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In this integrative review, the authors report on, summarize, and analyze research conducted on non-nurse college graduates enrolled in master's degree programs in nursing in the United States and Canada, leading to preparation for advanced practice nurse roles. This review demonstrated that non-nurse college graduates successfully develop into registered nurses and advanced practice registered nurses (APRNs) or certified nurse-midwives (CNMs). What is conspicuously absent in the literature is articulation of the process whereby college graduates become nurses and APRNs or CNMs. Given the expansion of graduate entry programs for non-nurse college graduates, along with the recent clarion call to move advanced practice nursing to the postgraduate level, it is time to examine the process. Understanding the process will help faculty refine pedagogy and curricula to support students' transition from non-nurse to both nurse and APRN or CNM.

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This paper presents preliminary results of symptomatic and behavioral changes and psychodynamic observations for 9 young adult bulimic women treated with psychodynamic group psychotherapy. Pre/post group test results showed significant improvement on all measures of eating pathology, on the EDI ineffectiveness item and the Janis-Field feelings of inadequacy scale as well as on the total score of the Hopkins Symptom checklist. These results were consistent with independent clinical conclusions and with verbal reports of improvements in binging and purging behaviour. Clinical content shed light on the role of the parents, especially the father, in the development of body-image, sense of adequacy and self-esteem, life goals and feminine identification. The authors conclude that clinical observations to date have yielded interesting psychodynamic hypotheses and the initial symptomatic improvements warrant cautious therapeutic optimism.

The National League for Nursing and International Nursing Association for Clinical Simulation and Learning stress that debriefing fosters critical reflection and is essential to all educational settings. The call to action for nurse educators is to incorporate theory-based debriefing throughout the curriculum. This article reports on how one school of nursing implemented the theory-based model, Debriefing for Meaningful Learning

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