PubMed · 7885854
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C A Anderson. Advanced practice: the options.. https://doi.org/10.1016/0029-6554(94)90044-2
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Teaching and learning are complex activities which, when combined with professional practice-based activity, take on additional dimension and depth. This makes the use of traditional, product-based evaluation problematic in that a purely empirical approach does not facilitate thorough evaluation of every facet of such an encounter. This paper describes the use of critical reflective analysis as an alternative method of evaluation. The reflective framework facilitating this process has been adapted from three key sources: patterns of nursing knowledge; evaluative paradigms based upon knowledge - constitutive interests; descriptors for a reflective practicum. The reflective activity is structured around a teaching and learning encounter in a care-based setting and focuses on 'doing the drug round'. Descriptive vignettes are used to facilitate reflection-on-action and, through critical reflective analysis, the author identifies the essential value (e-value-ation) of the encounter in terms of credibility, utility and worth.
Nursing roles and administrative responsibilities have changed over the past 10 years. Although nurses' choices in graduate educational programs have been documented by the American Association of Colleges of Nursing and the National League for Nursing, little empirical data exist related to specific role changes. The purpose of this study was to describe current responsibilities of nurse administrators and their perceptions regarding role changes in their organizations. This study also identified educational recommendations of nurse administrators for nurses pursuing graduate degrees with implications and recommendations for nurse leaders.
This article describes the development and implementation of a graduate student selection method and preliminary results validating the effectiveness of the process. A detailed description of the process is presented to allow replication. Preliminary investigations indicate that the new process is more efficient of faculty time and that students admitted using the new process function at least as well as those admitted under a previous method.