents the future direction. [ABSTRACT FROM AUTHOR]

This paper explores some of the ideas emanating from recent literature in clinical problem solving and applies it to the nursing process. The aim is to demonstrate that there is congruence between ideas developed in the medical educational literature that support and expand the somewhat 'looser' nursing process model. The conclusion is that the nursing process is further validated by the current literature, particularly the work of Elstein et al. (1978). [ABSTRACT FROM AUTHOR]

Dorothea Orem and Madeleine Leininger are two nursing scholars who are contributing significantly to the body of nursing knowledge. This paper contrasts their backgrounds, the origins of their theories, their views of the nature of nursing, use of thoery development strategies, and contributions to nursing science. The concepts of Leininger's care and Orem's self-care will be compared as these relate to their theories with the examination of similarities and differences. [ABSTRACT FROM AUTHOR]

This paper attempts to uncover some of the factors that may have influenced the choice of model for the systematic training of nurses in Denmark. From a historical analysis of selected historical literature, nursing magazines, and archival documents, three themes emerge: the interest from (and of) the medical profession, the strategy on nurse training of the Danish Nurses' Organization, and the societal context of the time. Despite there being a Deaconess Institution in Copenhagen from 1863, it was ultimately the Nightingale model that formed the basis for the training programme. Findings suggest that the Nightingale influence within the medical establishment and among leaders in Danish nursing played a vital role in this choice. As well, the Danish Nurses' Organization actively promoted their preferred 3-year training model, which had strong similarities to the Nightingale model. Changes in family and social life after the 1864 defeat in the Prussian war fostered a growing demand for the liberalization of women's rights and a need for increased professionalization in the nursing and caring function. [ABSTRACT FROM AUTHOR]

Aim. To understand student nurse–patient interaction better and to assess the effectiveness of a teaching and learning resource consisting of tapes and transcriptions of actual nurse–patient interaction. Design. Applied conversation analysis and analysis of semi-structured lecture evaluation forms. Background. Little research discusses interpersonal skills (IPS) of student–nurses, even though policy initiatives and literature internationally promote patient-centred communication as being an indicator of high-quality healthcare. Literature also suggests that nursing education is often far removed from the realities which students experience during clinical practice. Methods. Phase 1 of the study saw 10 student nurse–patient interactions audio recorded and transcribed and the data subjected to conversation analysis. Phase 2 saw tapes and transcripts of similar interactions used as a teaching resource with the same cohort of students ( n = 48), student evaluations of the lecture were quantitatively and qualitatively analysed. Results. Phase 1 demonstrated that, in variance to ‘best-practice’ recommendations, student nurse–patient interactions were task-centred and bureaucratically organized. In phase 2, after listening to and reading a transcript of similar interaction, students were able to identify the limitations of undertaking such an approach with patients, strongly suggesting that classroom-based knowledge is not always easily transferred into clinical practice. This teaching approach was positively evaluated, with written evaluations emphasizing the effectiveness of bringing the realities of clinical practice into the classroom. Conclusion. This study suggests that students have difficulty in transferring the principles of ‘good’ communication from the classroom into their own interactions with patients. Students’ written and spoken evaluations were reminiscent of the previous work performed in discussing the concept of a ‘hidden curriculum’ in professional training. Relevance to clinical practice. The use of empirical data in the practice of IPS teaching is recommended as a means of closing the theory-practice gap. Student nurses and mentors need to consider the effect of the hidden curriculum on their IPS. [ABSTRACT FROM AUTHOR]

Delves into the nursing profession in Nigeria. Discovery of the fact that the quality of basic nursing education programs largely determines the extent to which satisfactory post-basic programs can be developed; Questions raised regarding the testing procedure for nurse registration; Steps to be taken on nursing education.

Focuses on nursing education in Spain. Implication of the growth in the number of nursing schools in the country; Reception by the different kinds of nursing personnel of various types of education prior to 1952; Initiative of the National Ministry of Education to reorganize the existing schools of nursing.

Focuses on a mastery curriculum design in nursing education. Rigid time sequence of semesters; Achievement of objectives with varying degrees of success and efficiency; Role of the blocks of periods of learning in the traditional program.