Exploring clinical wisdom in nursing education

The recent interest in wisdom in professional health care practice is explored in this article. Key features of wisdom are identified via consideration of certain classical, ancient and modern sources. Common themes are discussed in terms of their contribution to 'clinical wisdom' itself and this is reviewed against the nature of contemporary nursing education. The distinctive features of wisdom (recognition of contextual factors, the place of the person and timeliness) may enable their significance for practice to be promoted in more coherent ways in nursing education. Wisdom as practical knowledge (phronesis) is offered as a complementary perspective within the educational preparation and practice of students of nursing. Certain limitations within contemporary UK nursing education are identified that may inhibit development of clinical wisdom. These are: the modularization of programmes in higher education institutions, the division of pastoral and academic support and the relationship between theory and practice.     

Equity and diversity in nursing education

Retention and development of ethnically diverse nursing students may be more likely to occur when nursing faculty receive training on factors that can impact academic success. By understanding complex school system dynamics in low-income areas, cultural, linguistic, gender, age, religion, and ethnic differences, students’ strengths can be readily recognized, embraced, and encouraged by nursing faculty. When the necessity of equity and diversity is recognized within nursing education, this may potentially translate to retention and completion of nursing programs by nursing students from diverse backgrounds, thereby increasing diversity within the nursing profession.     

Exploring student response systems in nursing education

Using software products in the classroom can be an effective component in an overall technology integration plan. Choosing the right software for the subject area and classroom, however, can be a formidable task if undertaken without preplanning. In this article, we describe the developing process experienced professionally and personally with the student response system. The Internet and other new digital technologies have changed the way we respond to information. These changes are making an impact on students' learning styles and preferences. How to address this issue might be found in an endeavor that places the student at the center of the learning process and facilitates a more active experience: the interactive student response system. Imagine classrooms where teachers electronically introduce assignments using receivers and students beam information from pocket-sized remote controls. Imagine students working on group projects exchanging information without pen or paper.     

Addressing diversity in clinical nursing education: support for preceptors

Nursing preceptors are challenged by a broad set of teaching–learning diversity issues that are related to their role as clinical teachers of senior nursing students in clinical settings. A lack of awareness and understanding of these diversity issues may contribute to preceptor-student miscommunication and conflict. Ultimately, these factors can impact on the extent to which the educational objectives are achieved. Most of the health sciences literature focuses on diversity and patient care, and unfortunately, the literature that does address diversity and learning primarily examines the influence of culture and language in classroom education. Few resources are available to guide preceptors as they engage in “real life” real-time clinical learning encounters. To assist preceptors with their teaching strategies and skills, a diversity and learning workshop was developed to support preceptors in their critical role as both clinical teachers and role models. A diversity and learning framework is suggested and applied to the set of teaching–learning diversity issues.     

Utilizing research findings in nursing: policy and practice considerations

The implementation of research findings into practice has become an important consideration for nursing following the recent publication of the Department of Health (England) report Methods to Promote the Implementation of Research– Findings in the NHS This report acknowledges the problems of change in practice, the relatively small amount of research conducted on the subject and the need to identify ways of implementing clinical innovation While triggered by concerns over the efficiency and cost-effectiveness of interventions, this subject has great importance for nurses during the current National Health Service (NHS) reforms A number of attempts have been made to increase the utilization of research findings into practice What has emerged has been the identification of strategies that would prove difficult to generalize widely, and a number of organizational constraints It has also become apparent that research implementation is an organizational issue, and not just a concern of the individual nurse, who may be seen as somehow 'failing' to provide the very best care by being unaware of the latest research findings This paper reviews some of the issues of implementing research findings into practice, reviews research studies in this area and discusses a strategy for the future     

Graduate education in geropsychiatric nursing: findings from a national survey

By 2030, the numbers of older adults with mental illness will strain our health care system. Sufficient advanced practice nurses (APNs) with specialized knowledge to provide care will be critical. All 339 graduate nursing programs in the US were surveyed regarding the extent and nature of geropsychiatric nursing (GPN) content in their curricula. Of 206 schools responding, 15 reported having a GPN subspecialty. Regarding the 60 schools with a psychiatric/mental health nursing (PMHN) graduate program, only one third (n = 23) included some GPN content, while more than half (n = 116) of all schools reported integration of GPN content in a non-psychiatric nurse practitioner program. Thus, currently, the greatest numbers of APNs receiving education on mental health needs of older adults are prepared in non-psychiatric nurse practitioner programs. This article discusses the implications for nursing education and practice.