The result is a document stating the core competencies for entry-level registered nurses in the 10 participating jurisdictions and includes several components that establish the context in which entry-level competencies are developed and applied. The 119 competency statements are organized in a standard-based framework of five categories: professional responsibility and accountability; knowledge-based practice; ethical practice; service to the public; and self-regulation. The project team plans to follow up on implementation as each jurisdiction decides how to use the competencies within their particular jurisdiction.

Caring has been cited by many authors as the core value of nurse educator-student relationships. Others have discussed the need for caring to be translated and transmitted in the practices of nursing education. However, a clear conceptualization of what caring in nursing education is and how it is transmitted to students does not yet exist. The following is an exploration of the concept of caring in nursing education as it is revealed in nursing research and literature. The authors present a critical analysis of the definitions, objectives, attributes and constraints of caring in nursing education. What is currently known and perceived about caring in nursing education, as well as what is not known and what needs to be known, is highlighted. Imperatives for future research are identified.

the current definitions of caring in nursing education denote a mutual relationship between teachers and students in which they interact to provide an environment which supports the students' personal and professional development. The learning of caring in an interactional context is typical of the female experience. It is unknown if this is representative of the male experience. The lived experience of 20 male students as they learned to care as nurses was the focus of this phenomenological research study. The participants concurred that, although caring as a nurse could be learned if one was 'open to learning', teachers could only facilitate this learning; they could not directly teach it. The interactional strategies of storytelling, modelling, being cared for, the 'aha' encounter, and observing and giving care, were used by the participants in learning to care as nurses. The implications of these findings for nursing education and research are presented.

A preceptored practicum for senior students is seen by many to be an important transition to the graduate nurse role, although there is very little literature describing the development of the student during these clinical experiences. Furthermore, the exact role of preceptors in facilitating students' learning and socialisation into the nursing profession is not well defined. This descriptive exploratory study sought to elucidate the meaning of the experience of preceptorship to senior baccalaureate nursing students during their senior practicum. To that end, audiotaped interviews were conducted with 15 senior Canadian baccalaureate nursing students at the end of the first, second and third months of their practicum. Students were asked to describe a recent significant incident from their practice experience, the context of the situation, and why the incident was significant. The research team analysed the interview transcriptions, extracted significant statements, and identified themes and patterns relating to the students' perceptions of their experiences. The relationship with the preceptor was perceived by students as pivotal to their development as a nurse. Emerging themes that described this experience were: 'developing a productive relationship', 'creating a safe environment for learning', 'teaching strategies employed by preceptors', and 'soloing'. An understanding of the experiences of senior student nurses during their practicum will assist both faculty staff and preceptors to develop strategies to facilitate student growth and comfort during the experience.

Shall I be A Nurse?by Clair Rayner, S.R.N., A. Wheaton and Company, Ltd., Exeter, Great Britain, 95 pages.