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This article is situated within an experience of conflict for Tina, a social work student, who is caught between her beliefs about the virtues of social work practice, and her disillusioning encounter with the school's administration. In this paper, we interpret Tina's experience of conflict by drawing on the central concepts of liminality and natality, and how she moves through disillusionment to illumination, thereby generating new self-understandings and meanings of social work practice. We conclude with the pedagogical implications for students, and educators, and that as messy and complex as the liminal is, it is also vital to the creation of new understandings and regeneration of meaning in professional education.

Interviews with six nursing students and their clinical preceptors revealed an enabling process through which preceptors foster critical thinking. Key factors were climate and the process of "bringing about," which involved incidental (role modeling, facilitating, guiding, prioritizing) and purposive (questioning) practices. (Contains 81 references.) (SK)

Nursing preceptors can develop students' critical thinking by questioning their knowledge base, decision making, and actions in clinical experiences. Preceptors need the ability to ask stimulating and challenging questions at the right level of support. (Contains 35 references.) (SK)

Interviews with six preceptors and six nursing students identified key factors in creating a learning climate conducive to critical thinking: preceptors' ability to value, work with, and support students; clinical staff's acceptance of students on the work team; and faculty support of preceptors and students. (Contains 27 references.) (SK)

A 3-year study will examine conflict in professional field education. Stage 1 will collect narratives about critical incidents from student-field instructor-faculty member triads in the fields of education, medicine, nursing, and social work. Stage 2 will focus on analysis of narratives. Stage 3 will include multidisciplinary conversations among faculty and field practitioners about the narratives. (TD)

The drug amdoxovir can be used to treat HIV patients who do not respond to other AIDS drugs because HIV has become resistant to them. The drug is also less toxic than many AIDS drugs.